Faculty of Education
Department of Educational Psychology
Selected Highlights from Research Findings
Based on longitudinal data (2003-2011) and incorporating thinking on resilience as transactional-ecological, the asset-based approach, social capital and relatedness theory, I propose the Relationship-Resourced Resilience (RRR) model as a generative theory to explain how resilience occurs in low resource, high need settings. I explain how solidarity can support resilience so that individuals can adjust positively when facing significant risk. I propose that when individuals use relationships as a way to access and mobilize resources, positive adjustment is possible because of an enabling ecology. The longitudinal case study data were generated using a Participatory Reflection and Action (PRA) approach with partnership schools (n=12, primary=9, secondary=3; urban=9, rural=3) and teachers (n=74, female=63, male=11). I highlight the concepts and propositions behind the model and the activities and competencies needed to implement the conceptual tool, arguing that such a framework enable individuals to be supportive by initiating and sustaining support to vulnerable groups. I conclude that when individuals in scarce-resource environments with high risk use RRR they are able to create a climate that can mitigate the risk factors to adjustment – enabling resilience
Contact person: Prof L Ebersöhn.
South Africa is confronted with the visibility of increasingly more non-conventional family structures, one being the lesbian parent family. A small-scale research project explored the perceptions of significant role-players who have had contact with lesbian parent families mainly in the education, legal and medical systems. In semi-structured interviews the participants shared their experiences and perceptions of lesbian parent families in their professional life. The interviews were transcribed and analysed using Interpretative Phenomenological Analysis. Two super-ordinate themes emerged: Homo-negativity in South Africa and Lesbian parenthood. The participants acknowledged the presence of deep seated prejudice and stigmatization against lesbian parents, indicating the possibility of discrimination in both professional and social contexts. The homo-negativity against being two female parents influences parental experiences. In their engagement and observation of the lesbian parents, the professionals stated that there are more similarities than differences between lesbian and heterosexual parents and their children. They did comment that most of the parents are well informed, involved and quite protective in their childrearing practices. Possible reasons alluded to the parents being of the same gender and specifically being two women, as well as the deliberate decision to become parents
Contact person: Dr C Lubbe-De Beer.
This action research project annually targets 120 grade 9 learners and one group of MEd(Educational Psychology) students. The motivation for the partnership is based on sharing capacity: (i) the University of Pretoria staff and students strive to provide much needed educational psychology support to the school and the children, and (ii) the school provides a forum in which students can on the one hand become aware of their social responsibility and the broad scope of practice synonymous with educational psychology , and on the other hand put into practice their theoretical knowledge in a meaningful arena. Preliminary findings indicate that students applied asset-based career facilitation during career guidance by (i) identifying strengths and barriers within children; (ii) utilising identified strengths to address identified barriers by mobilizing identified strengths; (iii) identifying established networks for learning support and career planning; (iv) facilitating the acquisition of asset-based competencies (problem-solving difficulties by focusing on internal resources, external capacities and extending their social networks). Findings also indicate that curricular community engagement means that recipient partners benefit (children benefited from current thinking and research on child development, coping styles, academic achievement and career planning). Students in the project gained because they (i) experienced (and are better prepared for) the life-world characteristic of their future world-of-work; (ii) had the opportunity to integrate their theoretical knowledge within a meaningful practical environment; and (iii) reported increased confidence in their ability to contribute meaningfully as educational psychologists within the diverse South African population
Contact person: Prof L Ebersöhn.
The broad aim of the current research is to investigate the effect (impact) of a brief, qual-quan career counselling on learners in South Africa and to point out that career counselling entails a process of counselling that empowers the client to give meaning to the counselling process. The narrative for career counselling, which will be used in these schools, could then serve as a blueprint for other schools in South Africa.I am well on my way to developing the instrument referred to. In addition, I am also developing the Career Adaptabilities Scale for use in South Africa. Id est, I am achieving what I have been hoping to achieve.
My results have been disseminated widely, not only in South Africa, but also in e.g. the United States of America, Italy and Turkey. I have been invited to present in all three these countries as well as in South Africa (mostly as keynote or invited speaker). My research outputs are used throughout the world and I am collaborating with many colleagues on related projects. My books and book chapters, as well as my articles, are studied across the world and feedback is extremely positive
Contact person: Prof JG Maree.
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