Browsing by Author "Lazarus, Sandy"
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Item African Renaissance in health education: developing an integrative programme of Unani-Tibb training for health care professionals in Southern Africa(University of the Western Cape, 2004) Bhikha, Rashid Ahmed Hassen; Lazarus, Sandy; Meerkotter, Dirk; NULL; Faculty of EducationThe present healthcare system in South Africa suffers from a number of serious deficiencies. Whilst orthodox bio-medicine is well established in most first world countries, its total introduction and implementation into all communities within South Africa faces many obstacles. The cost of diagnostic techniques, investigative procedures and pharmaceutical products, the availability of competent medical staff in the non-urban areas, and the lack of acceptance of the philosophy and practice of orthodox bio-medicine in rural regions are but some of the factors which conspire against the general application of this orthodox medical paradigm. Another problem confronting healthcare and medical practice in South Africa, particularly at this stage of our historical development, is the absolute focus on orthodox bio-medicine, often to the detriment of other medical paradigms that also have advantages to offer. Can the integration of another medical paradigm, such as Unani-Tibb, enhance the practice of orthodox bio-medicine in this country?The aim of the thesis was to investigate the possibility of integrating Unani-Tibb with orthodox biomedicine (also termed conventional, Western or allopathic medicine) and assess its potential for improving delivery of an effective, affordable and appropriate healthcare system in South Africa.The research questions which the thesis seeks to answer is whether this integration is possible and whether the delivery of healthcare to the South African population can be enhanced. Changes in the provision of medical education are necessary, and occupy a pivotal role in allowing for this integration. Unani-Tibb is a traditional medical system practiced extensively on the Indian sub-continent and in other parts of the world. At present, however, it is minimally practiced in South Africa. Its primary principle is the energetic promotion of health maintenance behaviour and the prevention of disease, through effective application of dietotherapy, pharmacotherapy and other interventions, as well as the empowerment of the patient towards adopting behavioural changes and lifestyle adaptations. One positive aspect of Unani-Tibb is that it has many features in common with both orthodox biomedicine and African Traditional medicine. These commonalities should allow for greater acceptance by orthodox healthcare professionals, as well as the general population. The first part of the study involved the research and conceptualisation required for the production of a series of customized training modules which introduced the theory and practice of Unani-Tibb. A twelve month part-time training programme based on these modules was subsequently conducted with a number of healthcare professionals presently in active practice and with a background of orthodox medical or nursing healthcare. This outcomes-based training programme included a number of specifically designed training activities, such as case studies, practical exercises and assignments. Appropriate evaluations and assessments were pursued in order to measure performance outcomes and attitudes. Questionnaires for assessing the motivation and satisfaction of the participants were also completed. The second part of the study was in the form of a pilot participant research project, in which the participants applied the information from the integrative programme to a number of chronically ill patients who had previously been treated with standard orthodox bio-medical procedures. The parameters derived for clinical efficacy, cost-benefit and improvement in Quality of Life from Unani-Tibb treatment were then compared to equivalent results obtained by orthodox bio-medicine. In all parameters inspected, the integrative training programme compared favourably to orthodox bio-medical practice. Not only was there an improved clinical efficacy, but the cost-benefit was shown to be superior in most indices measured. The Quality of Life comparison, which assessed the patient and total health status, subjective behaviour and attitude, generally favoured the integrative training programme. The thesis serves to suggest that the integration of Unani-Tibb into orthodox bio-medical training in South Africa is a distinct possibility, and could ultimately allow for treatment which is clinically acceptable, cost-effective and which provides an improved Quality of Life for the population as a whole. I suggest that this pilot study be repeated more extensively, thereby allowing for a more confident and objective assessment.Item The design, implementation and evaluation of student support and development services in further education and training colleges in South Africa(University of the Western Cape, 2002) Ferreira, Stephanus Lourens; Lazarus, Sandy; Faculty of EducationThe Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services. student counselling services academic development and learning support occupationald evelopmenat nd career guidance life skills education and health education, and college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.Item Developing a model of education support for the Khomani San School community(University of the Western Cape, 2010) Nel, William Nico; Lazarus, Sandy; NULL; Faculty of EducationThe aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community?Item The development and evaluation of a learning styles assessment tool for the South African higher education context(University of the Western Cape, 2010) Mkonto, Patricia Nosisana; Lazarus, Sandy; NULL; Faculty of EducationA literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.Item The Development and Implementation of School Governance Policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)(University of the Western Cape, 2005) Maharaj, Ameerchund; Lazarus, Sandy; Sayed, YThis study was initiated while the researcher was still an educator at' a secondary school in Cape' Town, South Africa. This was the period of the mid-1990s soon after the first democratically