Department of Educational Psychology
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Browsing Department of Educational Psychology by browse.metadata.advisor "Collair, Lynette"
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- ItemAdolescents in special schools' perceptions of their learning disabilities(Stellenbosch : Stellenbosch University, 2012-03) Kuffner, Bianca; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept.of Educational Psychology.ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
- ItemChildren with autism disorder receiving applied behaviour analysis therapy : parents’ experiences(Stellenbosch : Stellenbosch University, 2012-12) Linden, Paola Maria; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme.
- ItemDual diagnosis of autism and hearing loss: Caregivers’s experience of diagnosis and intervention(Stellenbosch : Stellenbosch University, 2017-12) De Villiers, Ayesha; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT : Caregivers are central role players throughout the life span of a child with special needs and they form part of a family within the broader network of their community and social spheres. Bronfenbrenner’s bio-ecological system theory provides a theoretical framework which depicts the interactive nature of this process which starts before receiving a conclusive diagnosis. This study explores the lived experiences of caregivers of three children with a dual diagnosis of autism spectrum disorder and hearing loss as they navigate the maze of intervention and support after diagnosis within the South African context. The study is qualitative in nature and utilised a case study research design to explore the experiences of caregivers. The participants were selected by means of purposive sampling and data were collected through semi-structured interviews as well as a document study of learner files. Data was analysed through the process of thematic analysis and presented through a discussion of the findings. Research findings confirmed the complexity of the experiences and needs, not only of children with this dual diagnosis, but also of their caregivers who were considered as the project managers of their childrens’ intervention programmes. Caregiver experiences were largely influenced by their own level of participation or withdrawal, their knowledge base as well as access to services and information throughout the process of intervention. Proximal processes between caregivers and the school community served as support for the establishment of an effective multi-disciplinary team approach to offer support which will continue throughout the life span of the child with a dual diagnosis of autism spectrum disorder and hearing loss. The researcher derived from the research findings recommendations for professionals who provide services to caregivers of children with this dual diagnosis.
- ItemEducational psychologists' view of the relevance of dynamic assessment for their practice(Stellenbosch : University of Stellenbosch, 2010-12) Smit, Mia; Collair, Lynette; University of Stellenbosch. Faculty of Education. Department of Educational Psychology.ENGLISH ABSTRACT: This study stems from the concern about the over-reliance on and limitations of using isolated psychometric measures in psycho-educational assessments. Despite claims in literature that dynamic assessment is a valuable tool in linking assessment and intervention, many proponents of dynamic assessment (for instance Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) have found that it has not been fully incorporated into educational psychologists‘ assessment practices. The present study aimed to explore educational psychologists‘ views on the relevance and challenges of practising dynamic assessment in the changing context of educational psychology practices in South Africa, particularly assessment practices. It reports on the value, relevance and potential of dynamic assessment for educational psychologists, but also sheds light on the factors and challenges that hamper its implementation in practice. The researcher utilised a basic qualitative, interpretive research design. Twelve educational psychologists either in private practice or in state education services who had knowledge of dynamic assessment were selected by means of criterion-purposive sampling to participate in the study. Data were collected by means of an extensive literature review and semi-structured interviews, and analyzed using a synthesis of content and interpretive analysis. The findings suggest that educational psychologists in South Africa found dynamic assessment to be relevant to their practices. Participants report that it yields valuable information about learning (on cognitive, affective and behavioural levels) and that it is especially useful for assessing learners from diverse backgrounds for whom no standardized tests exist. However, they experienced some obstacles in implementing dynamic assessment. These were related to insufficient training, too few experts to assist with supervision, expertise residing in too few retired or nearly retired persons, as well as the perceived labour-intensive and time-consuming nature of dynamic assessment. Therefore, recommendations for theory and further research indicate that more research (especially with regard to training presented at tertiary institutions) is needed to boost its momentum and ensure its further development. Recommendations for practice focus on raising educational psychologists‘ awareness of dynamic assessment, increasing the availability of courses, as well as interested professionals‘ access to training. Keywords: Dynamic assessment; educational psychology; assessment in South Africa
