Early Education of orphans and vulnerable children: A crucial aspect for social justice and African development

In the last decade there has been a significant escalation in the number of orphans and vulnerable children (OVC) in various parts of the world, more particularly, in Sub- Saharan Africa. The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio- ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa.

Giving Psychology Away

This article takes up the proposal, originally postulated by George Miller in the US (Miller, 1969) and later taken up by Harry Kay in the UK (Kay, 1972), that psychologists should work through non-psychologists to help alleviate social problems. Specifically it evaluates a reading intervention programme devised by educational psychologists and delivered by teaching assistants specially trained by a psychologist. The article assesses the extent to which a psychologist, working through school personnel, added value to the education process within participating schools, the nature of that value and the challenges that had to be overcome. Results showed significant group level improvements in word recognition abilities amongst readers with delayed reading, although the extent of these improvements varied according to school and age with older pupils benefiting more than younger ones. Girls gained more than boys, but this difference was not statistically significant. It was also demonstrated that the programme could be delivered to schools on a low budget including the training of school personnel and taught effectively by non-professional teachers with minimum disruption. It was concluded that the service-delivery approach taken was in keeping with the new expectations of professional educational psychologists and as such provides a useful model for others operating in a changing service context.

Utility of the International Classification of Functioning, Disability and Health (ICF) for educational psychologists' work

Despite embracing a bio-psycho-social perspective, the World Health Organization's International Classification of Functioning, Disability and Health (ICF) assessment framework has had limited application to date with children who have special educational needs (SEN). This study examines its utility for educational psychologists' work with children who have Autism Spectrum Disorders (ASD). Mothers of 40 children with ASD aged eight to 12 years were interviewed using a structured protocol based on the ICF framework. The Diagnostic Interview for Social and Communication Disorder (DISCO) was completed with a subset of 19 mothers. Internal consistency and inter-rater reliability of the interview assessments were found to be acceptable and there was evidence for concurrent and discriminant validity. Despite some limitations, initial support for the utility of the ICF model suggests its potential value across educational, health and care fields. Further consideration of its relevance to educational psychologists in new areas of multi-agency working is warranted.

Factors Impeding School Connectedness: A Case Study

The Department of Education in South Africa has adopted the concept of whole school development in the delivery of basic education. Social connectedness in the school environment is central to this concept and is protective of mental well-being and can contribute to reducing high risk behaviour in adolescents. The aim of this study was to develop an in-depth understanding of factors impeding school connectedness in a public South African school as a case study, with the view to making recommendations for interventions for school connectedness. The study utilised an ecological perspective. In gauging participants' perceptions of factors that impede school social connectedness, four focus groups with Grade 10 learners and seven individual interviews with teachers and managers, were conducted. Factors impeding school connectedness at the community school management level were education policies, management practices and discipline strategies. Education policies were viewed as non-reflective of the diversity of South African schools. “Top-Down” Management practices were viewed as creating communication barriers, and discipline strategies were viewed as contributing to deviance. At the interpersonal level, peer pressure to belong to groups where learners resist school regulations were highlighted. It also emerged that adolescents are more likely to seek help for interpersonal problems or issues from informal sources such as peers and family. At the intrapersonal level self-regulation skills, emotional competence and a positive future orientation were reportedly poorly developed amongst learners and attributed to poor discipline and a lack of warmth at home, a focus on academics and assessment at school and perceptions of limited post-school opportunities. Key recommendations include the formation of a school liaison group to promote policies and management practices; building protective peer networks, and programmes to develop emotional competence, self-regulation skills and a sense of positive future orientation.

Formação em psicologia e educação inclusiva: um estudo transversal

Com o objetivo de efetuar um estudo transversal sobre a formação de psicólogos e a preparação recebida durante a graduação para atuar em escolas inclusivas, 163 estudantes de cinco períodos de dois cursos de Psicologia responderam a um questionário. Predominaram os participantes que não possuíam alguém com necessidade educacional especial na família. A maioria não teve, também, contato próximo com portadores de necessidades especiais. A maioria deles teve atividades e/ou disciplinas sobre inclusão escolar na graduação e estava insatisfeita ou indiferente quanto à preparação recebida para atuar em escolas inclusivas. Prevaleceram discentes que concordavam total ou parcialmente com a educação inclusiva. Constatou-se diferença significante entre os períodos somente no caso da inclusão escolar da necessidade educacional especial - autismo. Há evidências de que a graduação em Psicologia não tem sido capaz de alterar o posicionamento dos estudantes quanto à educação inclusiva e de prepará-los para serem psicólogos escolares em escolas inclusivas.

Diverse perspectives on pupil health among professionals in school-based multi-professional teams

Internationally, educators have proposed a shift from a narrow diagnostic view to a holistic and salutogenic perspective on pupils’ school-related difficulties. There is, however, little evidence to suggest that such a shift has taken place, despite being talked about by school administrators. In Sweden such a shift is proposed through a new organization of school services (‘pupil health’) with the distinct aim of psychosocial and physical health promotion in schools. The aim of the present study was to explore the meaning attributed to the new concept of ‘pupil health’ by school psychologists and different school-based professionals (i.e. their social representations of the concept and the services provided). Questions investigated include: What meanings do school-based multi-professional teams attribute to ‘pupil health’? What patterns of meaning can be distinguished between different professional groups and across professional groups? A mainly inductive qualitative content analysis adapted from Graneheim and Lundman (2003) was used. The result is a model, a matrix, which illuminates diversity in ‘pupil health’ as a new concept. The matrix describes four different perspectives on pupil health. The practical implications of those perspectives are discussed with reference to research on multi-professional teams, social representation theory and salutogenic perspectives.

Experiences of learners from child-headed households in a vulnerable school that makes a difference: Lessons for school psychologists

The purpose of this study was to explore and describe the experiences of vulnerable learners from child-headed households through an ecological systems model that includes their homes, community, and school. Special emphasis was given to the role of school psychologists as change agents within the context of schools. This qualitative study included a sample of 98 5th to 7th grade learners in a vulnerable school. Data were collected through individual interviews, focus groups, and a questionnaire with incomplete sentences. The findings provide a vivid description of their living conditions, changing roles, community fears, and school experiences which inevitably affect their psychological well-being and propagate the need for effective school psychological services. Against all odds, the vulnerable school in this study reflects how it can make a positive difference in the lives of the learners simply through the display of love, attention, and care. Based on the findings several lessons, transcending national boundaries, are presented for school psychologists to be successful in assisting learners from child-headed households in vulnerable schools.

Associations among sleep problems, learning difficulties and substance use in adolescence

This study investigated the relationships among sleep problems, learning difficulties and substance use in adolescence. Previous research suggests that these variables share an association with executive functioning deficits, and are intertwined. The sample comprised 427 adolescents (M age = 16 years) attending remedial schools and 276 adolescents (M age = 15 years) attending a mainstream school in Cape Town, South Africa. Participants completed anonymous self-report questionnaires. Results indicated that adolescents without learning difficulties were more likely to use tobacco, methamphetamine and cannabis, whereas those with learning difficulties engaged in more inhalant use. Adolescents who had more sleep problems were more likely to use tobacco, alcohol, methamphetamine, cannabis, inhalants, cocaine, ecstasy and any other illegal drug. Adolescents with learning difficulties had more sleep problems than those without learning difficulties. However, sleep problems remained independently associated with tobacco, cannabis and inhalant use when learning difficulties were taken into account.