elected government assumed power in -South Africa: During this period of transition, large-scale reforms were expected on', the, education- front. Educational management and specifically school management were an integral part of these reforms. In terms of school management the idea of parents taking. on a greater .role was receiving wide support. School governing bodies (SGBs) comprising various constituencies and with greater powers were supposed to be the instrument spearheading change III school management. . This study traverses three levels of policy development: national, provincial and local (that is, school). It seeks to understand how school governance policy is developed and implemented using the principle of contestation to guide the analysis. The following questions guided the research: What were the contestations which led to the development of school governance policy at national level. How was provincial school governance policy developed from national policy and what were the areas of contention between the two. What were the contestations resulting from implementation of school governance policy at the school level. At all three levels the discussion of the contestations was limited to the powers and functions of SGBs. By shedding more light on the above questions, it was hoped that the nature of policy contestation would become clearer. This in turn could enhance the study of policy analysis and development.Item Factors affecting the implementation of inclusive education policy: A case study in one province in South Africa(University of the Western Cape, 2008) Stofile, Sindiswa Yvonne; Lazarus, Sandy; NULL; Faculty of EducationThe main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour.Item An investigation into the scope, role, and function of student development and support within the context of higher education in South Africa(University of the Western Cape, 2012) Schreiber, Birgit; Lazarus, SandyThis study is an investigation into the scope, role, and function of student development and support (SDS) within higher education in South Africa. The underpinnings and frameworks of SDS were explored during the research, as well as its integration into the institution and into organisational structures, the relationship between SDS and the policies of the Department of Higher Education and Training, and the influences from the national and international context of SDS. Policies emerging from the Department of Higher Education and Training heralded dramatic changes after the first democratically elected government in South Africa. The changes were amplified by the shifts in the international context of global explosion of knowledge production and neo-liberal influences on higher education in general and SDS in particular. The higher education system in South Africa has changed from an elite system to broad “massification”, which addresses issues of equity, access, participation and relevant skills development at medium and high level (DoE, 1997, p. 4). Changes have not only been in terms of governance and institutional mergers but also in terms of notions and discourses in education, teaching and learning, student development, and student support. The higher education system has become open, responsive, and relevant, and knowledge is understood to be relative and context-bound, co-created within the relationship to a heterogeneous group of students who have a range of capabilities and challenge traditional notions of inclusivity and diversity. The findings are extensive and liberal use of quotations from the participants substantiates the emerging themes. The key themes that emerged are clustered under the headings of: scope, role and function; theoretical framework; professionalisation; paradigms and alignments; SDS integration into the organisational structure; SDS in relation to the Department of Higher Education and Training; and SDS within the national and international context of globalisation. The discussion synthesises the findings and reveals that SDS is facing many challenges which require attention. Some challenges concern the lack of clarity around scope, role, and function, as well as issues around the lack of theoretical grounding and the paucity in local theory development. Challenges also surfaced regarding the integration of SDS into the academic life of the institution. Similar concerns appeared around the exclusion of SDS from governance issues. Tensions emerged from discussions on the need for a guiding framework for SDS, while preserving autonomy and acknowledging the heterogeneous character of institutions. The findings also suggest that non-elective operational standards and some kind of monitoring and evaluation systems for SDS are required. Despite these challenges, it appears that SDS is perceived as a key contributor to the shared goal of student success and that an expressed commitment to and alignment with national and institutional goals exists. This utilisation-oriented study, it is hoped, will make significant contributions to the understanding of the scope, role and function of student development and support within higher education. It may help illuminate the challenges and provide suggestions to enable more articulated contributions to the shared goals of higher education in South Africa. Recommendations include the development of an epistemic community which can generate contextual and constructivist paradigms for SDS in South Africa. This research study reveals the pressing need for a normative framework for SDS and identifies areas which need to be given serious consideration when developing such a framework.Item An investigation of the potential role of indigenous healers in life skills education in schools(University of the Western Cape, 2006) Dangala, Study Paul; Lazarus, Sandy; Faculty of EducationThis thesis investigated the potential role of indigenous healers in life skills education in South African schools. The main focus of this study was to explore how indigenous knowledge of traditional healers can contribute to the development of life skills education in South African schools. The research also sought to strengthen Education Support Services in the South African education system, in order to address barriers to learning. These barriers to learning are linked to health challenges such as