- ItemEducators experiences of in-class, learning facilitators for children with Autistic Spectrum Disorder (ASD)(Stellenbosch : Stellenbosch University, 2018-03) Kempthorne, Debby; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT : As a culture of diversity moving towards equality for all, South Africans expect nothing less than progress and change for the betterment of all. Nowhere is this more important than in the education system where equality, in the form of inclusion, is paramount. Recently, there has been renewed interest in learning facilitation as it forms one of the many ways children with barriers to learning can access learning. Making use of learning facilitators can benefit the individual child as well as the educator. As inclusive education is rolled out in the form of policies, learning facilitators could be one of the supporting tools in assisting the child’s accommodations and adaptations of the curriculum, ultimately making inclusive education possible for many learners. Learning facilitation is becoming a more established profession, yet often policies regarding occupational expectations, roles and job-descriptions often take time to catch up with the utilization and deployment of personnel. The purpose of this study was to assimilate the experiences and interactions of educators with facilitators of learners with barriers to learning, in particular, those with Autism Spectrum Disorder (ASD). The study relied on a fundamental constructivist-interpretivist approach. A basic qualitative study was conducted involving six participants from two private schools in the Helderberg area in the Western Cape province of South Africa. Once ethical clearance was sort and granted, purposive sampling was used to select participants. Data were collected by means of an extensive literature review and semi-structured interviews, and analysed using a synthesis of content and interpretive analysis. Thematic data analysis was applied to analyse and interpret the data. In-depth insights of educators’ experiences of collaborating with in-class learning facilitators were gained. Findings suggest educators had a positive experiences of working with learning facilitators, however participants report that the need for formal training for the learning facilitators is pivotal. Suggestions are made regarding how schools can maximise the benefits of working with learning facilitators.
- ItemEmotional-social competencies that enhance wellness in teachers: an exploratory study(Stellenbosch : University of Stellenbosch, 2006-12) Van Wyk, Mirna F.; Collair, Lynette; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.Stress has become endemic amongst teachers globally. Although there are common factors that account for the increased levels of stress among teachers, the particular factors involved differ from country to country. South Africa has gone through more than a decade of political and social change. Coping with the extended transitions within the educational system has affected teachers’ wellness. Emotional intelligence or emotionalsocial competencies, the term used in the study, offers a way of viewing the means of primary prevention as a whole, rather as loosely related elements. This offers a practical way of describing the key range of competencies that make it possible to modulate emotions, to solve social problems creatively, to be effective leaders or collaborators, to be assertive and responsible, or to be able to ask evocative and/or social questions that lead to new learning. This study focuses on the need for teachers to develop specific social and coping skills, as well the need for them to have the necessary environmental support, to prevent stress and promote wellness in teachers. This interpretive study used questionnaires, semi-structured interviews, and "a day in the life of" interviews to explore the perceptions of Life Orientation teachers about the emotionalsocial competencies that improve and support their wellness. The South African teachers surveyed consider that certain emotionalsocial competencies enhance their wellness. In their view, all teachers would benefit from having a toolkit emotionalsocial competencies. They also expressed the need for pre-service teacher education to offer training in these competencies.
- ItemExploring adolescents' views of the impact of computer-mediated communication (CMC) on their lives(Stellenbosch : University of Stellenbosch, 2009-12) Verrijdt, Andrew; Louw, Charmaine; Collair, Lynette; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Computer-Mediated Communication (CMC) refers to any form of communication that can only be achieved through the use of a computer. This includes such diverse means as e-mail, MXit, Facebook, MySpace and Twitter. Many of these forms of communication have become extremely popular within the past few years. Research internationally has shown that adolescents rapidly adopt new technologies, but there is very little research on how this process is impacting South African adolescents. This leaves parents, educators and academics without adequate information about the advantages and dangers of adolescent CMC use. The aim of the study was to investigate the views of adolescents around the topic of CMC. The central research question related to adolescents‟ views of the impact of CMC on their lives. Sub questions related to the reasons behind the popularity of CMC, the advantages of CMC use, the effect of CMC use on language, schoolwork and relationships, the dangers of using CMC and the use of CMC for bullying. The study was of qualitative design and was guided by a constructivist theoretical framework. A qualitative design was chosen because it was felt that qualitative methodology is most suited to investigating the subjective experiences of participants, and thus answering the research questions. Two focus groups participated and three semi-structured interviews were conducted with grade 11 learners from a Cape Town private school. Focus groups were used because this was felt to be an effective means to gather the opinions of multiple participants at once. Individual interviews were used as a means to supplement the focus groups and thus increase the trustworthiness of the study. A semi-structured approach was chosen for the interviews because this allowed the researcher to probe specific areas of interest and thus gather further data on these areas. The focus groups and interviews were audio recorded and the recordings transcribed. Content analysis was performed on the transcriptions. After several rounds of coding, the codes that occurred most often within and across the focus groups and interviews formed the basis for thematic analysis. Several central themes around CMC use emerged from this analysis. The most central of these related to the importance the participants placed on ease of use, and the speed at which CMC can satisfy their desires. Further issues related to how CMC can have both positive and negative effects on relationships and the various dangers of CMC use. Something that recurred throughout the analysis was the idea that a CMC can, in a sense, form a semi-permeable barrier between users. These barriers allow a user to control their communications with others, typically allowing users to express whatever they wish to express while restricting possible negative effects of their communication. A model of adolescent CMC use was created that was based on these findings.
- ItemExploring foundation phase educators’ behaviour management strategies for disruptive behaviour in a boys’ school(Stellenbosch : Stellenbosch University, 2016-12) Kingwill, Claire Michelle; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. Educational PsychologyENGLISH ABSTRACT : Disruptive behaviour and its effect on the academic environment have been well researched internationally and nationally. Not only does disruptive behaviour affect educators, but it also has implications for the learners’ emotional and academic development. In addition, research has shown that boys appear to display more disruptive behaviour for a multitude of reasons. Ensuring that educators effectively manage disruptive behaviour is essential. Through the use of a case study of a group of Foundation Phase educators at a local primary school in the Southern Suburbs in the Western Cape, the study explores educators’ experiences with disruptive behaviour, as well as their perceptions of effective and ineffective behaviour management strategies. The study is qualitative in nature and is based on a systems theory and behaviourism or behavioural theories, as both paradigms underlie behaviour management strategies that are aimed at developing an individual’s self-discipline and intrinsic motivation for prosocial behaviour. The research findings confirmed the stressful effects of disruptive behaviour on the various levels within the system, as well as the support needed by the educators. In addition, the participants described several effective behaviour management strategies when working with boys in the Foundation Phase, along with those strategies perceived to be ineffective. It would appear that while punitive measures are still used, behaviour management strategies that are positive in nature are more effective in the long-term.
