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.

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.

D.Ed. / The goal of this study is to design a model that could guide and direct the educational psychologist in the facilitation of the client's self-knowledge for career management: The rationale of this study is based on the fact that previously the educational psychologist, as career counsellor, had to counsel within specific limiting boundaries. In terms of career counselling this meant that he simply guided the client to make the correct career choice. Career management was not considered by the educational psychologist as part and parcel of career counselling. The need for career management is reinforced by the view of the Gauteng Education Department that education in South Africa is seen as a process of lifelong education. Career counselling should therefore be conducted in such a way that it ensures lifelong dividends. Self-knowledge can be seen as the basis for career management. The educational psychologist should possess specific knowledge and skills in order to facilitate self-knowledge in such a way that a client is empowered to manage his own career in a changing career market. The main purpose of this study will therefore be: the, development and description of a model that could serve as a guide to the educational psychologist in the facilitation of a client's self-knovViedge in order to empower him to do career management. To be able to meet this goal the following sub-goals are set: the exploration and description of the concepts necessary for self-knowledge in order to do career management by means of a literature study; the generation of the provisional model; the evaluation and the refinement of the provisional model on the basis of recommendations made by the model development experts and peer group • the writing of a manual for educational psychologists regarding the operationalisation of the final model. The execution of the development of the model will be discussed in three phases. During phase one the model is developed and described by means of a literature research. The model is functional, therefore the survey list of Dickoff, James and Wiedenbach (1968:435), is used to identify and classify the concepts in the study. A concept analysis of the central concept "self-knowledge for career management" is performed and a theoretical definition is:formulated. During phase one the main concepts and their relationships to the central concept are described in the form of relational statements. These statements do not only highlight the relationship between the concepts, but also lay a sound foundation for the conceptual framework on which the provisional model "self-knowledge for career management" is based. During phase two the provisional model is evaluated and refined by model development experts and the peer group. According to the r,ecommendations and the relevant critique, the model is refined and the final model described. The final model describes the structure of the model, as well as the process to facilitate self-knowledge for career management. During phase three a manual is written on how to operationalise the model, which serves as a guideline to the educational psychologist.