Abstract
Sub-Saharan Africa is the world’s second fastest growing region after Asia with a GDP of 5.8% for 2012. However, it is still the world’s poorest region and it has the largest proportion of vulnerable children in the world (Sewpaul & Matthias, 2013).
Chapter PDF
References
Alexander, A. C., & Welzel, C. (2007). Empowering women: four theories tested on four different aspects of gender equality. Paper presented at the Midwest political science association, Chicago.
Baker, S. B. (2000). School counseling for the twenty-first century (3rd ed.). New York, NY: Merrill/Prentice Hall.
Baker, S. B., & Gerler, E., R. (2001). Counseling in schools. In D. C. Locke, J. E. Myers, & E. I. Herr (Eds.), The handbook of counseling (pp. 289–313). Thousand Oaks, CA: Sage.
Benedetto, A. E., & Olisky, T. (2001). Biracial youth: The role of the school counselor in racial identity development. Professional School Counseling, 5(1), 66–71.
Berns, R. M. (2007). Child, family, school, community: Socialization and support. Canada, US: Thomson Wadsworth.
Bhabha, H. K. (2004). The location of culture. New York, NY: Routledge.
Boyes, M. C., & Walker, L., J. (1988). Implications of cultural diversity for the universality claims of Kohlberg’s theory of moral reasoning. Human Development, 31(1), 44–59.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Brott, P. E., & Myers, J. E. (1999). Development of professional school counselor identity: A grounded theory. Professional School Counseling, 2, 339–348.
Carpenter, S. L., King-Sears, M.t E., & Keys, S. G. (1998). Counselors + educators + families as a transdisciplinary team = more effective inclusion for students with disabilities. Professional School Counseling, 2, 1–9.
Cook, C. R., Jimerson, S. R., & Begeny, J. C. (2010). A model for predicting the presence of school psychology: An international examination of sociocultural, sociopolitical and socioeconomic influences. School Psychology International, 31, 438–461.
Cooley, J. J. (1998). Gay and lesbian adolescents: Presenting problems and the counselor’s role. Professional School Counseling, 1, 30–34.
Corcoran, T. (2009). Second nature. British Journal of Social Psychology, 48, 375–388.
D’Andrea, M. D., & Daniels, J. (2001). Facing the changing demographic structure of our society. In D. C. Locke, J. E. Myers, & E. L. Herr (Eds.), The handbook of counseling. (pp. 529–540). Thousand Oaks, CA: Sage.
Dawes, A., & Donald, D. (Eds.). (1994). Childhood and adversity: Psychological perspectives from South African research. Cape Town: David Philip.
Diale, B., & Fritz, E. (2007). Indigenous knowledge and learning development. In N. Duncan, B. Bowman, A. Naidoo, J. Pillay, & V. Roos (Eds.), Community Psychology: Analysis, context and action. Cape Town, RSA: UCT Press.
Donald, D., Lazarus, S., & Lolwana, P. (1997). Educational psychology in social context: Challenges of development, social issues, and special need in Southern Africa. Cape Town, RSA: Oxford University Press.
Donald, D., Lazarus, S., & Lolwana, P. (2002). Educational psychology in social context. Cape Town, RSA: Oxford University Press.
Du Preez, E., & Roos, V. (2008).The development of counselor identity- A visual expression. South African Journal of Psychology, 38(4), 699–709.
Eloff, I., & Ebersöhn, L. (2004). Keys to educational psychology. Cape Town, RSA: UCT Press.
Erickson, E. H. (1963). Childhood and Society. (2nd ed.). New York, NY: Norton.
Evans, J., Lunt, I., Weddell, K., & Dyson, A. (1999). Collaborating for effectiveness, empowering schools to be inclusive. Buckingham, UK: Open University Press.
Fall, M., & VanZandt, C. E. Z. (1997). Partners in research: School counselors and counselor educators working together. Professional School Counseling, 1(1), 2–3.
