Hypnotherapy has been utilised with children and adolescents for more than 200 years. Despite this fact, there has been no documented research on the use of hypnotherapy for children and adolescents in South Africa. This research focused on the perspectives of qualified South African psychologists on the use of hypnosis as a therapeutic technique for children and adolescents. The aim of the research was to expand on current knowledge and understandings of hypnosis and hypnotherapy, to explore how the technique has been adapted to a South African context and to identify drawbacks found in the use of this technique. The research sample comprised eight qualified psychologists who utilise hypnotherapy with children and adolescents. The research design for this study adopted a qualitative approach in which semi-structured interviews were utilised. Although the technique largely relies on foreign practises that have not been adapted to the South African context, it still proved highly valuable. While the psychologists opinions differed on the ages and conditions for which hypnotherapy could be applied, this seemed to be based on their personal experiences and success rates rather than on inherent limitations of the technique. The educational psychologists who specialised in treating children and adolescents found that there were no limitations on the use of the technique and they were confident in its application for all ages. There was also a prevailing belief, on the part of the psychologists, that black individuals appear to be more responsive to hypnotherapy than other races. The overall findings of this research study suggest that hypnotherapy is a beneficial therapeutic technique for children and adolescents in a South African context. The research aimed to further educational psychologists’ knowledge on the applicability of this technique to children and adolescents. With an awareness of its benefits, training by these professionals may be undertaken or the opinions of specialists trained in this area may be sought.

The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.

Previous research of supervision in educational psychology has regularly reported low rates of participation and dissatisfaction with the adequacy of supervisory arrangements. Most studies to date have been conducted on the assumption that supervision is a formalised, often one-to-one relationship. However, this view of supervision is incongruent with the ecological theories of human development that currently guide educational psychologists' work. The present study sought to develop understanding of the nature and contexts of supervision for a group of educational psychologists through examination of the actions they took to meet the goals of supervision. A situational analysis research method was used to examine the supervisory actions, in relation to the theories underlying current field practice, of 38 educational psychologists. This collaborative method of inquiry reflected the procedures of the psychologists' professional practice and enabled the understanding of supervision to be constructed using the participants' own sense-making processes. Results of the study indicated that the psychologists pursued the goals of supervision through the multiple interactions that took place within the regular activity of their community of practice. Supervision included a combination of formal, informal and situated interactions. It was concerned with connectedness to the professional community and comprised a range of integrated activities. The psychologists demonstrated that their supervision-in-action was guided by the same ecological principles that guided their professional practice. When supervision was conceptualised as a practice that included formal, informal and situated interactions intended to meet the goals of supervision, the participants reported high levels of satisfaction with current supervisory arrangements and participation in the practice. This thesis proposes an extended view of supervision that depicts supervision as activity situated within the interaction of a community of practice. It suggests that ecologically valid evaluations of supervision activity and the development of applicable systems of supervision must consider a wide range of supervision activities and contexts of practice.

It is estimated that as many as 20% of children and young people experience psychological problems at any one time (The Mental Health Foundation, 1999), and research suggests that young people have many concerns that may go unnoticed by the adults around them (Cheminais, 2008). Pupils’ interest in direct access to psychological services in the form of ‘drop-in’ opportunities has previously been highlighted (Nichtern, 1978; Woolfson and Harker, 2002; Woolfson et al., 2008; Weerasinghe, 2009). Wider evidence suggests that ‘drop-in’ services may be an age-appropriate method for older adolescents to seek emotional health support. There is some research evidence to support the use of Educational Psychology ‘drop-in’ services for parents, however, there is little evidence to date regarding the use of such services with pupils, and no evidence to support the use of Educational Psychology drop-in services for a post-16 population. This thesis describes an Action Research project that was run in one secondary school in North Wales. A Trainee Educational Psychologist worked alongside a stakeholder group of school staff and other agencies in an effort to make Educational Psychologists (EPs) more accessible to post-16 pupils. The Research and Development in Organisations (RADIO) framework was applied to support the joint design and implementation of a psychological drop-in service for Year 12 and 13 pupils. Data was collected through focus groups, on-going discussion with stakeholders, and the maintenance of a research diary, each audio recorded. Data was analysed qualitatively using thematic analysis, with the key themes being fed back to the stakeholder group at pertinent stages of the RADIO model to help guide the direction of the action research project. The project did not take the anticipated course, as no pupils made use of the drop-in service during the pilot period. However, the critical realism stance adopted allowed for consideration of the underlying generative mechanisms that gave way to the outcomes achieved. Pupil’s perceptions of stigma and their negative constructions regarding the role of EPs were identified as particular barriers to direct access and participation with the service offered. The findings are discussed in relation to existing literature and the potential implications for secondary school pastoral care staff and Educational Psychology Services.

