Reconstructing educational psychology in the South African context : school systems consultation as a dimension of service delivery

This study aims to illustrate, explore and argue for school systems consultation as a dimension of educational psychology service deli very which is appropriate in the South African context. It connects with the principles which guide policy development in education, and particularly, education support services in the country. A qualitative inquiry approach was adopted, in which case study methodology was employed to illuminate systems analysis and intervention at a special school in Cape Town. The participants included all adults who were employed in the school, with focus on the management, teachers and teacher-assistants. A variety of methods were used including interviews, observation, role-play and facilitation of group process. A qualitative, thematic approach was employed in the analysis and interpretation of data, extrapolating patterns, themes and relations around communication, beliefs, change and power.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

1996

Author dc:creator

• Moolla, Nadeen

Advisors dc:contributor.advisor

• Van der Hoorn, Svea
• De Jong, Terry

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/14350

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/14350