Trata-se de um relato de experiência sobre a inserção da Psicologia no Serviço de Oclusão e ATM, da Faculdade de Odontologia da Universidade de São Paulo, clínica odontológica especializada em tratamento de desordens temporomandibulares. Chegando nessa clínica, a autora já observa algumas situações que poderiam ajudar aos pacientes se os dentistas trocassem mais informações, num diálogo onde houvesse interesse no relato e na observação do paciente. Também observa a relação do quadro tratado e as queixas de pacientes comentadas em conversas na sala de espera da clínica odontológica, queixas muito freqüentes na clínica psicológica, especialmente na área da psicossomática. Os quadros psiquiátricos/psicológicos encontrados naquela clínica odontológica precisam ser tratados para a melhora e alta do paciente. A partir do momento em que a autora é convidada a participar da equipe de saúde dessa clínica odontológica, percebe-se uma diminuição no tempo de permanência dos pacientes que recebem atenção psicológica naquela clínica, diferindo dos pacientes que recebem apenas a atenção dos dentistas. A equipe de saúde nessa época contava com fisioterapeuta, fonoaudióloga, dentistas e psicóloga (autora). Posteriormente, foram convidados também hipnoterapeutas e quiropraxistas, além de um grupo que fazia aplicações de laser especificamente para quadros álgicos. Em nossa observação, os pacientes, de modo geral, apresentavam sinais e sintomas característicos de depressão e suas co-morbidades, tais como fibromialgia, transtorno obsessivo-compulsivo, transtorno de pânico. Também tinham características muito parecidas entre eles: excesso de responsabilidades, exagerada disponibilidade para a família e colegas de trabalho, dificuldade em delegar tarefas, dificuldade para aceitar ajuda e culpa em relação a qualquer atividade prazerosa ou que fosse de cuidado pessoal não-médico. Discute-se a adesão ao tratamento promovida pela psicóloga, que fazia intervenções psicológicas e pedagógicas, uma vez que o paciente não percebia as relações entre as recomendações dos profissionais de saúde e seu problema de desordem temporomandibular. A partir do momento em que havia a intervenção da psicóloga e o paciente compreendia essa relação, havia adesão ao tratamento multidisciplinar e conseqüente melhora do quadro, com alta da clínica. Estão descritas a atuação e as especificidades do atendimento, a análise do papel do psicólogo e a importância da sua inserção na equipe multiprofissional / This is a report on an experience with the insertion of Psychology in the Occlusion and TMA Service of the Faculty of Dentistry of the University of Sao Paulo, a dental clinic specialized in temporomandibular disorder treatment. Arriving at the clinic, the author verifies some situations that might help patients if dentists exchanged more information in a dialogue showing more interest in the patients report and observation. Also verified is the relation between the condition treated and the patients complaints commented in chats at the dental clinic waiting room; these complaints are very frequent in the psychology clinic, especially in the psychosomatic area. It is noticed that psychiatric/psychological conditions found have to be treated for a patients improvement and discharge. As from the moment the author is invited to participate in the health team of that dental clinic, a reduction in the permanence time of patients who receive psychological counseling is observed, differing from patients who only receive attention from dentists. The health team at the time counted on a physiotherapist, speech therapist, dentists and a psychologist (the author). Later, hypnotherapists and chiropractors were also invited, besides a team that made laser applications specifically for algic conditions. In our observation, patients generally presented signs and symptoms characteristic of depression and its co-morbidities, such as fibromyalgia, obsessive-compulsive disorder, panic disorder. Characteristics were also common among patients: excess responsibilities, exaggerated availability to family and colleagues at work, difficulty in delegating tasks, difficulty in accepting aid and guilt towards any pleasurable activity or one of non-medical personal care. A discussion is made on the adhesion to the treatment provided by the psychologist, who conducted psychological and pedagogical interventions, once the patient failed to notice the relations between the recommendations by the health professionals and the temporomandibular disorder problem. As from the moment the psychologist intervened and the patient understood this relation, there was adhesion to the multidisciplinary treatment and a consequent improvement in the condition, with discharge from the clinic. The actuation and counseling specificities, the analysis of the psychologists role and the importance of her insertion in the multiprofessional team are described

