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'n Sosiopedagogiese perspektief op die geluksbehoeftes van die skoolkind

  • Authors: Smit, Franciscus Petrus Zedeman
  • Date: 2014-05-14
  • Subjects: Basic needs , Happiness , Educational psychology
  • Type: Thesis
  • Identifier: uj:11075 , http://hdl.handle.net/10210/10648
  • Description: D.Ed. (Sociopedagogics) , Many students attend school throughout the year. These students vary from being happy to unhappy individuals. The reason why some of these students are unhappy gave cause to the undertaking of this study. Therefore, the essence of happiness, as well as the needs for happiness of the school student, had to be determined, all within the limits of responsible educational standards. It was furthermore a problem to determine the reasons for the unhappiness of students at school and what had to be done to keep the happy students happy and make the unhappy students happy. The ultimate problem to be solved, was to determine the extent to which a change in attitude or simply a slight change in educational approach would influence the happiness of students at school. The methods used in this study were firstly an intensive literature study, with a socio pedegogical perspective on the task of the school. This was followed by a literature study to determine the essence of happiness, with the perspective on the Bible, as well as the perspective on the meanings of several theorists. Secondly, an empirical study involving secondary school students, was done. They were asked to state their own meaning on happiness in a single paragraph. They were also asked to evaluate and arrange, ten needs of happiness determined beforehand, in order of importance. Some of the most important results that came forth from the literature study, in addition to the Biblical message, that happiness causes joy and peace of mind to the human being, are that happiness is a longing and highest aspiration of all mankind, that happiness is future directive, is permanent and is experienced with fellow men and that happiness is incomplete. The need for security and the need for self-realization are the two essences of happiness that received highest priority. The results from the empirical study show that the student has a need to be acknowledged as a person for self-realization and to be able to lead a good life. Intellectual development, human relations and communication with fellow men received less priority, while the needs for freedom, discipline and especially the need for food and clothing, received the least priority. The reason for this tendency, can be that the basic needs of these students have already been satisfied -and the fullfilment for less basic needs still excist. In the light of all these results attention must be given to the criteria for an "ideal" school that can attend to the satisfying of the needs for happiness of the school student. The ideal school must strive to meet the needs of the student in its education and training. atmosphere of security and give the student thorouh It must educate the student in an pedogogical love to self-realization, intellectual and moral education and secure order and discipline. The ideal school must guide the student to overcome his failures, teach the student what happiness is all about and brief him on how to be a happy student, now and for years to come.
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'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief

  • Authors: Basson, Marlize
  • Date: 2012-09-05
  • Subjects: Entrepreneurship - Study and teaching , Entrepreneurship - Psychological aspects , Entrepreneurship - South Africa , Educational psychology
  • Type: Thesis
  • Identifier: uj:3579 , http://hdl.handle.net/10210/6961
  • Description: D.Ed. , The aim of the study was to determine a strategy to identify and develop entrepreneurship from the point of educational psychology. In this regard, it was necessary to divide the study into two components. The first was to determine a profile of the entrepreneur and secondly how this profile could be developed. In the first part in the literature attributes and skills of the entrepreneur were researched and empirical tested. Two questionnaires were specifically developed to identify attributes and skills of entrepreneurs: firstly a questionnaire, The Entrepreneurial Index Questionnaire, for individuals with a qualification standard six and higher and secondly a projective format questionnaire, The Entrepreneurial Index Projective Format, for semi-skilled and unskilled individuals. In the second part techniques were introduced to developed entrepreneurial attributes and skills: Neurolinguistic Programming and Educational Kinesiology. A specific program to develop entrepreneurship with young adults was also introduced. The programme was completed with a illustration of a young adult that completed the program. The following results were obtained from the empirical investigation: From the anova variance-analysis there is a significant statistical difference on all the entrepreneurial attributes and skills. The Scheffe-pair-variance-analysis show significant statistic differences on the average scores of the entrepreneurial attributes and skills except for: Questionnaire test General knowledge and driving force, responsibility, selfimage and interpersonal relations. Risk and responsibility, self-image and interpersonal relations. Drive force and depression. Adaptation and interpersonal relations. Responsibility and stress, aggression and depression. Stress and interpersonal relations. Self-image and depression. Aggression and interpersonal relations. Depression and interpersonal relations. Projective test Mental alertness in all pairs. Total work attitude and responsibility. Locus of control and responsibility. Locus of control and interpersonal relationships. Adaptation and responsibility. The program for the development of entrepreneurial skills was divided into four phases: what is possible, what is realistic, critical analysing of the business opportunity and lastly the implementation of above mentioned steps. Each phase went through specific steps and NLP and Edu-K was used in each step one to develop and anchor specific attributes and skills of entrepreneurship. The implementation of the program is implemented on five levels. The basic level is the individual environment. The entrepreneur is going to operate in the environment through behaviour. The behaviour is guided by the individual capabilities. These capabilities are organized by the believe systems. Believe systems are organized by the identity of the entrepreneur. The illustration analysis of the individuals that completed the course shows a growth and development in the entrepreneurial attributes and skills that were identified in the first part of the study. It seems possible to identify certain attributes and skills that is part of the successful entrepreneur, and develop it in the young adult to become an entrepreneur.
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A non-governmental organistion's psycho-social and educational support for orphans and vulnerable children in Soweto

