<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>

Doctor Philosophiae / 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? / South Africa

This small-scale study is positioned within a social constructionist interpretive paradigm using a mixed methodology employing principles of adapted grounded theory, simple scale-based questionnaires and action research. Fourteen disabled young people from one specialist and three secondary mainstream settings were interviewed using semi-structured interviews to gain their views on friendship and belonging in schools. Three groups of parents, TAs, SENCos and allied education professionals engaged in action research to examine these views, their own views and values and those of disabled young people in their families and schools in order to better understand the sensitivities and subtleties of successful social inclusion and to consider change to whole school practice. The limitations that non-disabled adults unwittingly ‘construct’ that act as barriers to friendship and social inclusion were explicitly recognised in this interpretive research as a contribution to informing practice and theory in this domain. Paper One focuses on the views of young people and the meaning and importance they placed on friendship and social relationships in their lives. Findings included that young people in specialist and mainstream setting highly valued friendships but that sustaining friendships in the wider community was often problematic for those participants who attended schools outside their local community. This mainly affected the specialist setting students but was also recognised as an issue by some of the mainstream parents who lived outside the catchment area. Findings also revealed that young people gained their sense of belonging from the positive relationships they formed with TAs and teachers as well as friends. In order for friendship and positive social inclusion to develop, however, participants required schools to provide a supportive environment of accessible rooms, doors and lifts and adults who trusted them to have the competency and agency to manage their social times and spaces with choice and autonomy. The issue of ‘surplus visibility’ was highlighted by disabled young people who spoke of an experience of school where lack of choice concerning where and with whom to spend break times limited their friendship opportunities and sense of well-being and inclusion. This was compounded by an expectation of compliance by adults and automatic assumption of their belonging to a disabled group despite differences of sex, gender or common interests. The participants valued genuine connection through humour, interests and social support and were active in seeking private time for talking with friends. Schools that provided a range of highly social or quieter, more private, locations for students were highly valued. Paper Two describes using these views as stimulus for action research to bring about change towards improved social inclusion. Groups of parents, senior management, SENCos, TAs and other education professionals met formally three times over a four month period. These groups examined vignettes selected from data from paper one, engaged in debate and discussions, interviewed disabled young people themselves, formulated key concept maps leading to revised theoretical frameworks, reflected and evaluated the process of the action research and considered practice change or further research. This stage was a continued process of seeking to hear authentic voices, in depth discussion and reflection on what we were learning from disabled young people combined with our own knowledge, values, and beliefs. This led to the development of conceptual models and practical change intentions to promote social inclusion. Intentions to change included •Developing alternative social rooms with minimal TA presence •Including disabled young people in TA selection processes •Involving parents in reviewing the school inclusion policy •Establishing a regular parents’ support group •A commitment to keep listening to young people’s voices and preferences on key matters rather than ‘assuming that we already know!’ •Lengthening the lunch break in the specialist setting to ensure time for socialising and friendship building These commitments to change demonstrated that schools were able to engage successfully in the action research process, valued parents’contributions further and were willing to change practice towards greater social inclusion of disabled young people and parents.

Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.

The study reports on the development of a photo therapy tool for educational psychologists within the South African context. A literature study explores the nature, advantages, characteristics and the application of photo therapy with clients in a therapeutic setting. The developmental intervention research design guided the practical development of an electronic photo therapy tool that can be applied by educational psychologists in a therapy setting with clients. The empirical research is qualitative in nature, as the effectiveness of the newly developed photo therapy tool is evaluated by emerging adults and educational psychologists as an intervention strategy. In order to accomplish this purpose, emerging adults, as well as educational psychologists shared their perceptions of the newly developed photo therapy tool. Thus the usefulness of the photo therapy tool was investigated as an intervention approach. Qualitative data generation techniques, focus group interviews and photographs were utilised. The research results show that the newly developed electronic photo therapy tool has the potential, as a modern therapeutic tool, to be used by educational psychologists as an intervention strategy. The developmental intervention research design is a continuous process, and as the life world is forever changing, improvements to the photo therapy tool can always be added according to new suggestions and ideas. The findings allow theorisation about the significance of the photo therapy tool. The study further determines that there is definite potential in the electronically created photo therapy tool, as both the young adults and the educational psychologists perceived the photo therapy tool as a possible and valuable tool in the therapeutic intervention process. / Psychology of Education / D. Ed. (Educational Psychology)