Fitch, T. J., & Marshall, J. L. (2004). What counselors do in high- achieving schools: A study on the role of the school counselor. Professional School Counseling, 7(3), 172–177.
Gibson, K., Swartz, L. L., & Sandonbergh, R. (2002). Counseling and coping. Oxford, UK: Oxford University Press.
Gysbers, N. C., & Henderson, P. (2000). Developing and managing your school guidance program. (3rd ed.). Alexandria, VA: American Counseling Association.
Gysbers, N. C., & Henderson, P. (2001). Comprehensive guidance and counseling programs: A rich history and a bright future. Professional School Counseling, 4, 246–256.
Hargreaves, A. (1994). Changing teachers, changing times, teachers work and culture in a postmodern age. London, UK: Cassell.
Hayes, R. L., Paisley, P. O., Phelps, R. E., Pearson, G., & Salter, R. (1997). Integrating theory and practice: Counselor educator - school counselor collaborative. Professional School Counseling, 1(1), 9–12.
Herr, E. L. (2001). The impact of national policies, economics, and school reform on comprehensive guidance programs. Professional School Counseling, 4, 236–245.
Hicks, A. (1999). Social democracy and welfare capitalism: A Century of Income Security Politics. Ithaca, NY: Cornell University Press.
Hopkins, A., Ainscow, M., & West, M. (1996). School improvement: an era of change. London, UK: Cassell.
Jimerson, S. R., Stewart, K., Skokut, M., Cardenas, S., & Malone, H. (2009). How many school psychologists are there in each country of the world? International Estimates of school psychologists and school psychologist-to-student ratios. School Psychology International, 30(6), 555–567. doi:10.1177/0143034309107077
Kohlberg, L. (1969). Stage and sequence, handbook of socialization theory and research. New York, NY: McGraw Hill.
Kohlberg, L. (1981). Essays on moral development, Vol. 1, The philosophy of moral development. San Franciso, CA: Harper & Row.
Kunnie, J. E., & Goduka, N. I. (2006). Indigenous peoples’ wisdom and power: affirming our knowledge through narratives. Burlington, USA: Ashgate Publishing Company.
Landsberg, E., & Nel, N. (2005). Addressing barriers to learning: A South African perspective. Pretoria, RSA: Van Schaik Publishers.
Lanyasunya, A. R., & Lesolayia, M. S. (2001). El-barta Child and Family Project: Working papers in early childhood development, 28. The Hage, NL: Bernard van Leer Foundation.
Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 117–132.
Leatham, C. P. (2005). The lived experiences of adolescent learners from child-headed families in the Northern Free State. Master’s Dissertation. Johannesburg.
Lee, C. C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 257–261.
Lethale, P. S. (2008). The resilience of adolescents from adolescent-headed families within the school context. Unpublished Master’s Dissertation. Johannesburg: University of Johannesburg.
Lipkin, A. (1998). Understanding homosexuality, changing schools: A text for teachers, counselors, and administrators. Boulder, CO: Westview Press.
Maree, J. G., & Molepo J. M. (2006). The use of narratives in cross-cultural counseling. In M. McMahon & W. Patton (Eds.), Career counseling: Constructivist approaches (pp. 69–81). London, UK: Routledge.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper and Row.
Maslow, A. H. (1962). Towards a psychology of being. Princeton, NJ: D. Van Nostrand Company.
Maslow, A. H. (1968). Toward a psychology of being. New York, NY: D. Van Nostrand Company.
Maslow, A. H. (1970a). Motivation and personality. New York, NY: Harper & Row.
Maslow, A. H. (1970b). Religions, values, and peak experiences. New York, NY: Penguin. (Original work published 1964).
McLeod, S. A. (2007). Maslow’s hierarchy of needs -Simply Psychology. Retrieved from http://www.simplypsychology.org/maslow.html
McLaughlin, C., Clark, P., & Chisholm, M. (1996).Counseling and guidance in schools. Developing policy and practice. Bell & Bain: Great Britain.