  • Authors: Mlambo, Nompilo
  • Date: 2021
  • Subjects: Orphans - South Africa - Psychology , Child psychology , Children - Counseling of - South Africa , Educational psychology
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/486295 , uj:44230
  • Description: Abstract: This study explores and describes the psycho-social and educational support provided by a non-governmental organisation (NGO) in Soweto, South Africa. Using a qualitative case study research design, eight orphans, three caregivers, a social worker and the director of an orphanage were approached to gain insight into the psycho-social and educational support that is being provided to the orphans, who is providing the support and whether the orphans perceive the support as beneficial. Data were collected using multiple methods such as individual interviews, focus groups and collages made by the orphans. A thematic content analysis was conducted in order to establish emerging themes from the research findings. The study findings established that HOPE supports orphans and vulnerable children (OVC) by providing mentorship, building a sense of familyhood, inculcating a sense of self-worth, nurturing love amongst OVC and enhancing their relationship building skills. HOPE’s social support consists of home visits (issuing of food parcels and payment of rentals), efforts to build positive peer relationships and a community where OVC receive moral support from friends. HOPE also implements strong educational support structures intended to yield positive educational aspirations and opportunities for OVC. These structures include the provision of uniforms and schoolbooks, space and facilities for extra assistance, tuition for children with special educational needs and referrals to other institutions. Despite the supports that are offered to OVC at HOPE, findings established that the organisation faces some challenges in its efforts to address the needs of these children. These challenges mainly relate to financial and capacity issues. The financial 5 challenges affect both the internal operations of the NGO as well the ability to deliver the care they envision for the OVC. , M.Ed. (Educational Psychology)
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A psycho-educational programme to address the aggression of late-adolescents who did not complete secondary school education

Advice-giving and learning in student teacher mentoring at a HEI

Aspekte van die onderrig as determinant van onderwysstandaarde

Aspekte van stereotipering by onderwysstudente

Biblioterapie met kinders uit enkelouergesinne

Blanke Afrikaanse christen ouers se opvoedingsleer: implikasies vir die opvoedkundige sielkunde.

Blootstelling en die vermindering van vooroordeel en stereotipes : 'n gevalstudie by 'n spesiale skool

  • Authors: Loubser, Raymond Lawton
  • Date: 2014-07-29
  • Subjects: Special education - Psychological aspects , Prejudices in children , Stereotype (Psychology) - Attitudes , Educational psychology
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/382888 , uj:11920 , http://hdl.handle.net/10210/11648
  • Description: M.Ed. (Multiculturalism and Education) , When this special school opened its doors to all races in 1995, it was the first time this exclusively white school was confronted with racial conflict. Both teachers and pupils found themselves in a situation totally new to them. This led the researcher to question whether exposure of groups would, over a period oftime, reduce prejudice and stereotyping. The literature pertains that social contact between members of different racial and ethnic groups as a method of reducing tension is beset with a great many problems. Under certain conditions social contact can increase tension rather than reduce it. According to some studies done in South Africa contact between whites and blacks have had no effect on reducing negative stereotypes and prejudice and in many cases contact between these groups has increased stereotyping and . prejudice. The findings of this study indicate that at this school exposure between children of different racial groups led to an improvement in tolerance and acceptance of one another. The findings also indicate that inter group relations did not improve. The children formed homogeneous groups and kept their social distance. A recommendation for further research is that research should be focused on the problems of inter group relations between pupils at schools.
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Career aspirations of Grade 9 learners in a school for learners with special educational needs

