Exploring school advisors' practices: Dwelling in/between the tectonic spaces is a story about three teachers assisting their student teachers in becoming teachers, and my safari through their landscapes; what i describe as dwelling in/between the tectonic spaces. Those spaces between school advising and student teaching, desire and fear, comfortable and uncomfortable, predictable and unpredictable, all speak to the fact that school advising is a complex phenomena. The exploration began with two research questions that guided the study: what is the school advisor's understanding of her practice? What is the school advisor's understanding of how one becomes a teacher? i worked with three school advisors from two large urban secondary schools during the 13 week secondary student teaching practicum in the 1994/95 school year. Diane and Jill came from Maskini Secondary School. They worked with one student teacher, Betty. Jessica came from Lord Cook Secondary School, and worked with two student teachers, Chety and Tiany. Several data generating procedures were integrated and a co-researching relationship fostered between the school advisors and me. The data generating procedures were conversations, participant observations, video and audio-taping. Student teacher assessment forms written by the school advisors were part of the data; and i kept a journal throughout the study. As i became immersed in the study, listened to several conferences between school advisors and student teachers, and held various conversations-on-actions with the school advisors, i realized i was dealing with a very complex phenomenon. Interpreting the data from the point of view of the two research questions that i began with, and trying to understand the school advisors' practices and their understanding of how one becomes a teacher from that view, would have meant camouflaging the dynamics and conflictual nature of such practices. Asking a what is question demanded that i objectify the school advisors. That would have meant sealing myself off from the atmosphere that i inhabited in those classrooms, the sounds of pedagogy that i heard, and the smiles that radiated the rooms. That would have meant not acknowledging what it was like for me inhabiting places full of love and hope. It would have also meant blocking off the painful moments that were evident at times. The moments and situations speak of what and how school advising was like and could be like. The data transformed the research questions. The complexity of school advising needed to be spoken of according to what it was like and could be like. Thus, what school advising was like and can be like or what the 1994/95 practicum was like for the school advisors is told in narratives and metaphors generated from the various conversations. The narratives, the situations, and the metaphors speak about what we have to grasp as a whole. They help us understand each advising of a student teacher by a school advisor on a certain day, in the tone of a previous incident, reminder, and suggestion. The narrative fragments and the synopsis make sense in the whole. Like parables they constitute what Paul Ricouer calls "networks of intersignifications." i have used geographical terms such as safari, tectonic, landscape, terrain, and paths, to communicate what the practicum was like for us as co-researchers. This study assists us in understanding what school advising could be like by offering accounts of what it was like for the co-researchers, Jill, Jessica, Diane, and myself. These accounts describe school advising and student teaching as processes of reorientation by disorientation which can be tectonic. For student teachers, the practicum is a reorientation to what was familiar when they were secondary students. For school advisors, the practicum is familiar because it is a yearly occurrence. However, this study found that student teaching and school advising can be very disorienting processes to the parties involved. The tectonicness highlight the need to nurture relationships in teacher education programs which include pedagogical relationships in the classrooms, triadic relationships during the practicum, student teacher-student teacher relationships, and, school advisor-student teacher relationships.

