SCHOOL PSYCHOLOGY PRACTICES IN EAST AND SOUTHERN AFRICA: SPECIAL EDUCATORS' PERSPECTIVES

Abstract

A semistructured questionnaire was used to collect data on the practice of school psychology in 12 East and Southern African countries: Botswana, Eriteria, Ethiopia, Kenya, Lesotho, Malawi, Namibia, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe. The survey sought to capture consumer perspectives as to the status of school psychology in reference to the following: regulations for school psychology practice, qualification of school psychologists, work settings, public awareness, utilization and need, and research on psychological test use and development. Respondents were 42 special education leaders working in universities ( n = 13), special education institutions ( n = 18), and schools with special education facilities ( n = 11). The need for school psychology services was endorsed in ali 12 countries. Although differences among countries were apparent, the special education experts reported that the availability, regulation, and utilization of school psychology services in the 12 countries to be generally low. Respondents in countries with some formal recognition and regulation of professional school psychology (Namibia, Zambia, Zimbabwe) tended to report greater public awareness and utilization of school psychologists and higher involvement in test development. Findings are discussed within the context of the potential for the development of school psychology services in sub-Saharan African countries.