  • Authors: Teixeira, Daniella
  • Date: 2018
  • Subjects: Educational psychology , Vocational guidance , Children with disabilities - Vocational education
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/296470 , uj:32301
  • Description: Abstract: Career aspirations, especially of adolescents, play a significant role in shaping career development. However, there appears to be a dearth of research on career aspirations and adolescent learners with special educational needs. Therefore, this research explored the career aspirations of Grade 9 learners in a school with special educational needs. Set within an interpretive paradigm, this research made use of a generic qualitative approach and employed a case study design which permitted the focus to be on understanding the career aspirations of Grade 9 learners with special educational needs. The participants were two Grade 9 learners from a school that caters for learners with special educational needs in this study. Data collection included the following methods: creating a career collage, mapping out a career sociogram, utilising quantitative data in a qualitative manner from a subject-choice assessment battery that was completed by the participants, and an individual interview discussing their thoughts and feelings about their career aspirations. The data collected from the various sources were analysed thematically through inductive content analysis to identify themes and interpret important concepts. The results firstly demonstrate a strong preference for practical careers emerged which reinforces the need for learners with special educational needs for practical, hands-on opportunities. Secondly, the need to help others – whether people or animals – was a significant find as it was reinforced by being passionate about a career. Lastly, intrinsic motivation was identified where the research participants disclosed their career aspirations. Recommendations were based on assisting learners with special educational needs to discover what their career aspirations are and with relevant support structures in place, to refine them and develop them into realistic goals. , M.Ed. (Educational Psychology)
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Caring as an aspect of school climate : implication for school effectiveness

  • Authors: Molemane, Sarah Ntuntu
  • Date: 2012-09-10
  • Subjects: Educational psychology , Effective teaching
  • Type: Mini-Dissertation
  • Identifier: uj:9837 , http://hdl.handle.net/10210/7240
  • Description: M.Ed. , The onset of democracy in South Africa was faced with many challenges with the improvement of the Matric results as one of the major areas. The Matric results have been a yardstick by which to measure the effectiveness of learning and teaching in schools. The first National Matric results during the democratic rule reflected a 53,4 % pass rate with Mpumalanga Province being the second lowest with a 38,2 % pass rate. It became dear that the Government of the day had to address the plight through its Provincial Departments of Education. A number of options on the improvement of results came to the forefront. The starting point was to transform the entire education system by replacing a traditional curriculum with the Transformational Outcomes Based Education which is known as Curriculum 2005 in the South African context. The success of Curriculum 2005 necessitated social mobilisation as an attempt to create awareness of the importance of resources, educator empowerment, leadership skills and above all the restoration of a Culture of Learning and Teaching in schools. The continuous reflection of fewer learners gaining exemption in Matric has been a matter of concern and an investigation to this plight has to be embarked on. This research project attempts to establish whether: a caring climate is a necessary condition for school effectiveness in the Mpumalanga Province; a web of caring relations can lead to effective schools; a connection of caring and power can render schools effective; establishment of a caring community can contribute to school effectiveness; and team work with an attitude of caring has a potential to enhance school effectiveness. In chapter two a literature study was undertaken to expose previous research findings on school effectiveness. Various factors underlying the notion of school effectiveness were interrogated in order to become a springboard for the new findings that would provide the guidelines for school effectiveness in Mpumalanga. The researcher paid particular attention to what constitutes a caring climate based on the existing literature. The design of the research instrument is discussed in chapter three. The instrument consisted of 105 open-ended items that were used to elicit educators' perceptions as to what constitutes an effective school. The items of the questionnaire covered these following areas: leadership; vision; motivational strategies; curriculum; resources; school culture; and school climate. The design is composed of three main sections. The analysis of responses from the three sections of the questionnaire were completed in chapter four. The two independent variables and three or more independent variables were exclusively compared against each other to establish the significance of the difference and the possible effect on school effectiveness. The validity and reliability of the collected data was also confirmed. The empirical findings have certain implications for the management in the Mpumalanga schools.
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Constructing community educational psychology in South African higher education institutions

Die geleenthede wat aan leerlinge in die sekondêre skool gebied word vir die ontwikkeling van verantwoordelikheid