substance abuse, violence, malnutrition and HIV/AIDS and many other health-related issues in school-going age learners.Item An investigation of the status and practice of life orientation in South African schools in two provinces(University of the Western Cape, 2005) Rooth, Edna; Lazarus, Sandy; Ganie, Laila; Faculty of EducationThe study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.Item Mental health promotion in Western Cape schools: an exploration of factors relating to risk, resilience and health promotion(University of the Western Cape, 2005) Johnson, Bridget Ann; Lazarus, Sandy; Faculty of EducationRecent South African research has confirmed that there is reason to be concerned about the mental health status and well-being of our youth. School-going youth are engaging in a wide array of risk behaviours that seriously threaten their well-being and hamper their chances of experiencing success in the future. The aim of this research was to explore factors relating to risk, resilience and health promoting schools in order to enhance the well-being of youth in South Africa.Item Parental participation in school governing body in relation to employment of teachers(University of the Western Cape, 1999) Magabane, Tshepo Martin; Lazarus, SandyThis study examines how and the extent to which parents participate in the decision making process in school governing bodies in relation to teacher employment. To determine the nature and extent of parental participation in school governance in relation to teacher employment, the study used qualitative research methods for data collection and a critical theory for data analysis. The study comprised six public high schools from the Bush Buckridge rural areas situated in Mpumalanga Province with a total of twenty-four parents (four parents from each school) selected for face-to-face interviews. An interview schedule to test the following was used: background of schools and participants; dynamics and procedures followed in school governing bodies' meetings; parental participation in decision-making; the role played by parents in decision making around teacher employment; parents' perceptions of their role around teacher employment and communication between parents and the Department of Education.Item Professional and personal development of school management teams in three rural primary schools(University of the Western Cape, 2015) Genniker, Veronique; Moolla, Nadeen; Lazarus, SandyThe essential role that school management teams (SMTs) play in managing change has been debated for many years both nationally and internationally. Central to these debates has been the need to understand how to best empower SMTs through a process of continuous professional development. This research aimed to explore SMT members’ experiences of professional and personal development in three rural primary schools in the broad context of educational change in South Africa and specifically in the context of policy implementation. This aim was explored by asking the following research questions: 1. How did educational change in South Africa influence leadership and management in schools? 2. What professional development was experienced by the SMTs as they tried to embrace new roles and responsibilities within a new policy context? 3. What personal development was experienced by the SMTs as they tried to embrace new roles and responsibilities within a new policy context? 4. What are SMT members’ suggestions for enhancement of personal and professional development and support of SMTs in schools in South Africa? The literature review which grounded this study focused on three areas, namely, educational change, leadership and management in schools, and professional and personal development. An integrated theoretical framework was employed and provided the lens through which the data was collected and analysed. Key concepts within the framework included mental maps, reflexivity and authoring which were synthesised within change theory. The change theory employed emphasised the value of engaging with first, second and third orders of change to effect the facilitation of meaningful change on both a personal and professional level. SMTs from three rural primary schools in three different provinces, comprising of six educators each, participated in the study. The researcher conducted three focus groups and 18 individual interviews. The social constructivist -interpretive paradigm that framed this research study is a worldview that understands reality as being constructed when people engage with each other. Congruent with the social constructivist -interpretive paradigm is a qualitative research design, which was employed in this study to collect rich, comprehensive, in-depth data that explored the professional and personal development experiences of SMTs to illuminate the complexity of the issue being studied. The study encompassed three phases of data collection. Firstly, a detailed document analysis was conducted where policy documents, research reports and job descriptions were studied and analysed. Secondly, 18 SMT members were interviewed in three focus groups. Thirdly, the 18 SMT members were individually interviewed. Phases two and three of the data collection process employed semi-structured interviews to generate data. The data analysis employed a qualitative, thematic approach to analyse and interpret the data that emerged. A thematic approach was used to illuminate the professional and personal development experiences and challenges facing the SMTs. The thematic approach generated distinct categories that were used as descriptors to report on the findings of the research. The findings highlight the need for integrated professional and personal development, role clarification, school-based support, policy mediation and outlines implications for the development of SMTs. This research makes a contribution towards educational change in South African schools by providing insights and proposing a model of professional and personal development for SMTs. It illuminates the vital importance of first acknowledging developmental needs and then facilitating personal and professional development to effect practical implementation of change at schools as required by policy. The researcher demonstrates how three orders of change theory with related personal development