The aim of this study was to investigate guidelines for the educational psychologist in the assessment of foundation phase mathematics. The investigation takes place in the light of Outcomes-based education, which is a new practice of education in South Africa, within the paradigm of post-modernism. Outcomes-based education framed within the National Curriculum Statement, has necessitated far-reaching changes in education and assessment alike. Educational psychology has not been untouched and the field has had to re-look its approach to assessment. Therefore, it has been necessary for educational psychologists in South Africa to develop an approach to the assessment of foundation phase mathematics that will yield credible information in order to support the learner in the best way possible. Educational psychologists have tended to use standardised mathematics tests and IQ tests exclusively when assessing foundation phase learners in mathematics. But, the emphasis of an educational psychological assessment is moving from, not only discovering the learner’s IQ score and the grade or age level that they function at mathematically but also, to question ‘why’ the specific learner is not making progress, ‘what’ the learner can or can’t do, and from the teacher’s point of view, ‘how’ the child can best be helped. This can be achieved by making use of the curriculum as the starting point for the assessment and then assessing each task using an approach which encompasses a dynamic and assetbased approach, where the assessor seeks to understand the learner's areas of personal strength and assets in mathematics. A qualitative interpretivistic design was used in this study. The research methods employed were a literature search of existing literature including mathematics documents, a focus-group interview with foundation teachers from a local primary school, an interview with a lecturer of educational psychological assessment and an incomplete-sentences questionnaire completed by second year masters’ degree students in the educational psychology programme─ both at the University of Johannesburg. A content analysis of two documents─ the National Curriculum Statement (NCS) (2002) and the Principles and Standards for School Mathematics (2000), an American mathematics curriculum─ revealed that the NCS (2002) seems to be based, because of the similarities and at times the exactness of content, on the Principles and Standards for School Mathematics (2000) The value of the process undertaken was that both the documents provide insight into how curriculum-based assessment could be carried out. The constant comparative method of analysis was used to analyse the focus group interview, the individual interview and the incomplete questionnaires. The findings confirm that the changes in education have impacted on educational psychologists’ ‘medical model’ approach to assessment and on the way in which they have been used to working. Educational psychologists’ when carrying out an assessment should aim to ascertain how much an individual has learnt and whether support for learning is required. They should use a variety of assessment tools which should result in a comprehensive understanding of the learner resulting in feedback and a report that is meaningful to teachers and parents. / Dr. Elzette Fritz Mrs. Raine Pettipher

M.Ed. (Educational Psychology) / The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom environment and the teacher‘s inner self. As this study is focused on the grade 9 classroom teacher, adolescence and misbehaviour within this developmental stage was investigated. From this investigation, passive aggression was identified as one of the main culprits of student misbehaviour when considering grade 9 learners. As this type of behaviour affects the teaching environment and is problematic for classroom management, it was found that this has a negative influence on teacher well-being. This study, therefore, aimed investigating the role of the educational psychologist, as a member of the School Based Support Team in supporting teacher well-being in classrooms where teachers are exposed to passive aggressive behaviour shown by grade 9 learners. The theoretical framework on which this research study was based, was Bronfenbrenner‘s bio-ecological systems theory. This theory emphasizes the influence that different systems have on each other, which is very important when working within the school community. An interpertive research paradigm was selected. The research approach employed within this study is qualitative. Participants were purposefully selected, from one school in the Gauteng education system. The methods used for data collection were written reflective notes, semi-structured individual interviews and qualitative content analysis was used in order to analyse the data collected. The research findings indicated that grade 9 classroom teachers have difficulty in effectively managing passive aggressive behaviour displayed by learners in their classrooms. Furthermore, it was also found that teachers perceive support, within the school, to be more focused on learners and that the support rendered is not always applicable for these teachers. This suggests that the educational psychologist, together with school management and classroom teachers should work together to emphasize support to be rendered to classroom teachers. Therefore, teacher well-being, which is a very important aspect of the teaching environment, could be supported and catered for.