Mearns, D. (2003). Developing person- centred counseling. New Delhi, IN: Sage.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Metcalf, L. (1995). Counseling toward a solution. A practical solution- focused program for working with students, teachers, and parents. Englewood Cliffs, NJ: Simon & Schuster.
Mkhize, N. J., & Frizelle, K. (2000). Hermeneutic-dialogical approaches to career development: An exploration. South African Journal of Psychology, 30, 1–9.
Murphy, J. E., DeEsch, J. B., & Strein, W. O. (1998). School counselors and school psychologists: Partners in student services. Professional School Counseling, 2, 85–87.
Nastasi, B. K. (2000). School psychologists as health-care providers in the 21st century: Conceptual framework, professional identity and professional practice. School Psychology Review, 29(4), 540–555.
Nakashima, D., Prott, L., & Bridgewater, P. (2000). Tapping into the world’s wisdom. UNESCO Sources, 125.
Neuman, W. N. (1997). Social research methods: Qualitative and quantitative approaches. Boston, MA: Allyn & Bacon Publications.
Nguajah, D. E. (2003). An eco-cultural and social paradigm for understanding human development: A (West African) context. Graduate seminar paper, Biola University, CA, USA.
Nugent, F. A., & Jones, K. D. (2005). Introduction to the profession of counseling (4th ed.). New Jersey, USA: Pearson Merril Prentice Hall.
Nsamenang, A. B. (2005). Developmental psychology: Search for a diversity paradigm. Bamenda: Anoh’s Printing Service.
Olivier, L. (1992). The need for counseling in South Africa. In J. Uys (Ed.), Psychological counseling in the South African context, (pp. 14–33) Johannesburg, RSA: Maskew Miller Longman.
Osborne, J. L., & Collision, B. B. (1998). School counselors and external providers: Conflict of complement. Professional School Counseling, 1(4), 7–11.
Owen, D. W., & Weikel, W. J. (1999). Computer utilization by school counselors. Professional School Counseling, 2, 179–182.
Paisley, P. O., & McMahon, G. (2001). School counseling for the 21st Century: Challenges and opportunities. Professional School Counseling, (5) 1–11.
Parker, I. (2007). Critical Psychology: What it is and what it is not. Social and Personality Psychology Compass, 1, 3–15.
Parsons, D. R., & Kahn, W. J. (1984). The school counselor as consultant. An integrated model for school based consultation. London, UK: Chapman & Hall.
Peter, B. G., & Pierre, J. (2005) ‘The politics of path dependency: Political conflict in historical institutionalism. The Journal of Politics, 67, 1275–1300.
Pillay, A., & Lockhat, R. (2001). Models of community mental health services for children. In M. Seedat, N. Duncan, & S. Lazarus (Eds.), Community psychology: Theory, method and practice (pp. 87–106). New York, NY: Oxford University Press.
Pillay, J. (2003). Community psychology is all theory and no practice: Training educational psychologists in community practice within the South African context. South African Journal of Psychology, 33(4), 261–268.
Pillay, J. (2005). Community supervision in the training of counselors. In H. Dunbar- Krige & E. Fritz (Eds.), The supervision of counselors in South Africa (pp. 181–188). Pretoria, RSA: Van Schaik.
Pillay, J. (2007). Teaching community psychology in South Africa. In N. Duncan, B. Bowman, A. Naidoo, J. Pillay, & V. Roos (Eds.), Community Psychology: Analysis, context and action (pp. 357–366). Cape Town, RSA: UCT Press.
Pillay, J. (2008). Constructing Community Educational Psychology in Higher education Institutions. The International Journal of Learning, 15(2), 245–243.
Pillay, J. (2011). Challenges counselors face while practicing in South African schools: Implications for culturally relevant in-service training. South African Journal of Psychology, 41 (3), 351–362.
Pillay, J. (2012). Experiences of learners from child-headed households in a vulnerable school that makes a difference: Lessons for school psychologists. School Psychology International, 33(1), 3–21.
