The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education

 

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dc.contributor.advisor De Jong, Terry en_ZA
dc.contributor.author Daniels, Ardela en_ZA
dc.date.accessioned 2016-03-04T16:36:29Z
dc.date.available 2016-03-04T16:36:29Z
dc.date.issued 1995 en_ZA
dc.identifier.citation Daniels, A. 1995. The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17450
dc.description Bibliography: pages 71-78. en_ZA
dc.description.abstract Educational Psychology has been defined in the past as an interventionist profession, mainly focused on the alleviation of educational problems that interfere with the educational process. Currently a paradigm shift seems to herald new opportunities for the profession to develop whole school approaches and devote less of its time to individual case work. Educational psychologists world-wide foresee a broadening in the focus of their work to include a larger commitment to consultancy and school systems development. The benefits are seen in terms of the more efficient use of time, eliciting wider ranging change and the opportunity for offering a preventative approach to service delivery. School systems consultation represents such an approach. This study explores the practice of school systems consultation using an action research approach. It is argued that action research methodology provides a framework to contain and guide the complex developments which emerge once the consultation gets under way. Central concepts in an action research approach such as collaboration, participation and reflection are analysed and reflected upon in terms of the opportunities and constraints they presented to school systems consultation as a service delivery option for the educational psychologist. The role of the educational psychologist in South Africa has been conservative and the shift towards a more socially accountable one seems inevitable if such services are to be regarded as appropriate. The role of the educational psychologist as change agent in the transformation process in the South African education system is explored in this study. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Educational Psychology en_ZA
dc.subject.other School psychology en_ZA
dc.subject.other School psychology - South Africa - Case studies en_ZA
dc.subject.other Action research in education - South Africa - Case studies en_ZA
dc.subject.other Special education - South Africa - Case studies en_ZA
dc.title The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education en_ZA
dc.type Thesis / Dissertation en_ZA
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 Centre for Educational Research en_ZA
dc.type.qualificationlevel Masters en_ZA
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image


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