- ItemExploring identity formation in adolescents who attended a school of skills(Stellenbosch : Stellenbosch University, 2014-04) Jacobs, Carmelita; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.; Mack, CarmelitaENGLISH ABSTRACT: Identity formation is a multifaceted process that has implications for how one feels about oneself and the decisions one makes about one's future. Developmental theorists have therefore become increasingly interested in the impact of contextual factors on the development of identity formation, especially the school context. The aim of this research was to explore how adolescents who have attended a school of skills perceive their identity. In order to do this, this research made use of a basic qualitative research design that is embedded within the interpretive paradigm. Participants were purposively selected and invited to take part in the study, after which four participants and their parents willingly participated. Interviews were used as the primary method of data collection along with the researcher's reflexive notes and an inductive process of qualitative thematic content analysis was used to analyse the data. The results revealed variability in responses, as individuals made meaning according to their own construction of past experiences within and outside the school context. The study showed that the participants entered the school of skills with a poor sense of self due to the lack of support and guidance and the effects of being labelled and excluded in the mainstream primary school. The results further indicate that schools of skills face severe negative public evaluation, which had a negative impact on how the participants felt about being referred to and having to attend a school of skills. However, most of the participants felt that their attendance at a school of skills had shaped their sense of identity in a positive way, as public forms of evaluation were mitigated by significant relations with teachers and a sense of belonging among their peers. Finally, although the participants feel more positive about themselves, they are concerned about their future vocational opportunities, as they feel that the school has not offered a contribution for a viable identity. The findings of this study will inform counsellors, school personnel and parents regarding identity-related issues in the school context.
- ItemExploring opportunities and challenges experienced by teachers teaching children with autism spectrum disorder (ASD) in a special school resource centre(Stellenbosch : Stellenbosch University, 2020-12) Manukwana, Xoliswa; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept of Educational Psychology.ENGLISH SUMMARY: This thesis is about opportunities and challenges experienced by teachers teaching children with autism spectrum disorder (ASD) in a special school resource centre. Before inclusive education was in place, special schools were there only to accommodate learners with disabilities. As a consequence of White Paper 6 of 2001 (Department of Education, 2001) there has been a very important change in the education system and the school is now referred to as a resource centre. The motive of White Paper 6 was to give opportunities to learners who were previously disadvantaged by the education system. Its main aim is to make sure every child of school-going age is given a chance to access the education with the support needed. It is for this reason that the Department of Education (DoE) decided not to abolish special schools, but instead to strengthen them to be resource centres to offer the necessary support to their teachers and the neighbouring schools. This is a qualitative, exploratory study that attempts to gain a rich understanding of the experiences of teachers teaching children with ASD in a special school resource centre (SSRC). Inclusive education is a process where all children of school-going age, including those experiencing barriers to learning, are catered for, with the required provision of removing problems to education. ASD is regarded as one of the more complex disabilities that needs low to high support. It is a disorder that is difficult to manage and manifest itself through lack of social interaction, communication and language. The research found that, because learners with ASD experience lack of interaction, they struggle to learn (Keen, 2009). Other researchers define ASD as a complex development-related disability that affects the child from an early age. It affects the ability to talk and to relate to others, and the child shows a repetitive pattern of behaviour (American Psychiatric Association, 2013; Geschwind & Levitt, 2007). The aim of this study was to give teachers teaching these children an opportunity to voice and share their experiences. This study provides a qualitative analysis. I conducted semi-structured interviews as a means to gather data. Significant findings revealed that teachers experienced more challenges than opportunities. The study is significant because it sheds light on the following challenges experienced by these teachers: managing the behaviour of children with ASD, not enough teacher training, little knowledge about ASD among the participants and other teachers, parents, the department of education and the school management team (SMT), and a lack of educational resources. Difficulty in managing the behaviour displayed by these children results in teacher frustration. This is the reason teachers emphasised the need for extensive training to deal with behavioural problems that are shown by these children. Teachers felt that it would be better if there is someone who knows more about ASD in the district office and the SMT. They strongly felt it would be an advantage if children with ASD could have their own school with appropriate facilities. Teachers mentioned positives, such as limited numbers in their classroom and having a teacher assistant in each classroom to assist one on one and helping to attend to the child’s needs.