Exploring school advisors' practices: Dwelling in/between the tectonic spaces is a story about three teachers assisting their student teachers in becoming teachers, and my safari through their landscapes; what i describe as dwelling in/between the tectonic spaces. Those spaces between school advising and student teaching, desire and fear, comfortable and uncomfortable, predictable and unpredictable, all speak to the fact that school advising is a complex phenomena. The exploration began with two research questions that guided the study: what is the school advisor's understanding of her practice? What is the school advisor's understanding of how one becomes a teacher? i worked with three school advisors from two large urban secondary schools during the 13 week secondary student teaching practicum in the 1994/95 school year. Diane and Jill came from Maskini Secondary School. They worked with one student teacher, Betty. Jessica came from Lord Cook Secondary School, and worked with two student teachers, Chety and Tiany. Several data generating procedures were integrated and a co-researching relationship fostered between the school advisors and me. The data generating procedures were conversations, participant observations, video and audio-taping. Student teacher assessment forms written by the school advisors were part of the data; and i kept a journal throughout the study. As i became immersed in the study, listened to several conferences between school advisors and student teachers, and held various conversations-on-actions with the school advisors, i realized i was dealing with a very complex phenomenon. Interpreting the data from the point of view of the two research questions that i began with, and trying to understand the school advisors' practices and their understanding of how one becomes a teacher from that view, would have meant camouflaging the dynamics and conflictual nature of such practices. Asking a what is question demanded that i objectify the school advisors. That would have meant sealing myself off from the atmosphere that i inhabited in those classrooms, the sounds of pedagogy that i heard, and the smiles that radiated the rooms. That would have meant not acknowledging what it was like for me inhabiting places full of love and hope. It would have also meant blocking off the painful moments that were evident at times. The moments and situations speak of what and how school advising was like and could be like. The data transformed the research questions. The complexity of school advising needed to be spoken of according to what it was like and could be like. Thus, what school advising was like and can be like or what the 1994/95 practicum was like for the school advisors is told in narratives and metaphors generated from the various conversations. The narratives, the situations, and the metaphors speak about what we have to grasp as a whole. They help us understand each advising of a student teacher by a school advisor on a certain day, in the tone of a previous incident, reminder, and suggestion. The narrative fragments and the synopsis make sense in the whole. Like parables they constitute what Paul Ricouer calls "networks of intersignifications." i have used geographical terms such as safari, tectonic, landscape, terrain, and paths, to communicate what the practicum was like for us as co-researchers. This study assists us in understanding what school advising could be like by offering accounts of what it was like for the co-researchers, Jill, Jessica, Diane, and myself. These accounts describe school advising and student teaching as processes of reorientation by disorientation which can be tectonic. For student teachers, the practicum is a reorientation to what was familiar when they were secondary students. For school advisors, the practicum is familiar because it is a yearly occurrence. However, this study found that student teaching and school advising can be very disorienting processes to the parties involved. The tectonicness highlight the need to nurture relationships in teacher education programs which include pedagogical relationships in the classrooms, triadic relationships during the practicum, student teacher-student teacher relationships, and, school advisor-student teacher relationships. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. (Educational Psychology) / The purpose of this study was to determine if family therapy has potential in handling the behaviour problems of children with Tourette syndrome. This study was approached within a system theoretical framework and from an educational psychological perspective. The study was presented as follows: Chapter 1: Conceptualization, formulation of the problem and objectives. Chapter 2: A literature study regarding the spectrum of Tourette syndrome. Chapter 3: A literature study regarding the systemic approach on family therapy. Chapter 4: The methodology used in the study. Chapter 5: A qualitative-idiographic evaluation of the study. Chapter 6: Summary, conclusions and recommendations. Findings: Family therapy has potential for the successful treatment of the behavioral problems of children with Tourette syndrome. Conclusions: According to the literature study and the findings of this research, the behavior problems of children with Tourette syndrome can be treated successfully with family therapy. Family interactions as a whole show improvement, which in tum leads to the better handling of behavioral problems. These findings may be attributed to the small number of families involved in the study - thus more research in this field is needed.