Pillay, J. (2012). Keystone Life Orientation (LO) teachers: Implications for educational, social, and cultural contexts. South African Journal of Education, 32, 167–177.
Pillay, J., & Nesengani, R. I. (2006). The educational challenges facing early adolescents who head families in rural Limpopo Province. Education as Change, 10(2), 131–147.
Pretorius-Heuchert, J. W., & Ahmed, R. (2001). Community psychology: Past, present and future. In M. Seedat, N. Duncan, & S. Lazarus (Eds.), Community psychology: Theory, method and practice (pp. 17–33). New York, NY: Oxford University Press.
Prilleltensky, I., & Nelson, G. (2002). Doing psychology critically. Making a difference in diverse settings. New York, NY: Palgrave Mac Millan.
Professional Board for Psychology. (2007). Scope of practice. Pretoria, RSA: HPCSA.
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
Rorty, R. (1991). Objectivity, relativism and truth: Philosophical Papers 1. Cambridge: Cambridge University Press.
Sampson, J. E., & Bloom, J. W. (2001). The potential for success and failure of computer applications in counseling and guidance. In D. C. Locke, J. E. Myers, & E. L. Herr (Eds.), The handbook of counseling (pp. 613–628). Thousand Oaks, CA: Sage.
Sewpaul, V., & Matthias, C. (2013). Editorial. International Social Work, 51(1), 3–4.
Seedat, M., Duncan, N., & Lazarus, S. (Eds.). (2001). Community psychology: Theory, method and practice. Cape Town, RSA: Oxford University Press.
Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing your paradigms for the 21st century. School Psychology Review, 29(4), 485–503.
Shriberg, W., Briggs, B., & Lombardo. (2011). South African Constitution of the Republic of South Africa, No. 108 of 1996. Pretoria, RSA: Government Printer.
Skinner, D., & Davids, A. (Eds). (2006). A situational analysis of orphans and vulnerable children in four districts of South Africa. Cape Town: HSRC Press.
Skinner, D., Tsheko, N., Mtero-Munyati, S., Segwabe, M., Chandiwana, B., Nkomo, N., Tlou, S. & Chitiyo, G. (2004). Defining orphaned and vulnerable children. Cape Town: HSRC Publishers.
Sullivan, E. V. (1977). A study of Kohlberg’s structural theory of moral development: A critique of liberal social science ideology. Human Development, 20, 352–376.
Swartz, L., & Levett, A. (1989). Political repression and children in South Africa. The social construction of damaging effects. Social science & Medicine, 28, 741–750.
Van Niekerk, E., & Prins, A. (2001). Counseling in Southern Africa. A youth perspective. Cape Town, RSA: Heineman Publishers.
Watson, M. B., & Stead, G. B. (2002). Career counseling in South Africa: Moral perspectives on present and future directions. South African Journal of Psychology, 32(1), 26–31.
Wardle, F. (1992). Supporting the biracial children in the school setting. Education and Treatment of Children, 15, 163–173.
Walsh, M. E., Howard, K. A., & Buckley, M. A. (1999). School counsellors in school-community partnerships: Opportunities and challenges. Professional School Counseling, 2, 349–356.
Wasielewski, T (2004). The utilization of psychological support services by schools in Gauteng. (Unpublished master’s dissertation).University of Johannesburg, South Africa.
Winn, N., & Priest, R. (1993). Counseling biracial children: A forgotten component of multicultural counseling. Family Therapy, 20, 29–35.
Zikmund, W. G. (1997). Business research methods. Fort Worth, USA: The Dryden Press, Harcourt Brace College Publishers.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Pillay, J. (2014). Challenges Educational Psychologists Face Working with Vulnerable Children. In: Corcoran, T. (eds) Psychology in Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-566-3_7
Download citation
DOI: https://doi.org/10.1007/978-94-6209-566-3_7
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-566-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)