- ItemExploring parental support for disengaging primary school students(Stellenbosch : Stellenbosch University, 2019-12) Witbooi, Lene Jade; Collair, Lynette; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : Disengagement is multidimensional and has negative implications for academic success. Students that are disengaging may display behaviour that includes a lack of participation in class and school activities, not becoming cognitively involved in learning, not developing or maintaining a sense of school belonging, and/or exhibiting counterproductive behaviour (Finn & Zimmer, 2012). One of the most effective ways to enhance the educational achievement of students is to engage their parents in their education; this has been one of the strongest trends in education reform (Lemmer, 2007). The aim of this research was therefore to explore parental support for disengaging primary school students attending a primary school situated within a rural, low socio-economic area. To accomplish this, the researcher used a qualitative instrumental case study that is embedded within the interpretive paradigm. Participants were purposively selected and invited to participate in the study after which six parent participants willingly participated. Semi-structured interviews were used as the primary method of data collection. The researcher’s reflexive notes, the literature review, analysis of artefacts and an inductive process of qualitative thematic content analysis was used to analyse the data. The results showed that for the parents, providing parental support for disengaging students within a low socio-economic background is not easy. They face contextual barriers caused by poverty such as limited skills and knowledge; socio-economic difficulties such as inadequate housing, limited resources, unemployment and alcohol and drug use, all of whichleads to low levels of self-efficacy. The parents understood support in terms of being emotionally present and engaging in encouraging conversations with their children. The parents are aware of the challenges their children face, and the possible causes of these challenges, but they entrusted ‘professionals’ to obtain support for their children or guide them in how they can utilise the support. The Western Cape Education Department (WCED) should thus place more attention on how to support these parents, especially within low socio-economic backgrounds, that do not know how to utilise the resources around them.
- ItemExploring the asset-based approach with a learner affected by disability and HIV and AIDS(Stellenbosch : University of Stellenbosch, 2008-03) Ryan, Heather; Collair, Lynette; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.The purpose of this study was to explore the effects of the asset-based approach through life skills facilitation with a learner with disability and affected by HIV and AIDS. The conceptual framework of the study was the HIV and AIDS pandemic, disability and the asset-based approach. I followed a qualitative research approach guided by a transformative paradigm and I used the action research design. I purposefully selected the case (a learner with disability and affected HIV and AIDS) and other participants (mother and community organisations) were identified in consultation with the learner and as the research process developed. Data collection consisted of semistructured interviews, observation, journals, capacity inventory and collage. Data were transcribed verbatim and open-coding were used to identify themes that emerged. Findings that emerged were viz. mobilisation of existing assets enhances and mobilises new assets; presence of positive emotions, agency and ownership were reported. These assets led to incidences of school and community engagement, with the participant as an asset in building, creating and strengthening other people, resources and systems. Previous feelings of dependency, powerlessness and hopelessness were replaced with increased confidence, empowerment and competence. I propose the incorporation of the asset-based approach within the life orientation curriculum and the construct asset-awareness as a more userfriendly term for use in the school context. Asset-awareness refers to the raising and advancement of knowledge about abilities, gifts and assets and the use or application thereof in practice.
- ItemGrade twelve learners' experiences of an NGO's life skills programme(Stellenbosch : Stellenbosch University, 2005-04) Kakaza, Sandile; Collair, Lynette; Stellenbosch University. Faculty of Education Psychology. Dept. of Educational Psychology.ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. http://scholar.sun.ac.za/ IV The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development.
- ItemDie implementering van ‘n boelie-voorkomingsprogram vir laerskoolleerders deur aksienavorsing(Stellenbosch : Stellenbosch University, 2018-12) Goliath Geldenhuys, Shannon Lee; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT : Research shows that bullying is a phenomenon that needs to be researched and focused on. Firstly, there are different types of bullying. Secondly, bullying is practised by both boys and girls, but boys bully differently. The aims of this research are to put a prevention mechanism in place; to ensure that the human rights of children are not harmed; to ensure that an anti-bully policy is in place for the school and to complete a prevention programme to raise awareness of a both invisible and visible problem. This interpretive study has been completed amongst Grade 6 learners in a school situated in the Western Cape. The process of inquiry was done through a qualitative study of which the aim was to explore what the experiences of learners were after having completed a bullying prevention programme, that was developed by the researcher for the specific context of the school and the socio-economic circumstances of the learners. Data was collected through observations, semistructured recorded interviews and focus groups, which were then transcribed and categorised into themes. The themes that emerged were mostly the experience of the learners after they had completed the programme, and how they intended to use the skills they were taught. The main finding was that, even though learners are willing to undergo change, the effect of bullying lies deeper than what the eye beholds and that the problem needs in-depth attention. The message that this study wants to convey is that every school should take the first step to address this problem in order to effect change.