Background: Due to a change in service delivery, the Educational Psychology Service (EPS) in which the researcher works now has an income-generated target which represents 20% of the full cost of the service. An increasing amount of this traded work is delivered in the form of training. Whilst training is perceived to be an important role of an Educational Psychologist (EP), there is a dearth of published literature about the role of the EP as a trainer. It was therefore felt that it would be useful to establish a more in-depth understanding of the EP’s role as a trainer, its distinctive and valuable contribution and the content and process elements of effective EP training.Participants: Sixteen participants in total took part within the study. This included the Principal Educational Psychologist of a Central England Metropolitan Local Authority, three EPs who delivered three separate training events, the three commissioners of the EP training events, and nine recipients of the EP training events.Methods: The study uses an exploratory single case study design, using a combination of semi-structured interviews and a focus group with additional data from a training observation, documentary analysis of training materials and training evaluation data. The interviews and focus group were analysed using inductive, explicit thematic analysis.Findings: A wide range of themes were identified about the distinct and valued contribution of EPs as trainers. Some of these included: EPs’ psychological knowledge and skills; EPs’ local knowledge of schools and other services; EPs’ wider view of training. Further findings identified the competing demands for Educational Psychology Services in delivering effective training and the commercialisation of EP services within the current financial climate.Conclusions: The exploratory nature of the study allowed for distinct and valued contributions of EPs’ as trainers to be identified. This resulted in a number of implications and recommendations for future practice.

Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).

Research indicates that making time for effective reflective practices could assist professionals to overcome stressful challenges and enhance learning. Educational psychologists also experience stressful challenges which can negatively impact on the quality of their services. The purpose of this study is to provide insight to the problem statement: Investigating the value of reflection for educational psychologists in private practice. A multiple case study design was utilised. The purposefully selected sample was composed of three educational psychologists in private practice based in Gauteng, South Africa. The data collection methods included semi-structured interviews, reflective journal entries and weekly verbal feedback. Using an interpretive approach, the analysis and interpretation of findings were categorised into five themes: (a) The use of reflective practices in educational psychologists’ private practice, (b) Content of reflections of educational psychologists in private practice, (c) Challenges when reflecting, (d) The influence of reflection in private practice, (e) The value of reflection in private practice. Time management, content and convenience were some of the major challenges experienced by all the participants. The value of reflective practice within an educational psychologist’s private practice included acting in the best interest of the client, facilitating change, meaning making and developing an inner reflective voice. This research revealed that novice educational psychologists needed a structured method of reflecting. Experienced psychologists emphasised the need for a sustainable, integrated method of reflection. Recommendations are offered for educational psychologists in private practice, for training, and for further research possibilities. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

Doctor Educationis / In view of my extensive experience as an educator and currently as an Educational Psychologist serving schools in the eastern Education Management and Development Centre (EMDC) of the Western Cape, I have become acutely aware of the occurrence of truant behaviour particularly among fourteen to fifteen year old secondary school learners. On the one hand I am moved by the plight of many learners particularly in the afore-mentioned age group, for whom the education system appears irrelevant or of little value and is apparently failing them. Some communicate this attitude by their frequent and at times prolonged absence from school. On the other hand, many educators have little sympathy with truants, since as professionals, educators feel that consistent school attendance is essential if learners are to make satisfactory progress. Moreover, it is also my perception that educators' work loads and the organisation of schools, currently ensure that very few educators have the time to become closely acquainted with those individual learners who manifest their displeasure with schools - and them - by truanting. In turn, this breakdown in communication between educators and truants, makes implementing successful reintegration strategies immensely difficult. In fact, such is the pressure on today's educators, that some staff are greatly relieved at the prospect of instructing fewer learners, especially if the absentees are those who may be troublesome, backward, require extra attention in class or behave badly (Reid, 2002:5). Furthermore it has also come to my attention that educators feel that their prime duty and responsibility is to regulate attendees, higher achievers, as well as learners who conform and wish to do well at school. Hence, regular attendance appears to be the best barometer of this conformist attitude.