Thesis (MCurr)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Background: Research supervision forms an essential part of higher education. The emergence of global trends in the production and dissemination of knowledge is compelling universities and university of technologies in South Africa to become more market-orientated, competitive and entrepreneurial. The supervision process is vital to successful completion of the research component of master’s degrees and consequently increase throughput in higher education. Successful and meaningful supervision contribute largely to mutual satisfaction and professional development between supervisors and students. Good supervision should be an integral component of quality research governance. Objective: The aim of this study was to explore research supervision needs and experiences of the master’s students in nursing. Methodology: A descriptive phenomenological research design was used with a qualitative research approach. A non-probability, purposive sampling method was used to select respondents in this study. The target population includes all nursing science master’s students enrolled at University of Stellenbosch in the past three years (N=109). A sample size of twelve students was included in the study, whereby all twelve face to face interviews were conducted using the semi-structured interview guide. The inclusion criterium for students was that they were all currently registered students who initially enrolled for the Masters in Nursing degree program between 2008 and 2010 in the division of Nursing at Stellenbosch University. Results: Eight themes arose from the interviews. These included: isolation; lack of skills/ time management; family dynamics/personal circumstances; supervisor support; student and supervisor roles and responsibilities; workplace dynamics and support; financial and institutional support and implications; and motivation to complete studies. Conclusions: Successful completion of research undertaken on postgraduate level and supervision at a master’s level depend on a healthy and productive relationship between the supervisor and the student. Exploring and implementing the guidance and suggestions in this paper will assist students in considering supervision preferences. This in turn will result in achieving a good supervisory relationship which is the key to successful master studies. / AFRIKAANSE OPSOMMING: Agtergrond: Navorsing toesighouding vorm ‘n belangrike deel van hoer onderwys. Die opkomende wêreldtendense in die toename en verspreiding van kennis verplig Resultate: Ag temas het vanuit die onderhoude voortgespruit. Dit het ingesluit: isolasie; gebrek aan vaardighede/tydsbestuur; familie-dinamika/persoonlike omstandighede; ondersteuning van toesighouer; rolle van student en toesighouer, asook verantwoordelikhede; werkplek dinamika/ondersteuning; finansiële en institusionele ondersteuning/implikasies en motivering om die studie te voltooi. Gevolgtrekking: Die suksesvolle voltooiing van die navorsing wat onderneem word op nagraadse vlak en toesig is afhanklik van ’n gesonde en produktiewe verhouding tussen die toesighouer en die student. Die nagaan en implementering van die leiding en voorstelle in hierdie studie sal die studente help in die oorweging van toesighouer voorkeure. Dit sal gevolglik aanleiding gee tot die bereiking van ’n goeie toesighoudende verhouding wat die sleutel is tot die suksesvolle voltooiing van magistergraad studies. universiteite en universiteite van tegnologie in Suid-Afrika om meer markgeoriënteerd, kompeterend en ondernemend te word. Suksesvolle en betekenisvolle toesig maak hoofsaaklik n bydra tot die onderlinge bevrediging en professionele ontwikkeling tussen toesighouers en studente. Goeie toesig behoort ’n integrale komponent van kwaliteit begeleiding in navorsing te wees. Doelwit: Die doel van hierdie studie was om die behoeftes van navorsingtoesig en ervaring van die magisterstudent in verpleging te ondersoek Metodologie: ’n Beskrywende, fenomenologiese navorsingsontwerp met ’n kwalitatiewe navorsingsbenadering is gebruik. ’n Nie-waarskynlike, doelbewuste steekproefmetode is gebruik om respondente vir hierdie studie te selekteer. Die teikenbevolking sluit in alle magisterstudente wat ingeskryf is vir verpleegwetenskap aan die Universiteit van Stellenbosch oor die afgelope drie jaar (N=109). ’n Steekproefgrootte van twaalf studente is ingesluit in hierdie studie, waaronder daar met al twaalf van aangesig tot aangesig onderhoude gevoer is deur gebruik te maak van die semi-gestruktureerde onderhoudsgids. Insluitingskriteria vir die studente was dat hulle almal bestaande geregistreerde studente moes wees wat aanvanklik ingeskryf het vir die program vir die Meestersgraad in Verpleging tussen 2008 en 2010 in die afdeling van Verpleging aan die Universiteit van Stellenbosch.

Supervision of practice makes an important contribution to the development of psychotherapeutic skills in the training of psychologists (Bernard and Goodyear, 1998). Much research has, until recently, focussed on dyadic, hierarchical models of supervision, even though other forms of supervision have been developed. Peer group supervision has had little attention in the literature, although it is a common form of supervision utilised by psychologists in practice (Lewis, Greenburg and Hatch, 1988). A review of the literature considers the purposes of supervision; elements of dyadic supervision; various forms of group, peer and peer group supervision; and the leaming process in supervision. The development and implementation of a peer supervision group (pSG) of intern psychologists within the training setting of a University is described in this study. The PSG model was developed from the model proposed by Wilbur, Roberts-Wilbur, Morris, Betz and Hart (1991). Transcripts from nine audio-taped PSG sessions were analysed, and a comparison with four audio-taped dyadic supervision sessions was then undertaken. Grounded Theory methodology was employed in the design of the study and analysis of the data. The form and content of the two models of supervision were examined, with particular attention to the perspective of the trainees' learning experiences. The relative merits of both forms of supervision were assessed, and this analysis clearly demonstrates that peer group supervision has the potential to complement dyadic supervision by contributing differing learning experiences. A model of key influences upon, and effects of, participation in the two forms of supervision has been developed. Suggestions are made of ways in which dyadic supervision may be optimised, and recommendations for further development of the PSG emerge. The results were then considered from a neo-Vygotskian perspective. This enabled the findings to be linked to a comprehensive theory of learning, pointing to the key role of speech in thinking, and the contributions of the various forms of dialogue to deepened understandings. The discussion includes: consideration of techniques which enable trainees to obtain assistance from both more experienced practitioners as well as from their peers; an exploration of aspects of subjectivity and intersubjectivity; and contextual influences which have bearing on the study. This study identifies the need for further consideration of the supervision process in South Africa, and makes recommendations for the training of supervisors. The neo-Vygotskian model offers great promise both as a framework for understanding the leaming process in. supervision, and for developing guidelines for enhancing supervisory practice.

