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ERIC Number: EJ1026684
Record Type: Journal
Publication Date: 2014-Jun
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0143-0343
In-School Psychosocial Support Services for Safeguarding Children's Rights: Results and Implications of a Botswana Study
Ntinda, Kayi; Maree, Jacobus Gideon; Mpofu, Elias; Seeco, Elizabeth
School Psychology International, v35 n3 p280-293 Jun 2014
In-school psychosocial support services are intended to create safe learning environments for children, enabling the children to attain age-appropriate developmental tasks. This study investigated protections to children's right to safe learning environments through the provision of in-school psychosocial support services. Participants were 230 learners from a cross-section of Botswana schools (females?=?124, males 106; age range 10.7-17.7 years; school grades 5 to 12; median age?=?14.5 years, SD?=?3.65 years). Data on learner access, utilization, and preferences of in-school psychosocial support services were collected using focus group discussions, individual interviews, and a semi-structured survey. The data were analysed thematically and with supplemental quantitative analysis. A social risk management analysis approach was adopted for the interpretation of findings. Learners perceived their schooling rights to be protected when they had direct input into the type, scope, and delivery of the psychosocial support services. Botswana learners are sensitive to social risks to their rights to safe learning environments. Children's rights to safe learning environments are likely to be realized with learner-oriented in-school psychosocial support services.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana
Grant or Contract Numbers: N/A