concepts can be integrated into a single theory to understand and facilitate change at the level of the individual, group and organisation.Item Promoting Educational Change: Reflections on a Namibian Non-Governmental Educational Organisation 1989 - 1992(University of the Western Cape, 1999) Collett, Karen Suzette; Lazarus, SandyIn this dissertation I set out to reflect on and examine a case study of a Namibian nongovernmental educational organisation (NGEO),the Primary Teachers Project (PTP),from 1989to 1992 focusing on issuesof educational change and the role of NGEO'sin this process. My aim is to highlight some of the factors which helped and hindered the Primary Teachers Project playing a role in educational change. The study focuses on the following four aspects: The Primary Teachers Project'sin-service education and training (INSET)model. The relationship between the Namibian Ministry of Education and the PTP. Funding relationships and their influence on the project's development. Internal dynamics within the Primary Teachers Project The dissertation begins by locating the Primary Teachers Project within the broader geographical, political and educational context of Namibia. The PTP's development between 1989 and 1992is then described. The four focus areas above are highlighted within the case study. Topical reflections on each of these areas are integrated with relevant national and international literature on INSET, educational change and the role of NGEO's. Central learnings with regard to the PTP and its role in educational change in Namibia are raised. Some of the key factors which worked for and against this NGEO's influence on educational change are highlighted. Finally, I make a number of general recommendations with regard to the role of NGEO's in the Southern African context. This study raises key factors relating to the influence of NGEO's on educational change. These are: NGEO's need to develop their understanding of the complexity of educational change processes, in order to inform INSET strategies. School-focused INSET models need to strengthen strategies for follow-up support to assist teachers to implement new ideas and practices. A combination of curriculum-based INSET and organisation development support needs to be provided at the school level to assist educational change. Organisation development processes within NGEO's can strengthen their internal capacity and critically inform their INSET strategies. NGEO's need to research and reflect on their practice and disseminate their findings, in order to improve their own practice and influence educational change at other levels of the educational system, Collaboration between different INSET providers builds the capacity for sustainability of educational change processes at school level and supports NGEO's in disseminating their knowledge and expertise throughout the formal educational system. An enabling INSET policy framework is required at national and local level to support INSET work in schools and assist the work of NGEO's and donors.Item The provision of holistic and .co-ordinated support in an education management and development centre in the Western Cape(University of the Western Cape, 2003) Oliver, Pauline; Lazarus, SandyThe central aim of this study was to examine the Western Cape Education Department's restructuring process, which entails changing the centralised support service to a more decentralized one through the newly constituted Education Management and Development Centres (EMDCs), in particular, the aim of the study was to explore how one Multi-Functional Team (MFT) in an EMDC structure is attempting to provide more holistic and co-ordinated support to schools. Chapter 1 briefly discusses the South African context, providing a brief historical overview and description of education relevant policy challenges. This chapter also outlines and provides details of the decentralisation process, the challenges of developing an holistic and co-ordinated approach to support, and the research aims, questions and research methodology. In Chapter 2 a literature inter-sectoral collaboration in relation challenges of inter-sectoral to explore the concept of inter This includes an overview of the Chapter 3 provides an overview of the researcn approach,· research design, data collection methods, data processing methods and an ethics methods Chapter 4 provides an analysis and interpretation of data obtained under the categories of analysis provided by the research questions. Chapter 5 provides a summary of the findings as well as recommendations for the improvement of inter-sectoral collaboration within the EMDCs. It also includes a reflection on the research process. The study showed that there is a growing realisation in the EMDCs that services cannot be carried out in isolation and that collaboration, co-operation and co-ordination are necessary for more effective and holistic service delivery. Most of the participants in this study emphasized that services need to be better coordinated and that there was a need for better communication and leadership within the MFT. When asking the question about the difficulties experienced in trying to co-ordinate support services, they said that there is little co-ordination and management within the MFT. Some of the participants said that there is no time for reporting, recording or planning, and most of the time all the role players are not available to attend meetings or discussions. The primary reason given for poor co-ordination was that there was a lack of overall co-ordination in planning projects being run in the EMDC . This study should make a contribution to an understanding of how the EMDC can provide more coordinated and holistic support to schools. It should, among other things, give insight into the challenges of inter-sectoral collaboration and how to address these challenges.Item A qualitative meta-synthesis of interpersonal violence prevention programs focused on males(SAGE Publications, 2017) Taliep, Naiema; Lazarus, Sandy; Naidoo, Anthony V.Exceptionally high levels of interpersonal violence have triggered a call by many experts for the need to determine effective ways to address the onset and effects of exposure to interpersonal violence. The specific aim of this study was to identify and draw on existing promising practices