- ItemMediating adolescents' insights into shared traumatic experiences through drawings(Stellenbosch : University of Stellenbosch, 2007-03) Klopper, Liezl; Daniels, Doria; Collair, Lynette; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.Drawings as mediators of communication are utilised in multiple contexts across national and cultural divides. The value of drawings in eliciting meaning that transcends the boundaries of words has been documented for centuries. In educational practice, drawings are utilised in a wide range of settings, ranging from therapeutic to psycho-educational assessment, disclosure in forensic and sexual abuse cases, and for artistic expression. Furthermore, research confirms the usefulness of drawings in empowering marginalised populations from a participatory action-research stance. Using drawing in research to mediate communication in a group context when studying adolescent perceptions of a traumatic event has not been explored extensively in South Africa. This study therefore sought to explore adolescents' experiences of a shared traumatic incident as facilitated through their drawings. The research process set out to answer the following research question: What insights regarding adolescents' experiences of a shared traumatic incident can be gained from using drawing in a group context? This investigation is underpinned by an eco-systemic theoretical perspective which recognises the influence of the community in the experiences of its individual members. The African concept of ubuntu, meaning "whatever happens to the individual happens to the whole group, and whatever happens to the whole group happens to the individual", thus informs the research. Within the context of psychoanalytical theory in trauma research, international literature acknowledges that families and communities are important resources to help bring about healing. The findings of this study confirm that the dynamic interaction between personal factors and interpersonal factors relating to one's peers, family and community influence how individual and collective experiences are shaped and assimilated. The findings of the study led me to conclude that drawing became a non-confrontational facilitator for traumatised participants to express difficult feelings that may otherwise have been silenced. Furthermore, in addition to self-expression, the co-analysing of drawings in a group context created opportunities for collective remembrance. Its potential to empower marginalised populations such as the adolescent participants in this study to express their views on social injustice also emerged. The study's findings could serve as a motivator for further investigation of drawings as mediators of communication in a variety of traumarelated educational settings.
- Item'n Ondersoek na kinders van 'n kinderhuis se ervaring van hulle sosiale insluiting in 'n plaaslike hoofstroomskool(Stellenbosch : University of Stellenbosch, 2007-03) Marais, Charlotte; Collair, Lynette; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.According to literature, children who live in Children’s Homes are of the most damaged children in society. The contextual circumstances from which these children come, together with the trauma of removal, result in these children feeling rejected. The characteristic needs of these children are the need for love and attention, to be of value and to belong somewhere. The satisfying of these needs at school is therefore very important for the child’s development. The inclusive culture of a school is the creation of a school community where everyone feels safe, is accepted and regarded as worthy. This will be reflected in policy and practice. To belong, be accepted and acknowledged, is the nucleus of social inclusion. The purpose of the research was, therefore, to acquire understanding for the experience of six children from a Children’s Home concerning social inclusion in a local main stream school. Five dimensions of social inclusion, as found in the literature, formed the framework of this research. They are: acknowledgement of worth, human development, involvement and participation in decision making, sharing of social spaces and material prosperity. The research takes the form of a qualitative study. In order to obtain understanding for the experience of the children, a basic interpretative research design was decided on. A purposeful sample was selected. For the production of data use was made of individual semi-structured interviews, focus group interviews and observation. Data was processed by doing qualitative content analysis. Significant units were coded and categorised. Each child has his/her own construction of reality, but an experience which was expressed throughout, is their experience that they are regarded and treated as an inferior group. This is a harmful situation for the children and recommendations were made to pay attention to this within the school context.
- ItemOpvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer(Stellenbosch : University of Stellenbosch, 2011-03) Coetzee, Sarah Johanna; Collair, Lynette; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper 6 for Inclusive Education (Department of Education, 2001, p.49) states that the principle of inclusion is applicable to the assessment process in: considering special circumstances, the adaptation of assessment tasks, the adaptation of the time allocated for the completion of a task, individual assessment strategies and techniques, and the provision of extended opportunities. This study therefore aimed to understand educators' experiences of adapted assessment in the inclusive classroom and to gain insight into the challenges encountered and the support needed. The researcher worked from an interpretive paradigm. An action research design was used, as action research attempts to actively involve participants in the research process. A qualitative research methodology was followed and included the following: purposive sample selection to identify research participants, open questionnaires, individual and focus group interviews and field notes to generate data, and content analysis to analyze data. Research findings indicate that educators experience the use of adapted assessment positively, because of the space it provides to meet individual needs and address barriers to learning in the inclusive classroom. Furthermore, it became evident that educators need support and guidance to adapt assessment to the individual needs of learners appropriately.
- ItemParental involvement in their children's schooling following the transition from primary to high school(Stellenbosch : Stellenbosch University, 2015-03) Revington, Erika; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Parental involvement in a child’s life forms a significant part of parenting, regardless of a parent and child’s background or context. The complexity of the concept is evident considering the diverse nature of existing definitions, models and theories. However, it appears that the approach to the term is greatly determined by the context in which it is used or referred to. Through a case study of a group of South African parents of Grade 9 children at a local high school, the study explores parents’ experiences of their parental involvement and adaption thereof following the transition from primary to high school. The study is qualitative and based on a social-constructivist theoretical framework which is concerned with how each person’s reality is shaped by social interaction with others, as well as historical and cultural influences. The Hoover-Dempsey and Sandler (2005) model of parental involvement takes a central stance in the study. Research findings confirmed the complex nature of parental involvement. Each parent’s experience of his or her parental involvement was uniquely expressed, while the adolescent and school’s invitations for involvement, or rather the lack thereof, were the main determinants of parental involvement at the beginning of high school. A general tendency to decrease involvement following the transition to high school was noted, although it appeared that parents prefer to be more involved, or at least as involved as possible. In this study, parents’ expectations and experiences of their involvement and the transition from primary to high school, concurs with existing literature in the field.
- ItemPreschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom(Stellenbosch : Stellenbosch University, 2019-12) De Beer, Jo-Mari; Collair, Lynette; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : Research has shown that a positive teacher-child relationship in early childhood have an influence on future academic performance (Madil, Gest, & Rodkin, 2014), success (Pianta & Struhlman, 2004) as well as behavioural development in later life (Runions, et al., 2014). Teachers are responsible for the holistic development of the children in their classroom, including not only cognitive development but also social and emotional development. Bronfenbrenner model for human development explains that children live in a holistic system and development does not take place in isolation (Swart & Pettipher, 2016). Different systems have an influence on the child and development. For development to take place there needs to be person-environment interactions. These interactions are described as proximal processes (Bronfenbrenner & Morris, 2006). The teacher-child relationship is seen as a proximal process. A positive teacher-child relationship provides emotional security to a child (Howes & Hamilton, 1993) and teachers need to ensure that their classrooms are emotionally supportive. Preschool children spend at least five hours a day interacting with their teachers. These interactions are important for the children’s holistic development. Although teachers are aware of the impact they have on academic development they are often not aware of the importance of a positive teacher-child relationship. The quality and consistency of early relationships and interactions are essential for early attachment and emotional well-being (Whitebread, 2012). Children learn to be independent and strong through building positive relationships (UK Department for Education, 2017). The Classroom Assessment Scoring System (La Paro, Pianta, & Stuhlman, 