  • Authors: Daffue, Jacobus Petrus
  • Date: 2014-06-11
  • Subjects: Responsibility - Study and teaching - South Africa , Education, Secondary - South Africa - Aims and objectives , Educational psychology , Potential theory (Mathematics)
  • Type: Thesis
  • Identifier: uj:11510 , http://hdl.handle.net/10210/11205
  • Description: D.Ed. (Psychology of Education) , A democratic and prosperous society necessitates responsible behaviour from its members. The observation is often made that responsible behaviour is often absent or underdeveloped in society, especially amongst the schoolleaving youth. The development of responsible, well-trained schoolleavers is universally seen as the task of the school. This is because the development of responsibility is usually associated with the aims of the education process and the attainment of adulthood. It is at school that the opportunities may arise to teach, take and experience responsibility. Any of the activities at school may present opportunities which either contribute to the development of responsibility or inhibit it. Great emphasis is placed on the rights of children, yet too little is made of the opportunities which may assist in creating the perception amongst children that they are able to accept and act responsibly. The aspect of creating positive perception about a pupil's own ability is a very important aspect of education as a whole and should be developed to the fullest extent, in order teach and develop responsibility. Schools should take cognizance of this and endeavour to create a climate for pupils in which to accept responsibility. The invitational approach in education is based on the assumption of the perceptual tradition that all people have unrealized potential that may be developed within a climate of trust, intentionality, respect and optimism. In this approach all the participants in the educational process are regarded as responsible, capable and valuable. What teachers believe the pupils to be, they convey to them through their actions, words and the opportunities they present to them. These perceptions influence behaviour. It is therefore imperative that positive perceptions about pupils' ability to accept responsibility and to act independently are created and enhanced. The role of the school in the development of responsibility, the opportunities present for the development of pupils' acceptance of responsibility and the lack of responsible behaviour amongst school leavers, as indicated by employers, prompted the following questions: • does the school present pupils with opportunities to accept responsibility? • to what extent do pupils experience the opportunities to accept responsibility as such?
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Die kinderhuiskind met enurese

  • Authors: Roos, Tia
  • Date: 2014-04-10
  • Subjects: Child care services - South Africa , Urinary incontinence , Educational psychology
  • Type: Thesis
  • Identifier: uj:10550 , http://hdl.handle.net/10210/10076
  • Description: M.Ed. (Educational Psychology) , Research literature regarding functional enuresis indicates that the prevalence of functional enuresis is higher in institutionalised children as opposed to non-institutionalised children. A preliminary survey conducted at the Abraham Kriel Children's Home revealed that approximately 10% of the children experience problems with enuresis. One of the childrens' personal files was studied. From this it appeared that although on a number of occasions there were therapeutic interventions, the girl still experiences problems with enuresis. To enable better understanding of this phenomenon it was decided to obtain a holistic image of the girl's construction of meaning, and, by so doing, establish whether the therapeutic interventions addressed and tackled the crux of the problem. To achieve this goal (which is exploratory and descriptive in nature, with a contextual concern), a qualitative single case study was used as the chosen research format. In this research a developmental exploration of the girl's world of meaning was performed. By means of a holistic analysis her life history was analysed in the light of Erik Erikson's developmental theory. Developmental tasks and needs that are characteristic of each life phase were identified. On the basis of this the girl's circumstances were examined in order to determine her possible self meaning. By means of a play diagnostic investigation an analysis was made of the way in which she presently perceives herself and the world...
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Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling

  • Authors: Roodt, Louise Johanna
  • Date: 2014-03-26
  • Subjects: Educational psychology , Cognition , Teacher-student relationships - South Africa
  • Type: Thesis
  • Identifier: uj:4496 , http://hdl.handle.net/10210/9835
  • Description: M.Ed. (Educational Psychology) , A research team from the Department of Educational Sciences at the Rand Afrikaans University has recently engaged in a group project to evaluate the responsibilities of the teacher towards a number of aspects. The aim of the study was to determine how important teachers regard some of their responsibilities. Each member of the team did research on a specific aspect of the responsibilities in teaching. This script focuses on the responsibility of the teacher regarding the cognitive development of pupils. The following aspects of cognitive development were evaluated * development of language; * developing memorization skills; * intensifying pupils' observation; * coming to logical conclusions; * creative problem solving; * comprehension of Symbols; * developing pupils' skills regarding figures. The responsibility of the teacher regarding the pupils' cognitive development is described by means of * a literature study, which confirms the importance and relevancy of these aspects discussed and questioned, as well as * an empirical study, based on a questionnaire which was submitted to respondents. Teachers from different levels and school in the Johannesburg region were asked to complete the questionnaire which consisted of 98 questions.
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Differential analysis on the perceptions of learners concerning classroom culture and their academic achievement

