In-school psychosocial support services for safeguarding children’s rights: Results and implications of a Botswana study

Abstract

In-school psychosocial support services are intended to create safe learning environments for children, enabling the children to attain age-appropriate developmental tasks. This study investigated protections to children's right to safe learning environments through the provision of in-school psychosocial support services. Participants were 230 learners from a cross-section of Botswana schools (females ¼ 124, males 106; age range 10.7-17.7 years; school grades 5 to 12; median age ¼ 14.5 years, SD ¼ 3.65 years). Data on learner access, utilization, and preferences of in-school psychosocial support services were collected using focus group discussions, individual interviews, and a semi-structured survey. The data were analysed thematically and with supplemental quantitative analysis. A social risk management analysis approach was adopted for the interpretation of findings. Learners perceived their schooling rights to be protected when they had direct input into the type, scope, and delivery of the psychosocial support services. Botswana learners are sensitive to social risks to their rights to

Constructing a Framework for the Use of Tests Within a Developing Nation’s School System

“…Appropriate tests would be those that measure knowledge of core community values, including good school citizenship. The promotion of these qualities often is desired highly in children growing up in developing countries (Ntinda et al, in press). Children from these countries often are expected to mature more quickly and to assume higher levels of adult responsibility earlier than their age peers in many Western nations (Marfo, 2011; Serpell, 2011).…”

“…Consumer-oriented human services prioritize preferences and needs of users (Mpofu & Ortiz, 2009; Ntinda, Maree, Mpofu, & Seeco, in press). Such services acknowledge and respect users for being knowledgeable of supports they need along with preferred ways to access the resources to address their needs (Kendal, Callery, & Keeley, 2011).…”

“…Thus, they may prioritize test use that helps support academic achievement. Learners, as consumers of assessment services, may prioritize test use that informs them of their school adjustment and peer relationships (Ntinda et al, in press). Parents/guardians, another important consumer group, may prioritize the need for test-related information that assists them in promoting desired life outcomes for their children (Eloff, Maree, & Ebersöhn, 2006).…”