A survey of the professional identity of clinical psychologists in South Africa
- Authors: Deane, Tessa Anne
- Date: 2017
- Subjects: Psychologists -- South Africa , Psychology -- Study and teaching (Higher) -- South Africa , Psychology -- Practice -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5140 , vital:20780
- Description: The mental health care needs of South Africa have shifted significantly in the postapartheid context of changing political and socioeconomic landscapes. However, the extent to which clinical psychologists’ professional identity has responded accordingly has been unclear. By establishing the practice patterns and values that should be central to the profession according to the literature, and ascertaining the extent to which these are reflected among professionals at this time, this study facilitates a re-evaluation of the professional identity of clinical psychologists in South Africa. To this end, an online survey method was used to collect data from a representative sample of 877 participants, i.e. 29,09% of the population of clinical psychologists in South Africa. Statistical analyses were implemented to address a number of key research questions concerning aspects which characterise professional identity, namely: demographic profile; work settings and roles (practices); and theoretical perspective, beliefs and attitudes (values). Findings suggest that, demographically, clinical psychologists do not mirror the clients they serve, and also that there is a large proportion of the population for whom psychological services remain inaccessible and/or inappropriate. Furthermore, the professional identity of clinical psychologists currently does not comprise practices and values which meet the mental health care needs of South Africa. A significant recommendation of the research is its endorsement of the National Health Insurance model given the promise of its role in ensuring psychology remains relevant. It is recommended that future studies expand on these findings qualitatively, and compare clinical psychology with other mental health care fields. Universities are also urged to relook at their training curricula and ensure that trainees are made of aware of issues of policy, and that areas of research and psychological assessment in complex environments are prioritized.
- Full Text:
- Date Issued: 2017
- Authors: Deane, Tessa Anne
- Date: 2017
- Subjects: Psychologists -- South Africa , Psychology -- Study and teaching (Higher) -- South Africa , Psychology -- Practice -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5140 , vital:20780
- Description: The mental health care needs of South Africa have shifted significantly in the postapartheid context of changing political and socioeconomic landscapes. However, the extent to which clinical psychologists’ professional identity has responded accordingly has been unclear. By establishing the practice patterns and values that should be central to the profession according to the literature, and ascertaining the extent to which these are reflected among professionals at this time, this study facilitates a re-evaluation of the professional identity of clinical psychologists in South Africa. To this end, an online survey method was used to collect data from a representative sample of 877 participants, i.e. 29,09% of the population of clinical psychologists in South Africa. Statistical analyses were implemented to address a number of key research questions concerning aspects which characterise professional identity, namely: demographic profile; work settings and roles (practices); and theoretical perspective, beliefs and attitudes (values). Findings suggest that, demographically, clinical psychologists do not mirror the clients they serve, and also that there is a large proportion of the population for whom psychological services remain inaccessible and/or inappropriate. Furthermore, the professional identity of clinical psychologists currently does not comprise practices and values which meet the mental health care needs of South Africa. A significant recommendation of the research is its endorsement of the National Health Insurance model given the promise of its role in ensuring psychology remains relevant. It is recommended that future studies expand on these findings qualitatively, and compare clinical psychology with other mental health care fields. Universities are also urged to relook at their training curricula and ensure that trainees are made of aware of issues of policy, and that areas of research and psychological assessment in complex environments are prioritized.
- Full Text:
- Date Issued: 2017
The role of psychosocial factors in academic performance of first year psychology students at a historically white university
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
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