  • Authors: Meiring, Alta
  • Date: 2012-09-05
  • Subjects: Academic achievement , Classroom environment , Educational psychology
  • Type: Mini-Dissertation
  • Identifier: uj:3586 , http://hdl.handle.net/10210/6968
  • Description: M.Ed. , This research project was conducted to investigate the construct of classroom culture. The fundamental aim of this study was a differential analysis on the perceptions of learners concerning classroom culture and their academic achievement. The biographical data that was investigated for this study included: gender, age, mother tongue, tuition medium, taking care of learners and course being studied. It seems necessary since the social and cultural factors are seen as important influences on the perception of learners, concerning their learning success and academic achievement, even before the enter the classroom (See paragraphs 2.7.1 and 2.7.2). Find different dimensions of classroom culture were identified for this study as to research the different perceptions of the learners. The dimensions that were utilised for this study include the following: Dimension A — Classroom Environment Dimension B — Social Relationships Dimension C — Academic Achievement Dimension D — The role of the educator or lecturer Dimension E — The role of the learner The results of the empirical research indicated that positive perceptions by learners, concerning classroom culture and their academic achievement, is a valuable attribution to the learning experiences of learners in a classroom. Some findings that may be of value to educators and education are the following: Concerning the biographical data, most learners indicated overall positive responses. The following findings are significant to this study: It is evident that older learners and female learners were more task oriented, responsible and consider time management as important (age; gender). Most learners prefer a tuition medium in which they can understand fully. They prefer to communicate well in this medium. Furthermore, they want to follow the tuition medium, especially when the lecturers explain difficult work. Learners in the Business Studies Department perceived themselves to enjoy attending their classes. It may be as a result of classrooms being fully equipped with modern technology such as computers and air-conditioning (See paragraph 5.2.1). It is furthermore indicated that, mother tongue and the "taking care of learners", have no statistical significant impact on the perception of learners concerning classroom culture and their academic achievement. It is significant to this study that all five dimensions concerning classroom culture indicated statistical significant differences among the groups of learners. The following findings may be of value: It is evident that a friendly, comfortable classroom environment (Dimension A) as well as co-operative classmates, who assists other learners with their learning experiences (Dimension B) contributes to positive classroom cultures. It is furthermore indicated that the role of the educator, being open, positive, approachable and supportive, enhance the academic achievement of learners (Dimension C and Dimension D). Learners perceive themselves as to be a fundamental part of classroom culture. Most learners perceive themselves as responsible learners whose academic achievement is in accordance with their potential and capabilities (Dimension C and Dimension E). Learners identify more easily with educators whose classes they enjoy. They often work hard, not to disappoint their educators. It is indicated, through this research that the perception and experiences of the life world of learners, initiate their reaction to classroom environment. It furthermore implies the intention of learners to actively assess their learning world, thus classroom culture.
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Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study

  • Authors: Diale, Boitumelo Molebogeng
  • Date: 2012-07-31
  • Subjects: Educational psychology , Life orientation , Life orientation - Study and teaching , Career development , Curriculum change
  • Type: Thesis
  • Identifier: uj:8878 , http://hdl.handle.net/10210/5346
  • Description: D.Phil. , Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out.
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Ethical dilemmas faced by masters’ educational psychology students in fieldwork practice

  • Authors: Van Zyl, Chaland
  • Date: 2017
  • Subjects: Educational psychology , Professional ethics
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/286455 , uj:30996
  • Description: M.Ed. (Educational Psychology) , Abstract: Corsini (2002) describes an ethical dilemma as a situation in which moral claims conflict with one another; a problematic value-orientated problem that seems to have no acceptable solution; a choice between equally unsatisfactory alternatives. As part of the Professional Practice module, students are required to do a set number of hours at a practical site. The above mentioned practical sites are usually within a school setting. These students often find themselves at ethical crossroads, not sure of which path is the correct one to follow. To address the complex challenges experienced regarding the implementation of ethical guidelines and the code of conduct, the intention of this study is to understand the dilemmas faced by Masters in educational psychology students whilst completing their practical training. Purposive sampling was used and the study consists of 45 final-year Masters in educational psychology students. A generic qualitative study, founded within an interpretive research paradigm, is used. Data was made available in the form of secondary data which consists of examination position papers written by final-year Masters in educational psychology students as part of their Professional Practice module. Given the nature of the data, thematic analysis was used as a way of identifying themes across the data. Data is then further analysed, where identified themes that could be placed under other themes are re-grouped. A total of thirteen themes are identified, with three themes being identified as being significant to the research question. These themes are: 1) acting in the best interest of the client, 2) confidentiality and 3) informed consent. This study could serve as a valuable tool for the institutions that are responsible for the training of educational psychologists as they will be able to gain insight into, and address, these shortcomings, by adapting their training in a way that will provide the opportunity for these ethical dilemmas to be addressed in more depth. Furthermore, it is suggested that training of a single or various ethical decision-making model/s form part of the Masters in educational psychology curriculum.
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Geborgenheid as ordeningskriterium in die pedodiagnostisering

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