Bibliography: leaves 237-252. / The purpose of the present study was to make suggestions for an appropriate community psychology practice in South Africa, and to explore the implications for the training of psychologists within this context. In order to develop these proposals an understanding of the South African social context and the location of psychology in that context was sought. In addition it was considered necessary to gain an overview of the community psychology approach in other contexts. Thereafter an exploration of the views of various people on an appropriate role for the psychologist in the broader socio-political arena in South Africa was conducted. These included key community psychologists in other contexts, psychologists in South Africa, psychology students, members of other social sciences, members of the public, and community organizers. An exploration of theoretical issues and relationships fundamental to a community psychology was then pursued, using a Critical perspective as a basis. Based on all of the above and direct experience of working and teaching within a community psychology framework in South Africa, suggestions for practice and training were offered.

A research report submitted to the Department of Psychology in the School of Human and Community Development in partial fulfilment of the requirements for the degree of Master in Education (Educational Psychology) in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2017 / Currently there is a growing interest around the world in exploring mental health from a systemic perspective. A qualitative, exploratory, descriptive study using semi-structured interviews was conducted in order to explore the experiences and perceptions of 8 practicing educational psychologists who have worked in a systemic reflecting team. The research aimed to ascertain whether this type of training has been perceived as influencing the educational psychologists’ way of thinking in terms of the importance of working systemically within the South African context. Findings suggest positive perceptions of systemic intervention, although various challenges hinder implementation. The reflecting team was perceived as being useful in terms of supervision and training. The educational psychologists perceived their training on a reflecting team as being beneficial for their own development and in terms of their current practice. While this was the case the educational psychologists perceived being observed by the reflecting team during their training on the reflecting team as anxiety provoking. The findings suggest the need for more practical training and an in-depth theoretical foundation of systemic family therapy. Future research which explores other methods of family therapy as well as the effectiveness of family therapy within the school system has been recommended. / XL2018

M.A. (Psychology) / Please refer to full text to view abstract

Bibliography: pages 78-83. / The application of systemic principles to a consultancy model was explored, using the systemic problem-solving methodologies developed in Britain by Burden (1978, 1981, 1983) and Checkland (1981). It is argued that, in addition to the traditional role of the educational psychologist as a child and family psychologist, the role of the educational psychologist should be extended to include a function as a consultant to social systems. The focus of the intervention was the children in the junior-primary section of a boarding-school. A team of consultants was formed for the duration of the intervention. The team comprised of key members from the system and the novice educational psychologist, with the academic supervisor acting as an outside consultant. The analysis focused on rules and patterns. Patterns of communication, support, isolation and problem-solving were highlighted. The intervention focused on structural changes. Structural changes, attitudinal changes and the process itself were evaluated. Agreement by consensus was used as a measure of change. Consensus was reached that the model had impacted positively on the problem-solving skills of the team and the previous isolation of team members. However limited news of difference was found in relation to the children. This was connected to the fact that many of the changes had not been implemented fully or for a sufficient period of time.

M.A. (Counseling Psychology) / Please refer to full text to view abstract

With vast changes occurring in the South African context since 1994, it is clear that the role of educational psychologists has also shifted. While changes have occurred, numerous difficulties still exist within the education sector highlighting the need for educational psychologists. However, there appears to be disagreement about how the role is perceived in the Health Professions Council of South Africa, training institutions and in practice. For these reasons, this study seeks to unpack educational psychologists' perceptions of their role within the Pietermaritzburg area. A qualitative methodology is employed using semi-structured interviews with a number of practitioners in the area. The study found that the role of educational psychologists is complex, affected by individual variables and various contextual shifts and tensions. This finding has implications for the training of educational psychologists and raises questions around their place within education itself. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

M.A. (Clinical, Psychology) / The aim of this study was to develop a selection model for students who are to be trained as Clinical Psychologists at the Masters degree level. Since selection criteria are both subjective and objective and the procedure itself time consuming, the model would have to incorporate these aspects and also save time. For these reasons the possibility of utilizing a single assessment instrument, the 16PF, was investigated. The experimental design compared two methods of selection. These were (i) the traditional method involving interpersonal contact between selectors and candidates and (ii) a statistical method involving the 16PF. were tested. Three hypotheses i That the 16PF would discriminate significantly between selected and selected students. ii That a pattern of objective criteria would emerge. iii That some subjective criteria would be identified. All three hypotheses were subsequently confirmed. Recommendations for the future utilization of the model are made.

This study presents a description of the development and history of learner support, as well as educational psychological leaner support, in South Africa. The role and function of the educational psychologist was researched through literature study and empirical research. It was found that whereas this pivotal profession is still vital in any educational system, the nature of contemporary society has necessitated a new dimension in educational psychological service delivery, namely systemic involvement. Guidelines for a new model for educational psychological learner support in the education dispensation are put forward. This model asks for the enlargement of the role of the educational psychologist to include assessment and support of all of the systems that play a role in the learner’s life.

M.A. (Clinical Psychology) / Over the past decade, clinical psychologists have begun to play an increasingly important role in the community and in the mental health team. A good understanding of the role of the clinical psychologist is of extreme importance for the general practitioner in order -to make effective referals to the clinical psychologist when necessary and also for the maintenance of the mental health team. Van Den Berg (1980) states that the large number of incorrect referals between members of the mental health team are due to a lack of knowledge as to the services available. It is thus essential that research be conducted in order to clarify any misunderstandings that may exist between the general practitioner and the clinical psychologist who are both members of the mental health team. This research was conducted with two broad hypotheses in mind, namely that incongruence exists between the clinical psychologist's perception and the general practitioner's perception of the role of the clinical psychologist; and that general practitioners do not have a clear perception or understanding of the professional role of the clinical psychologist. In order to test these hypotheses, a questionnaire was designed and given to a sample of clinical psychologists and a sample of general practitioners. The questionnaire was based on the literature study of the role of the clinical psychologist and on interviews that were conducted with the teaching staff at the psychology department at the universities and mental institutions in the Witwatersrand area.

Includes bibliography. / Over the past decade clinical psychologists have increasingly begun to work in general hospital settings, but little published research has dealt in depth with the adjustments and negotiations that need to occur at the interface of clinical psychology and medicine. In this dissertation, the relationship of the psychosocial to medicine and the professional relationships of psychologists and doctors are discussed. Consultation- liaison psychiatry and multidisciplinary treatment teams are presented as two ways in which medicine has attempted to deal with the psychosocial, and which provide potentially useful models of practice for psychologists. Four cases that were referred to the author while working as an intern clinical psychologist in a Neurosurgery unit are discussed in terms of the insight they provide in understanding implicit assumptions about and expectations of psychology. In addition, the head of this Department of Neurosurgery and the two clinical psychologists working in this department were interviewed, and these interviews, together with the cases, provide the material for a discussion of various issues which face clinical psychologists in this unit. These include: the power structures and relationships in the unit; the use of consultation-liaison psychiatry and multidisciplinary treatment team models of practice; the inability of psychologists to fulfil present demands for their services; and the issue of reactive or proactive definition of psychological functions. Finally, some suggestions for enhancing the psychological contribution to patient care in Neurosurgery are made, based on the principles that arise out of the discussion.