The purpose of this study was to report on the sustainability of school-based psycho-social support projects that have been initiated in a school in the Eastern Cape. More specifically, the study explored how insights into sustainable psycho-social support by teachers might inform knowledge on resilience in schools. The study forms part of the broad STAR (Supportive Teachers, Assets and Resilience) research project that has been ongoing since 2003. The current study utilised Interpretivism as metatheory and Participatory Reflection and Action (PRA) as methodological paradigm. A case study design was selected, with eight purposefully selected primary school teachers as participants, who have been involved in the STAR project since 2003. Two field visits were undertaken for data collection purposes. The participants took part in two PRA-based workshops, with the second workshop taking the form of a member checking session. In addition to the PRA-based workshops, I relied on observations, field notes, photographs, audio-recordings and a research diary as data collection and documentation strategies. Subsequent to thematic data analysis four main themes emerged. Firstly the importance of teamwork in sustaining psycho-social support initiatives was identified, with the various roles and responsibilities within the team, and school management acting as a silent partner emerging as sub-themes. Secondly, participants highlighted collaboration (with the University of Pretoria, community and other schools) as underlying reasons for sustaining support efforts. Thirdly, participants regarded acknowledgement by others as motivating factors, with reference to acknowledgement on multiple levels and acknowledgement resulting in self-confidence as sub-themes. Finally, participants focused on teacher identity as the determining factor for sustaining psycho-social support initiatives, referring to being in a caring profession, putting children first, being change agents in the community and being committed and dedicated. Based on the findings of the study, I can conclude that sustaining psycho-social support seemed to establish the school as a protective resource to promote resilience. The acknowledgement of teachers’ abilities and capabilities similarly had a positive effect on teachers’ identification and mobilisation of assets and resources in collaboration with community partners, which in turn positively impacted teachers’ confidence. Additional information available on a CD stored at the Merensky Library on Level 3 / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The purpose of this study was to explore and describe the experiences of teachers fulfilling the role of facilitators of the STAR intervention with fellow teachers at two neighbouring schools. The study constituted part of a broader research project that commenced in 2003, at a primary school in the Eastern Cape. At the time of the current study, seven of the ten teachers who participated in the initial study were replicating the initial study’s strategy in two neighbouring schools in an attempt to assist the teachers in providing psychosocial support. In an attempt to explore the experiences of the teacher-facilitators I observed a STAR intervention session (November, 2008), that involved four participants facilitating a STAR intervention session at the neighbouring school. Following my observation of the intervention session, I co-facilitated a focus group, exploring the teacher-facilitators’ experiences in fulfilling the role of peer-facilitators. Two days after the first focus group, I co-facilitated a follow-up focus group for the purpose of member-checking. In addition, I relied on field notes and visual data as data sources. Based on the data analysis that followed, three main themes emerged. Firstly, the teachers seemed to ascribe meaning on a personal level in terms of their experiences as facilitators of STAR. They experienced joy in sharing knowledge and enabling others, feelings of self-worth and self-confidence, personal development and growth, as well as confirmed commitment and motivation. Secondly, they experienced a shared voice in the community, in response to the peer-facilitation of STAR, referring to appreciation and trust that inspired enthusiasm for participation in various school-community systems and a sense of community as outcome of facilitation. Thirdly, participants identified aspects related to being a peer-facilitator, in terms of overcoming feelings of uncertainty and concern, working as a team, relying on creative problem solving when dealing with potential challenges, and extending the scope of facilitation. Based on the findings of the study I concluded that the participating teachers experienced the facilitation of STAR in a positive manner on both a personal and professional level. As a result of their positive experiences, they seemed to become even more committed and motivated than initially, to support their community through the facilitation of STAR. Their positive experiences seemingly influenced their perceived development in terms of self-efficacy beliefs and actualisation, which in turn enhanced their personal and professional growth, thereby forming a cycle of improved positive experiences on various levels. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted