Faculty of Education
School of Educational Studies
Department of Educational Psychology
Selected Highlights from Research Findings
This project explores how teachers function in their pastoral role to mitigate the impact of HIV/AIDS on vulnerable children. More often than not, pastoral responsibilities fall on teachers, as parents may not be available for such emotional support. This ongoing intervention study is school-based. Forty teachers in four schools in three provinces in South Africa were purposefully selected to participate in intervention sessions following an asset-based approach. The asset-based approach focuses on existing resources and capacity in interventions and research, without negating the presence of barriers and deficiencies. By means of observation, visual data collection and interviews (face-to-face, as well as focus group) the emergence (or not) of support-initiatives by teachers was explored and described. Research findings indicate that teachers are able to provide psychosocial support to vulnerable children in accordance with the Norms and Standards for Educators regarding their pastoral role; teachers are able to identify, mobilize and sustain assets for the purpose of support-initiatives to mitigate the impact of HIV/AIDS on vulnerable children; teachers were able to apply asset-based principles in providing pastoral care and support initiatives based on the asset-based tenets appear to be sustainable.
Contact person: Prof L Ebersöhn.
A qualitative study was undertaken, investigating the potential use of the body map technique by educators in fulfilling their pastoral role. Body mapping is a technique often applied during memory work or memory-box making. Body maps are life size representations of individuals, representing the physical, emotional, social, spiritual and value-related meanings they attach to their lives. The study was anchored in the constructivist-interpretivist paradigm and underpinned by action research principles. Initial baseline information indicated that the participating educators were fairly clear about the theoretical nature of the pastoral role, but that they did not know how to practically fulfil this role in their daily classroom activities, nor did they possess extensive knowledge on body mapping. After an intervention and research assignment had been completed, two main themes emerged. The first theme relates to the potential use of the body map technique and was refined into sub-themes relating to suitable modes of implementation, contexts that the technique could be applied within and potential outcomes of applying the technique. The second theme relates to the applicability of body maps in the classroom as part of educators’ fulfilment of their pastoral role. Participants indicated that body mapping could be applied within the general curricula in South African schools. They further identified several practical considerations to keep in mind when applying the technique, as well as some alternative uses and application modes of the technique.
Contact person: Dr R Ferreira.
Although various traditional assessment strategies for children who have been sexually abused exist, recent times have been characterised by ongoing debates on the suitability of such techniques. In addition, children who have been sexually abused often experience challenges in identifying with traditional assessment procedures – leading to child-care professionals constantly being on the lookout for alternative strategies that might be employed. Against this background, a qualitative study was undertaken, exploring the potential use of Gestalt therapy (initially intended for therapy purposes) during alternative assessment of young girls who have been sexually abused. The research was based on a clinical case study research design, situated within the context of psychotherapy outcome research. The findings of the study indicated that the manner in which the Gestalt-based assessment was employed firstly allowed for the assessment of the participants’ emotional and behavioural functioning, as well as the defence mechanisms they employed in an attempt to escape reality. As a secondary finding and outcome, certain positive emotional and behavioural changes could be detected subsequent to the research process. Based on the findings of the study, it was concluded that Gestalt therapy and the techniques implied by the approach might effectively be applied as one possible modality of intervening with girls who have been sexually abused.
Contact person: Dr R Ferreira.
An interpretive, qualitative study was undertaken, exploring the applicability of fairy tale-based socio-dramatic play in developing social skills among high-functioning children with autism. The study rested on a case study design, involving three high-functioning children with autism. Data were collected and documented by means of intervention, interviews, assessments of social functioning, observation, audio-visual methods and a reflective journal. Findings indicate an improved tendency among the participants to ask for help and express their feelings after participating in the intervention. In addition, some changes occurred concerning their social experiences and behaviour. The participants namely displayed enhanced abilities to wait their turn, be involved in peer relationships, provide peer support, solve problems and apply perspective-taking skills. No change, however, could be noticed in their tendency to seek help from adults instead of peers, as well as rely on body language rather than verbalization when asking for help and expressing feelings.
Contact person: Dr R Ferreira.
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