This study set out to determine the extent to which educational psychologists in South Africa are familiar with and use dynamic assessment. The study also covered issues such as the dynamic assessment training that educational psychologists receive as well as their attitudes towards dynamic assessment. A review of the literature revealed that only international studies have been done on the use of dynamic assessment by school psychologists. The findings of international studies can, however, not summarily be generalised to the South African context. The only national study that has been done on the use of dynamic assessment by educational psychologists was a qualitative study. The present study endeavoured to address this research hiatus by conducting a national cross-sectional online survey that was sent to all educational psychologists in South Africa. The study sought to find an answer to the following primary research question: "To what extent are South African educational psychologists familiar with and use dynamic assessment?" The sample was selected initially through purposive sampling and later through snowball sampling. The study found that of the 173 respondents who responded to the survey, 69,90% were familiar with dynamic assessment. However, this picture changed dramatically when they were asked to what extent they were familiar with dynamic assessment. A total of only 25,40% of the respondents indicated that they were quite familiar with dynamic assessment, and only 20,80% reported that they used dynamic assessment. Furthermore, only 8,10% had used dynamic assessment once a week during the past six months. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

The purpose of this mini-dissertation was to explore and describe how first sandtrays are useful in facilitating the operationalisation of Ungar’s diagnostic criteria for resilience among rural SiSwati-speaking South African adolescents. The study forms part of continuing investigation at the Centre for the Study of Resilience with regards to the nature of school-based Educational Psychology services in remote South Africa. My study draws on a subset of data that was generated when a group of Educational Psychology Masters students worked with a group of Grade 9 students at a rural school in Mpumalanga. I performed a qualitative secondary data analysis of the documentation obtained from the first sandtrays completed by 50 male and female Grade 9 learners as part of the psycho-educational assessments conducted in the 2015 Flourishing Learning Youth project. A qualitative exploratory design is used, and within this broad approach, I conduct a secondary data analysis to explore how first sandtrays are useful in facilitating a resilience diagnosis. The documentation relating to the first sandtrays includes visual data (photographs), client narratives and MEd (educational psychology) student reflections. A priori categories, which come directly from Ungar’s diagnostic criteria for resilience and relevant literature are used to categorise the coded data. The results showed that first sandtrays are useful in facilitating the operationalisation of Ungar’s diagnsotic criteria for resilience among rural SiSwati-speaking adolescents. Indicators of both individual and interpersonal risks and resources emerged during data analysis. Evidence from analysis of first sandtray documentation showed risks including adolescent life-stage, family violence, lack of safety and structural disadvantage. The most common of these was lack of safety in the community. Protective resources alluded to included personal strengths, supportive family systems, supportive teachers, community attachments and sharing of resources, supportive community structures, cultural values of Ubuntu and spiritual support. The findings indicate that first sandtrays can be used by the educational psychologist to diagnose resilience, and may be particularly useful in a multilingual and diverse context such as South Africa to understand which resources need to be sustained and which resources are absent and need to be amplified. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

This study illuminated the perspectives of school psychologists who have developed behavior intervention plans (BIPs) that support successful change in student outcomes. A total of 15 school psychologists from two different school districts were interviewed using the critical incident method; participants shared their perceptions of effectively implemented behavior intervention plans. The participants emphasized the need for consistent communication among the team members, collaboration with key stakeholders, making modifications as needed during the implementation period, and adequate time to for school psychologists to provide training to teachers. The findings of this study emphasized the importance for school teams and other school stakeholders to understand the factors that are needed when they are addressing student behavior.

Magister Commercii (Industrial Psychology) - MCom(IPS) / According to literature, Industrial-Organisational psychology is mainly concerned with investigating the behaviour of humans within the work environment. It is stated that Industrial-Organisational psychology deals with well-adjusted working adults to improve well-being and efficiency by applying psychology principles (Health Professions Act, 2011). One of the roles of the Industrial-Organisational psychologist is to provide counselling in the workplace.

No description available.