Educational Psychology

In an ongoing longitudinal intervention study (STAR) we found that, although similarities existed in the way teachers promoted resilience, rural schools (in comparison to other STAR case schools) took longer to implement strategies to buoy support and found it difficult to sustain such support. Using rurality we wanted to understand how forces, agencies and resources act, move, pull and push when adversity and resilience are centred in a discussion.

The Kgolo Mmogo study is a randomised controlled intervention trial that examines the effectiveness of a group intervention to enhance resilience in HIV-infected South African mothers (N= 427) and their young children (N= 435). We describe here how the severity of psychological and social problems experienced by some of the study participants required referrals for other services and discuss the barriers encountered in facilitating such referrals.

Teachers, in their relationship with children and their families, face challenges related to cumulative risk, including HIV&AIDS. In this paper we use Sense of Coherence to explain why teachers are able to address such barriers by using assets. We explore the way that teachers (N= 28) in four South African schools opted to tackle the cumulative risk associated with HIV&AIDS, following participation in an asset-based intervention (STAR–Supportive Teachers Assets and Resilience).

In this article we argue that the asset-based approach is one explanation for sustainability in programmes supporting vulnerable children. We structure our argument by formulating five questions and then pursuing tentative answers to them. We start our contention by highlighting the ...

We describe how selected adolescent learners experience their current HIV/AIDS programmes in school. The rationale of the instrumental case study was that knowing, appreciating and understanding learners' preferences and experiences should inform future HIV/AIDS curriculum design. ...

Liesel Ebersöhn* Department of Educational Psychology, University of Pretoria, Pretoria, 0002 Suid-Afrika [email protected] DJ Mbetse PO Box 1984, Acornhoek, 1360 South Africa * To whom correspondence should be addressed In this article we explore a rural ...

The purpose of this article was to investigate the extent to which a postmodern, narrative approach to career counselling can be utilized to address complexities in career counselling settings characterized by diversity. We also contemplated whether the inclusion of multiple approaches towards ...

Abstract: This article describes the ways in which postmodern career facilitation was applied to enhance achievement motivation in a male adolescent from a community with a high unemployment rate. A case study following a mixed-method approach was conducted with a purposefully ...

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning ...

In an ongoing longitudinal intervention study (STAR) we found that, although similarities existed in the way teachers promoted resilience, rural schools (in comparison to other STAR case schools) took longer to implement strategies to buoy support and found it difficult to sustain such support. Using rurality we wanted to understand how forces, agencies and resources act, move, pull and push when adversity and resilience are centred in a discussion. Similarities in promoting resilience included prioritised needs requiring ...

Teachers, in their relationship with children and their families, face challenges related to cumulative risk, including HIV&AIDS. In this paper we use Sense of Coherence to explain why teachers are able to address such barriers by using assets. We explore the way that teachers (N= 28) in four South African schools opted to tackle the cumulative risk associated with HIV&AIDS, following participation in an asset-based intervention (STAR–Supportive Teachers Assets and Resilience). Data sources include six years' longitudinal ...