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

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BHBHBBH^HBBBBHBHBBBII DECLARATIONS I declare that, unless specifically indicated to the contrary, this dissertation is the result of my own work. It is being submitted in partial fulfilment of the requirements for the degree of Master of Arts (Educational Psychology). It has not been submitted before for any degree or examination in this or any other university. Signed: Tessa Pitchford 3 September 2008 As the candidates supervisors we have/have not approved this dissertation for submission. Signed: Angela Hough Nyameka Mankayi 3 September 2008 IV
CONTENTS Cover page Abstract Acknowledgements Declarations Contents i ii iii iv v Chapter 1: Introduction 1 1.1 Aim and rationale 2 Chapter 2: Literature review 4 2.1 Introduction 4 2.2 South African Context 6 2.2.1 Barriers to education 7 2.3 South African education context 11 2.3.1 Apartheid education 12 2.3.2 Post apartheid education 16 2.3.3 Implications for considering the role of EPs 26 2.4 Educational psychology in South Africa 26 2.4.1 A brief history of psychology 27 2.4.2 Psychology in the South African context 29 2.4.3 Educational psychology 32 2.4.4 Roles filled by EPs 37 2.5 Training 40 v
Page 1 and 2: ; Educational psychologists' percep
Page 3: illiiiliiii»l«i«i(««(lii ACKNO
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
Page 63 and 64:
other members of the community wher
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esponsibility. Finally, the issue o
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EPs may deal with individual adults
Page 69 and 70:
P8: A lot of the private companies
Page 71 and 72:
as other individuals such as boardi
Page 73 and 74:
ilNliliiiililiiiiliM hyperactivity
Page 75 and 76:
unofficial psychologist at the scho
Page 77 and 78:
even a barrier to practice. Partici
Page 79 and 80:
4.4.4 Time constraints The first ch
Page 81 and 82:
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
Page 91 and 92:
Although this is not regarded as in
Page 93 and 94:
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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