This research study consisted of an examination of the role played by the educational psychologist in the emotional and social rehabilitation of the TBI adolescent. A survey of the literature reveals that traumatic brain injury during adolescence negatively impacts on their adaptation, development and functioning after the acute phase of the rehabilitation process. In order to study this phenomenon, a psycho-educational perspective was utilised. An in-depth qualitative study was undertaken by means of a case study design. The two cases being presented offers the reader insight into the cases pre-morbid functioning, the accident and its aftermath, the specific traumatic brain injuries, the emotional and social problems encountered by these adolescents as well as the psychotherapeutic interventions applied by the educational psychologist in the rehabilitation process of the cases under investigation. The conclusions reached from this investigation were that traumatic brain injury during the developmental phase of adolescence, negatively impacts on the emotional and social well being of these adolescents, and that the educational psychologist plays a valuable role in the emotional and social rehabilitation of these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)

Text in Afrikaans / It is alarming that psychologists are in many cases insufficiently trained with regard to homosexuality. Against this background and on the basis of a literature study and empirical research, this study aims to provide guidelines to educational psychologists on working with homosexual clients. Within the Educational Psychology, a person's self actualisation rests on three pilars, namely experience, meaning assignation and involvement. The premise of the qualitative research (focus group interviews) used in this study is homosexual persons' experience of psychologists - the investigation was therefore approached from an Educational Psychology viewpoint. Altogether 75% of the focus group respondents' experience of psychologists was negative. The possibility exists that insufficient training may cause insufficient knowledge and insight, which in turn may lead to homosexual persons' negative experiences of psychologists. It is therefore imperative that the aspect of training of psychologists with regard to homosexuality will receive attention. / Educational Studies / M.Ed.