Die swart kind in Suid-Afrika is weens die proses van akkulturasie blootgestel aan die westerse kultuur. Die veranderende sosiale omgewing waarin hy hom bevind, ontwrig sy bestaanswyse sodanig dat sy geestesgesondheid in gedrang kom. 'n Tekort aan swart opvoedkundige-sielkundiges gee aanleiding tot kruiskulturele betrokkenheid om in die behoefte aan pedoterapeutiese begeleiding in die swart gemeenskap te kan voorsien. Kruiskulturele terapie staan in die brandpunt van die swart kleuter se geestesgesondheidsorg. Die taalprobleem, 'n kultuurvakuum, rassevooroordeel, sosiale verskille en selfs lewensopvatlike verskille, kan kommunikasieprobleme meebring. Daar is bevind dat kennis aangaande die swart kind se kultuur en sy sosiale strukture kan bydra tot begrip van die kind. Akkulturasie verminder kultuurverskille in afwykings in Suid-Afrika. 'n Universele benadering in terapie, wat oor die grense van kultuurinhoud strek, word aanbeveel om die afwykenheid op te hef. Speel as kommunikasiemedium is aan die hand gedoen om die swart kind se betekeniswereld aan die orde te stel. Die speelgoed, speletjies en speelwyses van die swart kind is beskou ten einde die speelmateriaal vir kruiskulturele terapie te kon saamstel. Verder blyk dit dat die speelterapeut se houding van warmte, empatie en opregtheid van deurslaggewende belang kan wees om rapport met die kind te stig. Terapeutiese verandering berus op 'n leerproses; 'n ervaring en verkenning waarvan die kwaliteit daarvan afhang van die interaksie tussen twee persone in die hier-en-nou en nie soseer deur hulle kulturele agtergrond nie. Voortspruitend uit die navorsingbevindinge word bepaalde aanbevelings gemaak ten aansien van die rol van die terapeut as die fasiliteerder van die speelgebeure en ook ten aansien van kruiskulturele terapie. Verder is aanbevelings gedoen omtrent die toerusting van die speelruimte, speelmateriaal, speelgoed en speelwyses van die swart kind. Dit blyk dat daar ruimte is vir verdere navors1ng op die gebied van die onderskeie pedagogiek-dissiplines ten opsigte van kruiskulturele bemoeienis met die kind. Die terapeut het 'n professionele verantwoordelikheid teenoor die swart kind met probleme wat op hom aangewys is vir hulp. Verder het die terapeut ook 'n verantwoordelikheid teenoor die samelewing deur die uiteenlopenheid van die menslike natuur te erken, te aanvaar en te respekteer. Dit is nie die verskille tussen mense nie, maar dit is die houding wat die individu teenoor daardie verskille inneem, wat as struikelblokke in die weg le tot sinvolle kultuurkontak. Verskille sal daar altyd wees, maar houdings kan verander. ENGLISH : The black child in South-Africa is exposed to the western culture. Due to the process of acculturation he finds himself in a changing social environment which disrupts his existing social security in such a way, that his mentality becomes affected. A shortage of black Educational Psychologists in the community, leads to cross-cultural involvement to provide in the need for pedotherapeutical guidance. Cross-cultural therapy seems to be the centre of attention concerning the mentality of the black child. The language problem, a cultural vacuum, racial discrimination, social differences and even differences concerning view of life, may cause communication problems. Knowledge concerning the black culture as well as social structures in the community of the black child, contribute to a relationship of understanding. In South-Africa the cultural differences concerning deviation decreases due to acculturation. An universal approach in therapy, which extend the boundaries of the con tense of a culture, is recommended to abolish deviation. Play as a medium of communication is advocated to put right the experiences of the black child. The toys, games and ways of playing of the black child is studied in order to compile the equipment necessary for cross-cultural therapy. The warm, sincere and empathic attitude of the therapist plays a vital part in the therepeutical relationship. Therapeutical changes submit to a learning process: experiencing and exploring a relationship from which the quality depend upon the two persons involve in the here-and-now and not upon their cultural background. The relationship and interaction between the therapist and the child is of greater importance than their cultural differences. From the research results certain recommendations are done with regard to the role of the therapist as well as with regard to cross-cultural therapy. Further recommendation concern the equiping of the playroom, playthings, toys and games of the black child. The final conclusion of this study is that the therapist has a proffesional responsibility to the black child in need. Further more the therapist carries a responsibility towards the society to acknowledge, to accept and to respect the divergence of human nature. It is not the differences between people, but their attitudes towards these differences, which stand in the way of closer cultural contact. There will always be differences, but attitudes are adaptable. / Dissertation (MEd)--University of Pretoria, 1991. / Educational Psychology / unrestricted

