- Title
- Provision of psychosocial support to vulnerable learners by peer led groups in secondary schools in Amathole West Education District, Eastern Cape
- Creator
- Chinyama, Nyarayi
- Subject
- Psychosocial support -- Education, Secondary -- South Africa -- Eastern Cape Education, Secondary -- Study and teaching -- South Africa -- Eastern Cape
- Date
- 2018
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10353/9341
- Identifier
- vital:34333
- Description
- This study sought provision of psychosocial support to vulnerable learners by school based peer-led groups in secondary schools. Using the Ecological Systems Theory and the Psychosocial Support Interactive Process Model, the study specifically sought how vulnerable learners were identified, how participants understood vulnerability and psychosocial support, how peer led groups were selected and the strategies used to provide psychosocial support by peer led groups. The study also sought the support and monitoring strategies used by different stakeholders including the department of education inorder to assit the peer led groups in their endevour to provide psychosocial support to vulnerable learners. The study employed qualitative research methods using interviews, focus groups and document analysis. Purposive sampling was used to select a District Education Officer, four principals, four group members and all of whom took part in interviews, then twenty four peer group members who participated in focus group discussions. The study found out that various methods were used to identify vulnerable learners, but these were inadequate due to limited professional support to the peer-led groups. The strategies employed to assist vulnerable learners included the buddy system, scripture unions, boys and girls education movements and home visits. However there were also challenges of shortage of human and material resources such as counselling rooms, transport. Also none cooperation of parents still hampers psychosocial support by peer led groups. Therefore, the study concludes that there are still a lot of vulnerable learners who are not reached by peer-led groups because of the above mentioned challenges. In this light the study proposed a framework for providing psychosocial support. The study therefore, recommends that the psychosocial programme be part of the large school curriculum which has a specific budget to sustain all the identification, support and monitoring needs of the vulnerable learners and to ensure the psychosocial support strategies are successful.
- Format
- 454 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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