M.Ed. / This study investigates the process of structural family therapy with a family from a collective consciousness background. The aim was to explore, describe and explain key-elements that played a prominent part in the process. The rationale for the investigation is derived from changes caused in the South African family by an evolving South African society. These changes influence the effective functioning of families with a collective consciousness regarding traditional social roles and the family's autocratic authority structure. It is therefore imperative that psychologists will be able to adequately counsel these families. Minuchin's structural family therapy approach can address this problem, as its principles are congruent with the world view of collective consciousness. This model, developed in the United States of America, must be researched within the collective consciousness context. Such research will contribute to the adjustment of the approach in order for it to be legitimately used with families with collective consciousness. The report of the study commences with a theoretical framework in which structural family therapy is explained. The development of family therapy, taking into consideration the relationship between family therapy and structural family therapy, is addressed. Basic principles and processes of structural family therapy are discussed. During these processes the family structure and patterns of interaction are explored and analysed. The family is encouraged to change dysfunctional patterns of interaction. The focus then moves to an overview of the South African family with collective consciousness. The family's particular world view with it's characteristics and difficulties are discussed. The theoretical framework is complemented by a chapter on the design of the research, proving the rationale for the choice of format and methods of data collection and analysis. A qualitative, exploratory, descriptive case study of a family with collective consciousness undergoing structural family therapy, was conducted for two months. The establishment of a trust relationship and the exploration of the family structure were key issues. This was inhibited by language differences, participation of the family and ineffective translation, but was rectified by the culturally sensitive approach of the therapist and cooperation from the family. The use of metaphors, especially graphic and projective family drawings, use of space and concrete family sculpting contributed to problem exploration and the modification of dysfunctional interaction patterns. The success of structural family therapy with a family of collective consciousness is indicated by the acceptance of the therapist as a confidant and friend of the family. Finally, conclusions and recommendations were made regarding the use of structural family therapy with a family from a collective consciousness background.

The purpose of this study was to investigate the initial on-site supervision experience of school counseling interns. Current counseling supervision research has failed to address dynamics specific to the context of school counselor training and professional development. This gap in the research suggest that examining the phenomenological experience of what constitutes school counselor trainee growth in the context of on-site counseling supervision was worthwhile. An emergent qualitative research design was utilized to clarify and elaborate on data while pursuing lines of inquiry grounded in the experience of three school counseling supervisory dyads (supervisee-supervisor), a university internship supervisor, two additional supervisees, and three additional supervisors. During the course of an academic school counseling internship experience, data was collected through multiple taped on-site school counseling supervision process observations, participant semi-structured interviews, and reflective participant and researcher journals. Utilizing a constant comparative method of data analysis, results indicated an emerging model of on-site school counseling supervision which, (a) progressed sequentially through a series of four developmental phases (contextual orientation, establishing trust, conceptual development, and clinical independence), (b) focused on twelve dimensions of supervises learning specific to each phase of development (contextual urgency, site disparity, ethical awareness, accessibility, support, collegiality, thematic observations, reflective modeling, illustrative examples, self assessment, self generation, and professional risk taking), and (c) illustrated a reflective cycle of supervisor-supervisee interaction focused on the supervisee transforming dissonant internship counseling experiences into professional schemas. Presented as an emergent model and specific to the investigated context, the results suggest that developmental principles of counseling supervision are applicable to school counseling, and that the supervision relationship illustrated pedagogical interventions and processes congruent with reflective learning theory. It is recommended that counselor education programs provide preliminary exposure to the school counseling context and relevant counseling models while maintaining ongoing follow-up and support with on-site school counseling supervisors. Furthermore, research is needed to more fully examine instructional strategies in the context of school counselor preparation and on-site supervision. / Graduation date: 1998

It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.

