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ERIC Number: EJ954077
Record Type: Journal
Publication Date: 2012-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0143-0343
Experiences of Learners from Child-Headed Households in a Vulnerable School that Makes a Difference: Lessons for School Psychologists
Pillay, Jace
School Psychology International, v33 n1 p3-21 Feb 2012
The purpose of this study was to explore and describe the experiences of vulnerable learners from child-headed households through an ecological systems model that includes their homes, community, and school. Special emphasis was given to the role of school psychologists as change agents within the context of schools. This qualitative study included a sample of 98 5th to 7th grade learners in a vulnerable school. Data were collected through individual interviews, focus groups, and a questionnaire with incomplete sentences. The findings provide a vivid description of their living conditions, changing roles, community fears, and school experiences which inevitably affect their psychological well-being and propagate the need for effective school psychological services. Against all odds, the vulnerable school in this study reflects how it can make a positive difference in the lives of the learners simply through the display of love, attention, and care. Based on the findings several lessons, transcending national boundaries, are presented for school psychologists to be successful in assisting learners from child-headed households in vulnerable schools.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 7
Audience: Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa