Please Note the Following Abstracts Have Been Reproduced As They Were Received from the Authors
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Please note the following abstracts have been reproduced as they were received from the authors. Abstracts Presented at the th 24 Annual Psychology Congress 2018 11-14 September 2018 Johannesburg, South Africa _______________________________________________________________________________ THURSDAY, 13 SEPTEMBER 2018 Paper Presentations: Children & Education literature review approach and drawing from critical Chair: theory. The findings blame actual implementation on 08:00 – 10:00 various reasons such as the available resources, time constraints, communication process, capability problem Martin G & Kili Z. Moving beyond "school readiness and dispositional conflict. Based on our observation the assessment" in contributing to foundation phase resources available were under or over-estimated and education success. thereby elicited unrealistic expectations that failed to The slow implementation of Screening, Identification, materialise. The paper recommends rigorous and Assessment, and Support (SIAS) policy in South African continuous review of implementation at all levels of schools and districts is a concern. The perpetual education system. Correspondence: Dikeledi Sekhukhune, exclusion of learners experiencing barriers to learning Dr, Private Practice, PO Box 3414 Southgate, and development stifles the inclusive education mandate, Johannesburg, 2082. [email protected] provision of justice and quality education for all as enshrined in the constitution. The designers of the policy, from all intents and purposes, were visionary. Pillay J. The inclusion of children's rights and Unfortunately, SIAS policy and goal attainment have responsibilities in the South African school been irreconcilable due to implementation constraints. curriculum. The implications are explored in this paper based on the This study investigated school lunch and achievements in literature review approach and drawing from critical theory. The findings blame actual implementation on literacy in a sample of South African primary school various reasons such as the available resources, time children. Data was collected through a quantitative constraints, communication process, capability problem survey administered with pupils (N=160) from four grade and dispositional conflict. Based on our observation the 5 to 7 classes in a school in Soweto. The survey resources available were under or over-estimated and consisted of five literacy tests that were standardized by thereby elicited unrealistic expectations that failed to Do-It- Profiler, a UK based institute, and Shape the materialise. The paper recommends rigorous and continuous review of implementation at all levels of Learner, a South African based consultancy. Additionally, education system. Correspondence: Glynnis Martin, Dr, the survey included questions pertaining to the children University of Fort Hare. [email protected]. taking lunch to school. The results show that learners who sometimes do not have lunch obtained statistically Sekhukhune D & Ntakana K. Screening, significantly lower marks on the combined learner Identification, Assessment and Support (SIAS) policy: profiler tests than learners who had some form of lunch implementation barriers in South Africa. provided. Based on social justice theory the author The slow implementation of Screening, Identification, discusses the psych-educational implications of the Assessment, and Support (SIAS) policy in South African findings. Correspondence: Jace Pillay, DEd (ED. Psy), schools and districts is a concern. The perpetual University of Johannesburg, P.O. Box 1292, Mondeor, exclusion of learners experiencing barriers to learning 2110, Johannesburg, South Africa. [email protected]; and development stifles the inclusive education mandate, [email protected] provision of justice and quality education for all as enshrined in the constitution. The designers of the policy, Errington S, Lamprecht L , du Plessis A & Klarer M. Understanding the nature, extent and implications of from all intents and purposes, were visionary. rights violations against children living in the inner Unfortunately, SIAS policy and goal attainment have city of Johannesburg. been irreconcilable due to implementation constraints. The implications are explored in this paper based on the South Africa's high rate of unemployment, economic inequality, violence, lack of infrastructure, crime and fragmented societies have given rise to a huge need 1 within communities to assist vulnerable children. It is received a sound theoretical understanding of ethics, within this context that the nature of the work in the child however, this understanding could not always be applied protection space has become vital and multifaceted. consistently to assisting educational psychologists in Working in partnership with inner city NGO's, The handling the ethical dilemmas they came across while Johannesburg Child Advocacy Forum seeks to monitor, practising as educational psychologists. There appeared protect and advocate for children's constitutional rights. to be a lack of understanding of African Ethics and how The aim of this study is to present the findings from a this may impact the ethical dilemmas that were described mixed methods analysis of 289 cases of child rights and there was a lack of understanding of the approaches violations that were managed by JCAF during 2016. Not that should possibly be adopted by educational only do the results highlight the nature and extent of the psychologists who are faced with ethical dilemmas in the basic constitutional that rights are being violated amongst context of working in a school environment. inner city children, but they also provide insight into the Correspondence: Helen Dunbar-Krige, PhD, University negative impact that these rights violations have on of Johannesburg, Department of Educational Psychology. children's overall development. Correspondence: Sheri [email protected] Errington, Research Psychologist, Social Perspectives. [email protected] Ryder H. Case study 3 Case study 3 focuses on the findings of a study about the Symposium. Ethical dilemmas in schools ethical dilemmas that student counsellors, completing Chair: Dunbar-Krige H their Honours Degree in Educational Psychology at a 10:30-12:30 Gauteng university face during their six-month work integrated learning. These student counsellors submit an Corsini (2002) describes an ethical dilemma as a incident report three times a year for developmental and situation in which moral claims conflict with one another; reflective processes. These incident reports over the past a problematic value-orientated problem that seems to five years were analysed to find out what ethical have no acceptable solution; or a choice between equally dilemmas these student counsellors experience. Lambie unsatisfactory alternatives. Students in educational (2010) contends that school counsellors require sound psychology at an urban university complete their ethical decision-making methods and substantial practical hours in a school setting. These students often knowledge of ethical practice so that they can provide find themselves at ethical crossroads, not sure of which their clients with up-to-date service. These sound ethical path is the correct one to follow. To address the complex decision-making methods are crucial when student challenges experienced regarding the implementation of counsellors are faced with a crisis and ethical dilemma. ethical guidelines, the intention of these five generic The ethical dilemmas identified were that of disclosure, qualitative studies were to understand the dilemmas dual relationships and confidentiality. Correspondence: faced by educational psychology students whilst Helen Dunbar-Krige, PhD, University of Johannesburg, completing their practical training in schools. Department of Educational Psychology. [email protected] van Zyl C. Case study 1 In the first case study we discuss the analysis of 45 Morar S N. Case study 4 position papers submitted by Masters’ students as part of In this study we explore the online ethical dilemmas their professional practice examination at the end of their faced by educational psychologists who use Web 2.0 second year. These papers focused on ethical dilemmas platforms on the Internet such as Facebook, Twitter, experienced in a school setting. Given the nature of the Linkedln and Myspace. In today’s society an individual data, thematic analysis was used as a way of identifying will often not think twice about disclosing personal themes. Three themes were identified namely 1) acting in information on social media. The information might be the best interest of the client, 2) confidentiality and 3) private to other users but the social network platform informed consent. Correspondence: Helen Dunbar-Krige, workers have access to this private information (Lannin PhD, University of Johannesburg, Department of & Scott, 2014). An Educational Psychologist role is to be Educational Psychology. [email protected] knowledgeable about this new digital culture, while also maintaining their values and ethical principles. Data was collected by using qualitative online questionnaires from Perreira N. Case study 2 8 educational psychologists in private practice as well as The second case study provides information on the in school environments. The findings highlighted ethical education and training experiences of six confidentiality, multiple relationships, informed consent practising educational psychologists. Data was gathered and soliciting testimonials