Abstract
M.Ed.
The focus of this paper is on the implementation of Pseudo Family Unit Discussion groups in a secondary school setting. In working towards whole-school development and learner wellbeing, the management team of the school decided to implement discussion groups as a mechanism of support for the learners at the school. Supporting the emotional well-being of secondary school learners in many South African schools is challenging. In an action research design, data was collected through semi-structured, in-depth interviews with teachers and pupils in a highly diverse school. The adolescents experienced problems such as parental alcoholism; prolonged divorce; single parent households; parents working long hours; parental illness and death as a result of HIV/AIDS. This family breakdown influenced learner development: they had higher dropout rates; were more susceptible to peer pressure; engaged in deviant behaviour; had lower academic achievement and exhibited disruptive classroom behaviour. The school implemented therapeutic groups forming „pseudo-families‟ to establish deeper relationships and promote adolescent wellbeing. Learners were assigned to a group, with a teacher as the „parental‟ figure. They discussed pertinent issues relating to their personal life stressors in a supportive, safe and caring environment. The groups offered a regular space and time to talk and think about worries and difficulties; to explore feelings and solutions to their problems. As a totality the group produced a powerful therapeutic experience in holding each individual and creating a sense of common identity. The adolescents began to take responsibility for their own behaviour and learning. Educators were better able to identify learners‟ emotional challenges and learning problems were supported. Senior pupils acted as mentors to the juniors encouraging them to participate in the school‟s sporting, cultural and academic extra-murals. Management perceived the holistic development of each learner. Such pseudo-family groups could greatly benefit schools with limited resources to employ school psychologists.