No description available.

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The purpose of this study is to establish a theoretical and practical framework for supervision to social work students at training institutions that are based on the outcomes of developmental social work in South Africa, as contained in the White Paper for Welfare (1997). The motivation for this study is the contribution that it can make to the reality that the paradigm shift of the developmental perspective on supervision to students contains. This research was done based on an extensive literature study, which focused on the conceptualisation of supervision to social work students from a social developmental perspective. The systemic nature of supervision to students was examined, after which the models for supervision to students were analysed. The functions of supervision by means of the management, educational and support functions are also broadly defined. The empirical investigation of the study dealt with the current state of supervision to social work students at training institutions in South Africa. From the empirical investigation a social developmental perspective was developed, which indicates that supervision to social work students in South Africa can be defined as a process of education, support and management so as to develop students' competencies according to the outcomes of the training institution's field practice education programme, so that students can integrate the theory and practice of social work. Supervision also involves interactive guidance, based on educational needs, academic development and empowerment of students. The abovementioned perspective was evaluated by supervisors of students at tratrung institutions in South Africa, the majority of whom supported the perspective. From the social developmental perspective that was formulated, conclusions and recommendations were made that can serve as a framework for supervision of social work students. The framework for situation-relevant supervision, which is accounted for eco-systemically, is based on a competency model and is empowering in its nature. This is the contribution that this study makes to field practice education to social work students. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel vir supervisie van maatskaplikewerkstudente by opleidingsinstansies wat op die uitkomste van ontwikkelingsgerigte maatskaplike werk in Suid-Afrika, soos vervat in die Witskrif vir Welsyn (1997), gebaseer is. Hierdie studie is gemotiveer deur die bydrae wat dit kan Iewer tot die realiteit wat die paradigmaskuif van die ontwikkelingsgerigte perspektief in maatskaplike werk vir supervisie van studente inhou. Die ondersoek is gedoen aan die hand van 'n uitgebreide literatuurstudie, wat op die konseptualisering van supervisie aan maatskaplikewerkstudente vanuit 'n maatskaplike ontwikkelingsgerigte perspektief gefokus het. Die sistemiese aard van supervisie aan studente is ondersoek, waarna die aard van die modelle vir supervisie aan studente ontleed is. Die funksies van supervisie deur middel van die bestuurs-, onderrig- en ondersteuningsfunksie word ook breedvoerig omskryf. Die empiriese ondersoek van die studie het oor die huidige stand van supervisie aan maatskaplikewerkstudente by opleidingsinstansies in Suid-Afrika gehandel. Vanuit die empiriese ondersoek is 'n maatskaplike ontwikkelingsgerigte perspektief ontwerp wat daarop dui dat supervisie aan maatskaplikewerkstudente in Suid-Afrika omskryf kan word as 'n proses van onderrig, ondersteuning en bestuur om studente se bekwaamhede volgens die uitkomste van die opleidingsinstansie se praktykonderrigprogram te ontwikkel, sodat studente die teorie en praktyk van maatskaplike werk kan integreer. Supervisie behels ook interaktiewe Ieiding, gebaseer op onderrigbehoeftes, akademiese ontwikkeling en bemagtiging van studente. Die bogenoemde perspektief is deur supervisors van studente by opleidingsinstansies in Suid-Afrika oorwegend ondersteunend geevalueer. Vanuit die maatskaplike ontwikkelingsgerigte perspektief wat geformuleer is, is gevolgtrekkings en aanbevelings gemaak, wat as raamwerk vir supervisie van maatskaplikewerkstudente kan dien. Die raamwerk vir situasie-relevante supervisie, wat ekosistemies verantwoord word, gegrond is op 'n kompetensiemodel en bemagtigend van aard is, is dus die bydrae wat hierdie studie tot praktykonderrig aan maatskaplikewerkstudente bied.