This thesis comprises two papers. Paper One: Previous research in relation to young people who are at risk of school exclusion can be criticised for the lack of studies that truly elicit and foreground the voices of these young people within a school context. While retrospective studies have explored their views post exclusion, few have examined their perceptions within a mainstream context prior to exclusion. This can be explained in terms of the inherent difficulties of engaging disaffected young people with research, often attributed to a combination of poor language skills and negative perceptions of adults, and schools’ reluctance to foreground these voices. This paper reports how a participatory research method, which took into account the individual needs of disaffected young people, overcame these difficulties and succeeded in eliciting the voices of ten young people at risk of school exclusion within their mainstream context. Rich, meaningful and contextualised data were generated about disaffected young people’s perceptions of their mainstream school experiences. The data were thematically analysed and then interpreted using self determination theory (Ryan & Deci, 2000). This revealed that from young people’s perspectives the need for a sense of relatedness was more relevant than the need for a sense of autonomy. The need to feel competent only became relevant in certain subject contexts. Findings showed a more holistic and nuanced perspective of disaffection. The young people perceived their engagement to be context driven and, importantly, were able to view themselves as positively engaged with some aspects of school. This highlights the need for further research into disaffected young people’s voices regarding what they perceive to be positive engagement as this may differ from practitioners’ perceptions. Implications for practice are that Educational Psychologists (EPs) are well placed to foreground the voice of disaffected young people with practitioners. In so doing they help them make better sense of disaffected young people’s school experiences and enhance practitioners’ ability to support these young people. Paper Two: Interventions in relation to young people at risk of exclusion tend to be drawn from education practitioner views which focus on a particular perspective of disaffection such as within child or curricular factors. Consequently interventions are ‘done to’ rather than ‘with’ young people and lack an integrated, holistic approach. In this small case study the researcher facilitated an intervention with seven Learning Mentors (LMs) set within two different school contexts. The aim of the intervention was to engage LMs with the voice of disaffected young people. The LMs met in two groups over two months during which vignettes of disaffected young people’s voices were used as stimuli for prioritising, implementing and evaluating changes to current LM practice. LMs’ personal constructs of disaffected young people were elicited pre and post intervention. The findings reveal that when LMs are facilitated to engage with the voice of disaffected young people it can have a positive impact on their perceptions of those young people. The effectiveness of the impact was dependent on the context of the school, level of training received and the extent to which LMs engaged with the facilitative process. As this is one of few studies which have implemented an intervention to engage schools with the voice of disaffected young people, further research exploring whether the intervention could be replicated in other school contexts would be of value. This study adds to the body of knowledge on school disaffection in young people and indicates that EPs are well placed to manage facilitative processes aimed at engaging schools with the voices of disaffected young people. In doing so they support practitioners to broaden their understanding of these young people and, importantly, enable them to act on their voices.

Motivational interviewing (MI) has been used extensively and often effectively in medical settings to support behaviour change in adults. There is emerging evidence that MI may also be a useful approach for working with young people in schools. This thesis investigated the effectiveness of MI in educational settings and is presented in three sections. The first paper is an evaluative systematic literature review examining the evidence for student-focused MI in educational settings. Eleven studies were included in the review, although just eight were identified as 'best evidence' and included in the synthesis. Overall there is evidence for the effectiveness of student-focused MI in the areas of behaviour, school-based motivation and academic achievement. However, a number of methodological weaknesses were identified in the existing literature, which provides clear pointers for future research. Previous research has highlighted the potential usefulness of MI when used as a therapeutic intervention with disaffected students. However, to date, there has been little published research investigating students' views on MI. The second paper aims to investigate students' views on an MI intervention. Three disaffected students took part in an individual MI intervention, which was delivered by three educational psychologists (EPs). Semi-structured interviews were used to obtain the students' views, immediately after the intervention and again at a follow-up interview three months later. The results indicated that students were enthusiastic about the intervention and most perceived that there had been a positive impact on their learning motivation and classroom behaviour. However, these results were not consistent with questionnaire responses and two of the students experienced exclusions around the time of the intervention. The implications of these ambiguous findings are discussed in relation to the use of therapeutic interventions by EPs and the possible factors that are crucial to the success of MI interventions. The third paper provides a critical appraisal of the overall research process, including implications of the work, wider context of the research and dissemination of evidence to professional practice.

<p>School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?</p>