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.advisorDe Jong, Terryen_ZA
dc.contributor.authorDaniels, Ardelaen_ZA
dc.date.accessioned2016-03-04T16:36:29Z
dc.date.available2016-03-04T16:36:29Z
dc.date.issued1995en_ZA
dc.descriptionBibliography: pages 71-78.en_ZA
dc.description.abstractEducational 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.identifier.apacitationDaniels, A. (1995). <i>The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Educational Research. Retrieved from http://hdl.handle.net/11427/17450en_ZA
dc.identifier.chicagocitationDaniels, Ardela. <i>"The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Educational Research, 1995. http://hdl.handle.net/11427/17450en_ZA
dc.identifier.citationDaniels, 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.ris TY - Thesis / Dissertation AU - Daniels, Ardela AB - 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. DA - 1995 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1995 T1 - The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education TI - The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education UR - http://hdl.handle.net/11427/17450 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17450
dc.identifier.vancouvercitationDaniels A. The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Educational Research, 1995 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17450en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentCentre for Educational Researchen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Psychologyen_ZA
dc.subject.otherSchool psychologyen_ZA
dc.subject.otherSchool psychology - South Africa - Case studiesen_ZA
dc.subject.otherAction research in education - South Africa - Case studiesen_ZA
dc.subject.otherSpecial education - South Africa - Case studiesen_ZA
dc.titleThe practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised educationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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