Thesis (MEdPsych)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: There has been a paradigm shift occurring in the field of educational psychology over the last few decades from a predominantly medical approach towards a more inclusive and systemic approach. This development has called for a change in the way educational psychologists conceptualise problems, as well as an expansion in their practices in order to provide effective support services. However, the question arose which theoretical approach educational psychologists currently espouse and implement. This study therefore endeavoured to explore the theoretical approaches underpinning educational psychologists’ practice, with a focus on those professionals working within District Based Support Teams (DBSTs) in the Western Cape.Within this broad aim, the research aimed to identify which theoretical approach(es) the educational psychologists personally espouse and which theoretical approach(es) is/are espoused within the DBSTs. A further objective was to determine what the practice of their theory-in-use entailed. This information would ascertain whether the educational psychologists’ espoused theories and theory-in-use correspond. Qualitative research within the interpretive/constructivist paradigm was employed for the research design. The participants included eight educational psychologists practising within District-Based Support Teams (DBSTs) in the Western Cape. Data was collected by means of an extensive literature review, self-administered questionnaires and individual interviews and analysed using qualitative thematic analysis and interpretation. The key findings of this research revealed that the educational psychologists in this study personally espouse a systemic approach to their practice of educational psychology. However, it was revealed that this approach is not necessarily adopted by all members of the DBSTs. Furthermore, the educational psychologists themselves experience many challenges in implementing this theory. Their theory-in-use at the Education District Offices incorporates both medical and systemic approaches. Assessment of learners is largely based on a medical model, whilst the interventions and support they provide appeared to be focused on a more systemic level. It was concluded that the theory that the educational psychologists personally espouse; the theory espoused within DBSTs; and the theory-in-use within the DBSTs, do not entirely correspond. / AFRIKAANSE OPSOMMING: ’n Paradigma skuif wat die laaste paar dekades plaasgevind het in die veld van opvoedkundige sielkunde, het meegebring dat die benadering verander het vanaf ‘n hoofsaaklik mediese model na ‘n meer inklusiewe en sisteem gebaseerde model. Hierdie ontwikkeling vra dat opvoedkundige sielkundiges probleme op nuwe maniere konseptualiseer, asook hul praktyk uitbrei om effektiewe ondersteuningsdienste te kan verskaf. Die vraag watter teoretiese benaderings opvoedkundige sielkundiges tans onderskryf en implementeer, het onstaan. Hierdie studie poog dus om te ondersoek watter teoretiese raamwerke opvoedkundige sielkundiges se praktyke onderlê, en fokus op die opvoedkundige sielkundiges wat werk binne die Distriksgebaseerde Ondersteuningsspanne (DBSTs) in die Wes-Kaap. Binne hierdie breë doelwit, word deur die navorsing gepoog om die teoretiese benadering(s) wat opvoedkundige sielkundiges binne die DBSTs persoonlik aanhang sowel as die teoretiese benadering(s) wat binne hierdie DBSTs gepropageer word, te identifiseeer. ‘n Verdere mikpunt was om vas te stel wat die deelnemers se praktyk (teorie-in-gebruik) behels. Hierdie inligting sou dit moontlik maak om vas te stel of die teorie voorgestaan en die teorie-in-gebruik ooreenstem. Kwalitatiewe navorsingsmetodologie vanuit ‘n interpretatiewe/konstruktivistiese paradigma is gebruik in die ontwerp van die navorsing. Die deelnemers was ag opvoedkundige sielkundiges wat binne die DBSTs van die Wes-Kaap praktiseer. Data is versamel deur ‘n uitgebreide literatuur oorsig, self ingevulde oop vraelyste en individuele onderhoude. Die data is geanaliseer deur van kwalitatiewe tematiese analise en interpretasie gebruik te maak. Die kernbevindinge van die studie het gedui op ‘n sistemiese benadering tot hul praktyk, wat deur die opvoedkundige sielkundiges persoonlik onderskryf word. Die bevindige het ook gedui daarop dat nie al die lede van die DBSTs dit aangeneem het nie. Verder ervaar die opvoedkundige sielkundiges self verskeie uitdagings ten opsigte van die implementering van sodanige teoretiese benadering. Die teorie-in-gebruik binne die Onderwys Distrikskantore bevat beide mediese model benaderings sowel as meer sistemiese benaderings. Die assessering van leerders is grootliks gebaseer op ‘n mediese model, terwyl die intervensies en ondersteuning wat gebied word blyk meer sistemiese onderlê te wees. Dit kom dus vooras of die teorie wat opvoedkundige sielkundiges persoonlik aanhang, die teorie wat binne die DBSTs onderskryf word, en die teorie-in-gebruik binne die DBSTs nie noodwendig ooreenkom nie.

This research study consisted of an examination of the role played by the educational psychologist in the emotional and social rehabilitation of the TBI adolescent. A survey of the literature reveals that traumatic brain injury during adolescence negatively impacts on their adaptation, development and functioning after the acute phase of the rehabilitation process. In order to study this phenomenon, a psycho-educational perspective was utilised. An in-depth qualitative study was undertaken by means of a case study design. The two cases being presented offers the reader insight into the cases pre-morbid functioning, the accident and its aftermath, the specific traumatic brain injuries, the emotional and social problems encountered by these adolescents as well as the psychotherapeutic interventions applied by the educational psychologist in the rehabilitation process of the cases under investigation. The conclusions reached from this investigation were that traumatic brain injury during the developmental phase of adolescence, negatively impacts on the emotional and social well being of these adolescents, and that the educational psychologist plays a valuable role in the emotional and social rehabilitation of these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)

Text in Afrikaans / It is alarming that psychologists are in many cases insufficiently trained with regard to homosexuality. Against this background and on the basis of a literature study and empirical research, this study aims to provide guidelines to educational psychologists on working with homosexual clients. Within the Educational Psychology, a person's self actualisation rests on three pilars, namely experience, meaning assignation and involvement. The premise of the qualitative research (focus group interviews) used in this study is homosexual persons' experience of psychologists - the investigation was therefore approached from an Educational Psychology viewpoint. Altogether 75% of the focus group respondents' experience of psychologists was negative. The possibility exists that insufficient training may cause insufficient knowledge and insight, which in turn may lead to homosexual persons' negative experiences of psychologists. It is therefore imperative that the aspect of training of psychologists with regard to homosexuality will receive attention. / Educational Studies / M.Ed.