Summary in English / Research was conducted to determine whether the 16-PF can be used as an objective measurement for the selection of prospective educational psychologists. A wellgrounded literature study was performed about the task of the educational psychologist and skills and personality features which make the task of the educational psychologist easier. The task of the educational psychologist is not of an individual nature, directed at individual problems any more, but covers a wide field which demands that the educational psychologist comes forward with new initiatives. The traditional task of diagnosing, assisting, administrating and conducting research must be extended to one which also emphasizes proactive programmes, mental health, prevention of problems and human development. The nature of the task makes high demands on the educational psychologist and requires the mastering of a variety of skills. A large variety of factors have been found in literature which could make the task of the educational psychologist easier. These factors can be grouped together as cognitive factors, factors which contribute to the creation of an educational climate and accompanying interpersonal relations and rapport, factors which indicate the use of an external reference framework, and factors which indicate mental health. These identified factors were related to the factor patterns of the 16-PF and were derived to personality factors. These latter factors which were thus obtained, were used to compile a personality profile for educational psychologists. The following personality profile for educational psychologists was derived from the literature study: outgoing (affectothymia; A+), high intelligence (B+), higher ego strength (C+), higher superego strength (G+), socially venturesome (H+), shrewdness (N+) and self-assuredness (0-). According to literature, withdrawal (A-) and dominance (E+) are regarded as negative features of the educational psychologist. The personality profile was assessed by experts with the use of the Delphi technique. From the results of the Delphi investigation it appears that the experts support the suggested personality profile. The personality features are regarded as extremely important, and comment on the personality profile was positive. The findings of the research contribute to the solution of the problem around the selection of educational psychologists since an objective assessment of the prospective student's abilities can be obtained by means of the 16-PF. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services. / Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.

Magister Educationis - MEd / Current debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).

The purpose of this clinical case study was to compare clients’ and an Educational Psychologist’s experiences of a psychometric feedback from a traditional perspective with feedback from the perspective of positive psychology. The study consulted relevant literature and integrated readings to design frameworks to guide the two modes of feedback. A mixed-method research approach was applied, with a dominant focus on the qualitative aspects of this study (Qualquan), guided by an interpretivist epistemology. Four adolescent girls and an Educational Psychologist were conveniently selected to participate, with two girls participating in the pilot phase and two in the data collection phase. After the pilot the interview frameworks were adapted. Psychometric profiles were used to generate quantitative data, while audio-visual recordings of the feedback interviews, interview transcripts, field notes , the researcher’s and Educational Psychologist’s reflections, and participants’ pre- and post-feedback narratives contributed to the qualitative data for the study. Following thematic analysis it emerged that the clients’ experienced four similarities between the two modes of feedback interviews. Both feedback interviews were experienced as satisfactory and positive experiences; both modes provided self- and career knowledge to the participants; both were experienced as comprehensive feedbacks and the Educational Psychologist highlighted both strengths and weaknesses of the client in each mode. However, the participant who experienced the positive psychological feedback interview received an additional strength-building opportunity. The lack of significant differentiation between the two modes of feedback interviews may be indicative of the value of the therapeutic alliance between therapists and client. This study’s main contribution to Educational Psychology theory and practice is a framework for a positive psychological feedback interview, which may create opportunities for strength-building discussions. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The purpose of this research is to determine the effect of divorce on the will and motivation of the child in the middle childhood phase. Instruments are identified for adaptation and use in determining the effect of divorce. In addition, ways of equipping the educational psychologist to facilitate the child's adjustment during and after the divorce process are examined. A literature study was undertaken to determine the theoretical context of the effect of divorce. A study was also undertaken of the cognitive development of the child in the middle childhood phase, which could shed some light on the reactions of the child during the divorce of his or her parents. The results of the empirical investigation showed that the child in the middle childhood phase can exhibit intrinsic motivation during the divorce process. It is, however, the external factors accompanying divorce that could cause the child to display a reduced will or motivation. / Educational Studies / M. Ed. (Voorligting)

The main aim of this study was to attempt to determine which factors that contribute to resilience are absent in adolescents who are considered to be ”at risk”. The research was undertaken with white adolescent learners between Grades 8 and 12, in a former Model-C secondary school. Several definitions of resilience, a historical view of resilience, the characteristics of a resilient adolescent, several definitions of adolescence, the stages and tasks of adolescence and who the adolescent is in psycho-educational terms, were explored. In this qualitative study, the Vulnerability Questionnaire and the Resilience Questionnaire were given to twelve educators who were requested to select the participants for the study. A qualitative assessment, using the Child and Youth Resilience Measure, was used to determine why certain adolescents are more resilient than others. Each participant also completed a collage which was analysed. / Educational Studies / M.Ed. (Specialisation in Guidance and Counselling)

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)

People's inability to cope with the demands of modern life, has led to a significant increase in the incidence of anxiety being experienced by people from all walks of life. People are suffering from anxiety without knowing the root cause of it and it was found from the anxiety cases studied that its origin can in many cases be traced to the birth experience where specific negative suggestions were imprinted on the subconscious. In this study the influence of the birth experience as the underlying cause of anxiety and the effect of it on the formation of the self-concept and self-actualisation have been explored. The research shows that a subconscious origin exists in the development of anxiety. In the research for this study, Medical Hypnoanalysis, which is based on a process of diagnosis and therapy, was used as therapeutic method with several clients suffering from anxiety symptoms. In this research the perceptions formed in the subconscious during the birth experience were examined and related to the anxiety experienced during childhood and later life. The case studies, their diagnoses and the follow-up therapeutic sessions relating to the birth experience were investigated and discussed. Educational Psychologists show a specific interest in and a tendency to get involved with, or implement Medical Hypnoanalysis in therapy. It became obvious from this study that Medical Hypnoanalysis supplements the needs of the Educational Psychologist as a tool in therapy. In this study guide lines have been presented to the Educational Psychologist for the treatment of anxiety originating from the birth trauma by regressing the client back to this traumatic experience. Suggestions on how to conduct the birth regression sessions have also been presented and clarified. Through the case studies the identification and removal of the highly charged emotional and negative beliefs that were responsible for the anxiety symptom have been demonstrated. The case studies have furthermore demonstrated the successful utilisation of positive and healing suggestions to achieve the therapeutic goals. The results of this study show that Medical Hypnoanalysis can be used effectively in the treatment of the root causes of anxiety. / Psychology of Education / D. Ed. (Psychology of Education)

An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these learners were found to have a pervasive influence on learning. As the policy regarding the provision of education in South Africa has changed, with the emphasis on the accommodation of all learners in one inclusive education system,· further study of the personality traits of South African learners with special education needs was deemed necessary, before devising classroom management strategies that could be employed within an inclusive education system. This study provides the results of a literature and an empirical investigation into the personality traits of learners with special education needs. The educational implications are addressed, with specific reference to the education of learners with special education needs in an inclusive education system, and practical strategies for educators, parents and the Educational Psychologist are presented. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op sellulere vlak vasgele. Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn. Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges. / The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing. According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated in the mind and intellect of a person, but are recorded on cellular level as well. Research was done by way of an idiographic approach. Five subjects with emotional problems received a series of balances according to their individual needs. The aim was to ascertain whether Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional problems as well as in academic performance were noted. General guidelines for parents, teachers and Educational psychologists are also given. / Psychology of Education / M. Ed. (Voorligting)