Applying state-of-the-art psychological science to improve the learning and developmental processes for all students, is at the cornerstone of a mental health practitioner’s role within an educational context. However, this mandate is complicated by ethical dilemmas and a changing world of technological and theoretical advances. It, therefore, becomes imperative for all registered counsellors and psychologists working within schools, to be up-to-date with advances within the field of school psychology. As a step towards the goal of continuous professional development, SAHETI Psychology Department invites you to our 2018 symposium, specifically aimed at providing you with contemporary developments in the field.
Register now and gain knowledge and skills in the field of school psychology that increase your effectiveness in dealing with the learning and developmental needs of children and adolescents.
In this session, Prof Pretorius will examine the complexity of School Systems by using a Systems Theoretical approach. The purpose of this conceptualisation will be to contextualise ethical dilemmas in the variety of systems that have to be balanced in order to ensure ethical practice. The relevant legislation, including the Bill of Rights (Chapter 2 of the Constitution), the Schools Act and the Children’s Act 38 of 2005 will be explained, whereafter the most important ethical principles that influence ethical thinking will be presented. Finally, the focus will shift to the Code of Conduct for Psychologists, as it should ideally be practised in a school context will be highlighted.
Brainspotting was developed by David Grand, PhD., and is described by him as a robust, focused treatment method that works by identifying, processing and releasing core neurophysiological sources of emotional/body pain, trauma, dissociation, and a variety of other challenging symptoms. Trauma can overwhelm the brain’s processing capacity, leaving behind pieces of the trauma, frozen in an unprocessed state. Join Dr Ian Opperman as he explores how Brainspotting uses our field of vision to find where we are holding these traumas in our brain and how it promotes the deep processing that leads to the trauma’s release and resolution.
When considering emotional regulation, the image of a volcano comes to mind. The difference between a person and a volcano, however, is that with guidance and appropriate techniques, a person can prevent emotional outbursts that can result in fragmented intra- and interpersonal relationships. Understanding the functioning of the sympathetic and parasympathetic nervous system is key to reading the signs for emotional regulation versus dysregulation. In this workshop, we will explore trauma through a developmental and gender lens, shedding light on the fascinating interplay between neuropsychology and gender. With a solid grounding in research and experiential activities, this workshop will explore techniques to read the emotional barometer pertaining to sensations in the body linked to emotional activation and how to let off steam in a socially acceptable manner.
The field of psychoeducation assessments is evolving rapidly. There is a growing understanding of the complex interactions of the numerous cognitive and neuropsychological processes, and how these affect a child’s performance in the classroom. This talk will look beyond the standard interpretation of test scores, and focus on a more layered understanding of how the various processes intertwine and how integrated analysis of results may be used to provide enhanced insight into a child’s abilities. In this session, we will discuss assessments measures that are typically used in psychoeducational assessments and exploring additional assessment measures that may be used. Furthermore, this session will outline the Cross-battery Approach and the School Neuropsychology framework for integrating assessment findings. Lastly, we will look at how to refine assessment recommendations based on these approaches.
The technologies of the connected world have webbed themselves into our lives. These technologies provide new challenges and new opportunities. With the advent of the 4th Industrial Revolution, psychologists are called onto become E-Daptable. In other words, how can psychologists use the available technologies to benefit their clients? This talk will highlight the challenges presented by the 4th Industrial Revolution and provide some practical uses to help your clients in-session and systemically.
In August 2008 a matric learner went to his school, and at the start of the school day donned a home‐made mask, took a ‘samurai’ sword and attached the people around him. He killed a learner and seriously injured another learner and two members of the school’s auxiliary staff. After this attack, he calmly sat down, where he was apprehended by school staff. Many people said that this student ‘snapped’; however, as with other international mass school violence incidents, there was a noticeable series of telling signs leading up to the incident. This presentation discusses this case, its pre‐incident warning signs, and how threat assessment and management can help prevent a wide range of target violence incidents in the educational environment.