to make a more informed decision on strategies to develop a contextually relevant intervention that focused on the promotion of positive forms of masculinity to create safety and peace. This study used a qualitative meta-synthesis (QMS) technique to integrate and interpret findings from various intervention studies that focused on males and/or gender. An in-depth literature search yielded a total of 827 papers that met the search criteria. After removal of duplicates, abstract review, and review of the full texts, the subsequent sample for this meta-synthesis included 12 intervention programs and 23 studies. This QMS revealed the value of a comprehensive approach, using multiple strategies, employing participatory and interactive methods, and promoting social mobilization to address interpersonal violence. The promotion of positive forms of masculinity as an interpersonal violence prevention strategy is a much-needed, relatively untapped approach to generating safety and peace for both males and females.Item Risk and protective factors to male interpersonal violence: Views of some male university students(Medical Research Council, Tygerberg, 2010) Clowes, Lindsay; Lazarus, Sandy; Ratele, KopanoThis article reports on a study that sought to elicit the views of male university students on risk and protective factors to male interpersonal violence. The participants were 116 third-year students who participated in a final year research project in the Women�s and Gender Studies (WGS) Programme at the University of Western Cape (UWC). Each of the students conducted six semistructured face to face interviews with male students. Following initial analyses of the interviews, a video-recorded class discussion was held to discuss the research findings. The data from the class discussion was captured under the four levels of individual, relationship, community and society, utilised by the World Health organization (WHO) in its World Health Report on Violence and Health. The analysis of the class discussion and the students� own research reports revealed that at the individual level, risk and protective factors primarily revolve around the challenges of constructing a viable masculinity in specific social and economic contexts; at the relationship level, the key factors appear to be the experiences and expectations around gender roles and family dynamics; at the community level, it seems that weak or non-existent community networks and activities feed into increasing the risk of male community members becoming involved in violence. Each of these three levels needs to be understood against the historically specific backdrop of the societal ecological level: the gendered cultural values expressed in and reflectedby the wider social, economic and political contexts.Item Risk and protective factors to male interpersonal violence: views of some male university students(Medical Research Council, 2010) Clowes, Lindsay; Lazarus, Sandy; Ratele, KopanoThis article reports on a study that sought to elicit the views of male university students on risk and protective factors to male interpersonal violence. The participants were 116 third-year students who participated in a final year research project in the Women�s and Gender Studies (WGS) Programme at the University of Western Cape (UWC). Each of the students conducted six semistructured face to face interviews with male students. Following initial analyses of the interviews, a video-recorded class discussion was held to discuss the research findings. The data from the class discussion was captured under the four levels of individual, relationship, community and society, utilised by the World Health Organization (WHO) in its World Health Report on Violence and Health. The analysis of the class discussion and the students� own research reports revealed that at the individual level, risk and protective factors primarily revolve around the challenges of constructing a viable masculinity in specific social and economic contexts; at the relationship level, the key factors appear to be the experiences and expectations around gender roles and family dynamics; at the community level, it seems that weak or non-existent community networks and activities feed into increasing the risk of male community members becoming involved in violence. Each of these three levels needs to be understood against the historically specific backdrop of the societal ecological level: the gendered cultural values expressed in and reflectedItem The role of school psychologists in school development in South Africa: the challenge of intersectoral collaboration(University of the Western Cape, 2011) Moolla, Nadeen; Lazarus, Sandy; Dept. of Educational Psychology; Faculty of EducationSchool psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?Item School guidance as a vehicle for prevention and health promotion in primary schools in South Africa(University of the Western Cape, 1995) Wilson, Vanessa Ann; Lazarus, Sandy; Ganie, LailaThe primary aim of this study is to conduct an analysis of the existing primary school guidance service in the House of Representatives Department of Education and Culture (Reps:DEC) schools in the Western Cape, and to make suggestions for a school guidance approach that optimises the principle of health promotion. The theoretical framework from which this study draws is that of prevention and health promotion. The research methods used in this study were, Literature reviews of school guidance and the theory of prevention and health promotion. Analysis of relevant policy proposals in South Africa. Semi-structured interviews: with heads of p schological services in Reps:DEC, and teachers in primary schools. An interview guide was used to structure this process. The questions formulated within the interview focus on the existing guidance service in Reps: DEC primary schools; and suggestions for a future school guidance service for primary schools. The analysis highlights that in some instances group guidance does exist in primary schools although the different areas of guidance are not implemented throughout the different phases of the primary school years - but the principle of prevention, which should be the cornerstone of any group guidance programme, particularly in the primary school, has not been clarified nor has it been fully developed.