Educational psychologists' perceptions of their role in the ...

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iiisiililiiSiiili iiiliiiiiiiliilfiii^ ABSTRACT With vast changes occurring in the South African context since 1994, it is clear that the role of educational psychologists has also shifted. While changes have occurred, numerous difficulties still exist within the education sector highlighting the need for educational psychologists. However, there appears to be disagreement about how the role is perceived in the Health Professions Council of South Africa, training institutions and in practice. For these reasons, this study seeks to unpack educational psychologists' perceptions of their role within the Pietermaritzburg area. A qualitative methodology is employed using semistructured interviews with a number of practitioners in the area. The study found that the role of educational psychologists is complex, affected by individual variables and various contextual shifts and tensions. This finding has implications for the training of educational psychologists and raises questions around their place within education itself. ii
illiiiliiii»l«i«i(««(lii ACKNOWLEDGEMENTS I would like to thank the following people who contributed in various ways to this project. • I would like to thank my supervisors, Angela Hough and Nyameka Mankayi for all the hard work they put into guiding me through the process of putting together this project. Their assistance is greatly appreciated. • 1 would like to thank the Educational Psychologists who so willingly gave of their time to participate in the interviews for this project. I greatly appreciate the time invested and enthusiasm with which they engaged in the process. • Finally I would like to thank Gaelene Wellbeloved for the hours of hard work put in to help with the transcription of interviews. Her contribution in this way is much appreciated. in
Page 1: ; Educational psychologists' percep
Page 5 and 6: CONTENTS Cover page Abstract Acknow
Page 7 and 8: 4.5 Shifts in practice in recent ye
Page 9 and 10: CHAPTER 1: INTRODUCTION The last 14
Page 11 and 12: 1 (iv) (v) How did their training p
Page 13 and 14: •^^^••••i a great many di
Page 15 and 16: poverty and with growing urgency, t
Page 17 and 18: HHiiii^^HMH^HHHHHHI^^^HBi^^HBHHHii^
Page 19 and 20: 2004). While migration has been ide
Page 21 and 22: and managed by the state (Kallaway,
Page 23 and 24: culture, and identity (Hartshorne,
Page 25 and 26: National Education Policy Act; the
Page 27 and 28: that these are implemented with dif
Page 29 and 30: implemented as an educational strat
Page 31 and 32: country has spawned enormous amount
Page 33 and 34: of Education, 2001; Engelbrecht, 20
Page 35 and 36: It is evident from the literature r
Page 37 and 38: Many areas of psychology have emerg
Page 39 and 40: emerge in the 1980s (Gobodo-Madikiz
Page 41 and 42: South African context and culture (
Page 43 and 44: success and subsequent modification
Page 45 and 46: describe the scientist-practitioner
Page 47 and 48: elational interaction with the targ
Page 49 and 50: (Hagstrom et al., 2007). Following
Page 51 and 52: CHAPTER 3: METHODOLOGY 3.1 Theoreti
Page 53 and 54:
Blanche & Durrheim, 1999). In attem
Page 55 and 56:
A for list of questions. These inte
Page 57 and 58:
Once this second step was completed
Page 59 and 60:
Finally step five involved the inte
Page 61 and 62:
3.3 Validity and reliability In ord
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other members of the community wher
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esponsibility. Finally, the issue o
Page 67 and 68:
EPs may deal with individual adults
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P8: A lot of the private companies
Page 71 and 72:
as other individuals such as boardi
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ilNliliiiililiiiiliM hyperactivity
Page 75 and 76:
unofficial psychologist at the scho
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even a barrier to practice. Partici
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4.4.4 Time constraints The first ch
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and so, as such am not necessarily
Page 83 and 84:
educational psychology such as incl
Page 85 and 86:
this reason, work with schools and
Page 87 and 88:
P4:1 think its fantastic, ja, 1 thi
Page 89 and 90:
Perhaps related to this concern is
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Although this is not regarded as in
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As he points out below, this result
Page 95 and 96:
It can be seen that issues around c
Page 97 and 98:
PI: The detail about (organisation)
Page 99 and 100:
— P8: But the training itself was
Page 101 and 102:
In a similar vein, participants not
Page 103 and 104:
CHAPTER 5: DISCUSSION 5.1 Introduct
Page 105 and 106:
are seen to make up the role of the
Page 107 and 108:
individual preference theoretical c
Page 109 and 110:
This could operate in alignment wit
Page 111 and 112:
• indicated, it is found that the
Page 113 and 114:
initiated clearer shifts in the rol
Page 115 and 116:
Training context Finally, although
Page 117 and 118:
EPs engage in the ongoing process o
Page 119 and 120:
portion of training. Participants i
Page 121 and 122:
across the country and possibly int
Page 123 and 124:
seen that grappling with the role t
Page 125 and 126:
Burke, J. (Ed.) (1995). Outcomes, l
Page 127 and 128:
Engelbrecht, P. (1999). A theoretic
Page 129 and 130:
Gobodo-Madikizela, P., & Foster, D.
Page 131 and 132:
Jansen, J. D. (1999a). Setting the
Page 133 and 134:
Moore, J. (2005). Recognising and q
Page 135 and 136:
Sayed, Y., & Soudien, C. (2005). De
Page 137 and 138:
Watkins, C, & Hill, V. (2000). On c
Page 139 and 140:
APPENDIX A Interview Schedule 1. Pl
Page 141 and 142:
APPENDIX B Informed Consent My name
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