A Collaborative Problem-Solving Psychoeducational Approach Implemented in Underresourced South African Schools

Autor/in	Amod, Zaytoon
Titel	A Collaborative Problem-Solving Psychoeducational Approach Implemented in Underresourced South African Schools
Quelle	In: Journal of Educational and Psychological Consultation, 29 (2019) 4, S.423-443 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amod, Zaytoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2018.1531764
Schlagwörter	Cooperative Learning; Teamwork; Problem Solving; Psychoeducational Methods; Foreign Countries; Research Projects; School Districts; Teacher Attitudes; Educational Psychology; Longitudinal Studies; Psychologists; Student Needs; Parents; Caregivers; Elementary School Students; Elementary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problemlösen; Ausland; Forschungsvorhaben; School district; Schulbezirk; Lehrerverhalten; Erziehungspsychologie; Pädagogische Psychologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psychologist; Psychologe; Psychologin; Eltern; Caregiver; Carer; Betreuungsperson; Pfleger; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Innovative service delivery approaches based on the trends and developments in education and psychology are required to address the scarcity of professional resources in developing countries such as South Africa. This article presents a description of a 21-month project in which five educational psychologists and 18 school-based teacher support teams provided psychoeducational support within their schools using a collaborative problem-solving approach. A mixed-methods research design using questionnaires and focus group interviews was adopted. School-based support team members and referring teachers perceived this approach as being a viable means of providing support to teachers, learners, and parents/caregivers. Teachers highlighted the successes and challenges they experienced as well as their need for continued professional training and school district support. The implications of these findings for practice are discussed, particularly with regard to service provision in underresourced community settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01