Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy

 

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dc.contributor.advisor Van der Hoorn, Svea en_ZA
dc.contributor.author Duncan, Barry Donald en_ZA
dc.date.accessioned 2016-02-15T07:14:18Z
dc.date.available 2016-02-15T07:14:18Z
dc.date.issued 1994 en_ZA
dc.identifier.citation Duncan, B. 1994. Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17028
dc.description Bibliography: pages 153-160. en_ZA
dc.description.abstract This study aims to locally contextualize and critically evaluate a PARENT COUNSELLOR ASSISTANCE (PCA) programme implemented in a local primary school. The programme investigated the possibility of providing an appropriate schools-based indirect service in the form of a consultation and counsellor assistance programme. This included reflecting on a consultative role of the educational psychologist as being a more appropriate role in keeping with the demands for a new unitary educational dispensation in South Africa. The design and methodology of the study was informed by the C.I.P.P (Context, Input, Process and Product) evaluation model (Stufflebeam, 1971) employed to assist in the evaluation of educational programmes. It focussed on using systematic early detection and screening procedures to identify children academically at risk. Parent Counsellor Assistants trained in non-directive play therapy were then matched individually with these children and worked with them on a weekly basis over a period of seven months. The educational psychologist acted as consultant to the programme in line with an indirect service delivery strategy. Data was collected through recorded observations of meetings, discussions, feedback sessions, consultations, questionnaires and informal contacts. Connors Behaviour Rating Scales were periodically completed by various participants and the Parent Counsellor Assistants maintained diaries of play therapy sessions. Children's drawings were also used where possible, to reflect on any positive developmental indicators emerging. Data analysis attempted to document the autopoetic development of the programme as it unfolded within the structure of the CIPP model, and within essentially a systemic perspective. The findings were that the PCA programme was successfully implemented as an indirect service delivery strategy. Parents working in partnership with teachers, supervised by a consulting educational psychologist, were able to assist primary school children at academic risk in coping more adequately with their school life. The programme was written for educators and allied groups interested in finding new strategies to service the needs of a rapidly changing educational system in South Africa, specifically in respect of special education services. Parent based indirect service delivery models using educational psychologists as consultants seems an appropriate strategy to service these needs. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Educational Psychology en_ZA
dc.subject.other Special education en_ZA
dc.subject.other Counseling in elementary education en_ZA
dc.subject.other Child psychology en_ZA
dc.title Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Duncan, B. D. (1994). <i>Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17028 en_ZA
dc.identifier.chicagocitation Duncan, Barry Donald. <i>"Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1994. http://hdl.handle.net/11427/17028 en_ZA
dc.identifier.vancouvercitation Duncan BD. Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1994 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17028 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Duncan, Barry Donald AB - This study aims to locally contextualize and critically evaluate a PARENT COUNSELLOR ASSISTANCE (PCA) programme implemented in a local primary school. The programme investigated the possibility of providing an appropriate schools-based indirect service in the form of a consultation and counsellor assistance programme. This included reflecting on a consultative role of the educational psychologist as being a more appropriate role in keeping with the demands for a new unitary educational dispensation in South Africa. The design and methodology of the study was informed by the C.I.P.P (Context, Input, Process and Product) evaluation model (Stufflebeam, 1971) employed to assist in the evaluation of educational programmes. It focussed on using systematic early detection and screening procedures to identify children academically at risk. Parent Counsellor Assistants trained in non-directive play therapy were then matched individually with these children and worked with them on a weekly basis over a period of seven months. The educational psychologist acted as consultant to the programme in line with an indirect service delivery strategy. Data was collected through recorded observations of meetings, discussions, feedback sessions, consultations, questionnaires and informal contacts. Connors Behaviour Rating Scales were periodically completed by various participants and the Parent Counsellor Assistants maintained diaries of play therapy sessions. Children's drawings were also used where possible, to reflect on any positive developmental indicators emerging. Data analysis attempted to document the autopoetic development of the programme as it unfolded within the structure of the CIPP model, and within essentially a systemic perspective. The findings were that the PCA programme was successfully implemented as an indirect service delivery strategy. Parents working in partnership with teachers, supervised by a consulting educational psychologist, were able to assist primary school children at academic risk in coping more adequately with their school life. The programme was written for educators and allied groups interested in finding new strategies to service the needs of a rapidly changing educational system in South Africa, specifically in respect of special education services. Parent based indirect service delivery models using educational psychologists as consultants seems an appropriate strategy to service these needs. DA - 1994 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1994 T1 - Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy TI - Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy UR - http://hdl.handle.net/11427/17028 ER - en_ZA


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