2004) was developed to observe the quality of the interactions between the teacher and children in the classroom. This system was used during this research to observe the interactions between the teacher and children in the classroom. The 21st century classroom is one of diversity and in South Africa this reflects the multicultural nature of the country. Teachers need to be able to support all the diverse needs of the children in their class. Diverse learning needs are prevalent in all classrooms all over the world. Diversity in a classroom includes language, culture, race, religion as well as diverse learning needs. It is important that teachers are able to support the diverse learning needs children experience to ensure effective learning and development. The question then arise whether the teacher-child relationship changes when children experience diverse learning needs. This study aimed to understand preschool teachers experiences of the teacher-child relationship in diverse classroom setting. The study was based on qualitative research methodology and an instrumental case study design was chosen in order to give the researcher insights into the teacher-child relationship in diverse classrooms. An interpretive paradigm was chosen to ensure that the researcher could interpret and explore the different perspectives of the participants. This research study showed that these preschool teachers where very aware of the importance of building a relationship with all the children in the classroom and embracing their diversities. Although teachers made a big effort to form relationships with all the children it became clear that where children had behavioural and emotional needs, teacher struggled to form positive relationships.
- ItemThe psychosocial experiences of immigrant learners at a primary school in the Western Cape(Stellenbosch : Stellenbosch University, 2012-12) Mahembe, Mercy; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: South Africa attracts a significant number of refugees and immigrants from poverty-stricken and war-ravaged African nations who come in search of greener pastures. As this population continues to grow, immigrant learners have begun to experience South African schools in an array of uniquely challenging ways (Vandeyar, 2010). This influx of foreigners has increased the diversity in South African classrooms and presents challenges for the foreign learner as well as for the school. While several studies have been undertaken to examine educational factors relating to the education of foreign learners in South Africa, the psychosocial experiences of these learners have not received research attention. The present study sought to understand the psychosocial experiences of immigrant learners in South Africa. The theoretical framework of the study was guided by Erikson’s psychosocial theory. Within the framework of Erikson’s psychosocial theory (Passer & Smith, 2008; Plotnik, 1993), psychological factors such as self-esteem, self-identity, self-efficacy and confidence, as well as social factors such as language, culture and peer relations, were explored in an attempt to understand their adjustment to learning in a culturally different environment. A basic qualitative research design was utilised. Participants were voluntarily recruited at a primary school in the Western Cape Province of South Africa. Purposive sampling was used to identify nine immigrant learners between the ages of six and twelve, who had at least attended the first-grade level in their native countries, for participation. Data were collected through the draw-and-tell technique, interviews and observations and analysed by means of thematic content analysis. The recurring themes derived from the interviews indicated that immigrant learners experience psycho-social challenges that involve the accent of the English language, establishment of friendships and bullying. These challenges have had a negative impact on their self-confidence, self-efficacy and self-esteem and their characters have also been changed in trying to adapt to the environmental demands. It is anticipated that the findings of the study will contribute to the development of meaningful support strategies for immigrant learners. The recommendations made include that the school must devise school policies which promote acknowledgement and acceptance of diversity within the school. There is a need for activities that accommodate diverse learners within the school. Learners need to share and enlighten each other about their cultural values and morals. Activities may involve role-plays at assembly, and having different weeks of commemorating or celebrating the different cultures of different learners within the school. The host learners also need to participate in these activities. Adopting the circle of courage philosophy, that is, sense of belonging, respect, generosity and industry, should be the starting point for the school and all learners. Bringing in the circle of courage can assist the whole school in accepting and understanding one another. The circle of courage is a model of empowerment; it is a philosophy in support of ‘reclaiming environments’ for learners. Future studies should investigate the identified themes using a quantitative approach, as well as undertake a comparison of the immigrant learners’ experiences with those of the host learners.