CSP2601 Assignment 3

2024 (823645) - DUE 25

July 2024
QUESTIONS WITH COMPLETE ANSWERS

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CSP2601 Assignment 3 2024 (823645) - DUE 25 July 2024

Question 1 [10 marks]

Read each of the following statements and argue why the statement is INCORRECT. Each
correct answer is worth 2 marks. For example: Statement: Lev Vygotsky is the theorist
most associated with positive psychology. Answer: This statement is incorrect because
Martin Seligman is the theorist most associated with positive psychology. The following
statements are INCORRECT (1.1. to 1.5). Provide a reason for each statement that
explains why it is incorrect.

1.1 Children do not hold human rights. (2)

1.2 According to the South African Schools Act (No. 84 of 1996), it is not compulsory for
children to complete Grade 9. (2)

1.3 The main aim of the SIAS policy is to build an inclusive education and training 8
system. (2)

1.4 Teacher counsellors must use the same counselling approach for all learners regardless
of the nature of their challenges. (2)

1.5 Ubuntu embraces principles such as individualism and working for oneself. (2)

1.1 Children do not hold human rights.

This statement is incorrect because children are entitled to human rights. According to the United
Nations Convention on the Rights of the Child (CRC), children have a wide array of rights
including the right to education, the right to be protected from abuse, and the right to express
their opinions. These rights are recognized globally and aim to ensure the welfare and
development of all children.

1.2 According to the South African Schools Act (No. 84 of 1996), it is not compulsory for
children to complete Grade 9.

This statement is incorrect because the South African Schools Act (No. 84 of 1996) mandates
that education is compulsory for children from the age of seven until the age of fifteen, or the
completion of Grade 9, whichever comes first. Therefore, it is indeed compulsory for children to
complete Grade 9 or to stay in school until the age of fifteen.

1.3 The main aim of the SIAS policy is to build an inclusive education and training system.

This statement is incorrect because while building an inclusive education and training system is a
significant objective, it is not the main aim of the SIAS policy. The primary aim of the SIAS
(Screening, Identification, Assessment, and Support) policy is to provide a standardized process
to identify and support learners who experience barriers to learning, thereby ensuring that all
children receive the necessary support to succeed in their educational journey.

1.4 Teacher counsellors must use the same counselling approach for all learners regardless
of the nature of their challenges.

This statement is incorrect because counselling approaches must be tailored to the individual
needs of each learner. Different learners face different challenges, and a one-size-fits-all
approach would not be effective. Effective counselling requires understanding the unique
circumstances and needs of each learner and using appropriate strategies to address their specific
issues.

1.5 Ubuntu embraces principles such as individualism and working for oneself.

This statement is incorrect because Ubuntu is a philosophy that emphasizes the

interconnectedness of people and the importance of community and collective well-being. It
stands in contrast to individualism, focusing instead on mutual support, sharing, and communal
responsibility. The principles of Ubuntu promote working together for the common good rather
than for individual gain.

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Question 2 [20 marks]

2.1 A teacher’s demeanour, behaviour, and comments in the classroom are important
components that communicate care ethics. How else can teachers ensure they practice
ethics of care in the classroom? (4)

2.2 Explain the difference between informed consent and informed assent. (4)

2.3 This is an example of a dilemma that a teacher may face: Teacher: There are two
courses of action that I could take to help this learner, but if I choose one, something of
value in the other will be compromised. Example: Which learner will receive the bursary
or prize money? Both deserve it. This is an example of a dilemma of justice a teacher may
face: Deciding which learner should receive services in the face of inadequate staffing and
resources. Example: Which learner will receive reading support?

2.3.1 Provide your own example of a dilemma a teacher may face. (2)

2.3.2 Provide your own example of a dilemma of justice a teacher may face. (2)

2.4 In your own words, explain the meaning of the term ‘beneficence’. (2)

2.5 ‘It is not essential to teach children about human rights.’ Elaborate on why this
statement is wrong and point out the value of human rights education. (6)

2.1 Ensuring Ethics of Care in the Classroom

Beyond demeanour, behaviour, and comments, teachers can ensure they practice ethics of care in
the classroom by:

1. Creating a Safe and Inclusive Environment: Ensure that the classroom is a space
where all students feel safe, respected, and included. This can involve setting clear
expectations for respectful behaviour, addressing bullying or exclusion promptly, and
celebrating diversity.

2. Building Strong Relationships: Invest time in getting to know each student as an

individual. Show interest in their lives outside of school, understand their unique needs
and backgrounds, and be approachable and available for support and guidance.
 3. Providing Individualized Support: Recognize that each student may require different
levels and types of support. Be willing to differentiate instruction, provide additional help
when needed, and accommodate diverse learning styles and needs.

4. Encouraging Empathy and Compassion: Model and teach empathy by encouraging

students to understand and appreciate the perspectives and feelings of others. Incorporate
activities and discussions that foster emotional intelligence and compassion.

2.2 Informed Consent vs. Informed Assent

• Informed Consent: This is a legal and ethical process by which a person, typically an
adult, is fully informed about and understands the implications of a decision or action,
and then voluntarily agrees to it. This includes information about the risks, benefits, and
alternatives. It is often required in medical procedures, research participation, and other
scenarios requiring formal agreement.

• Informed Assent: This is the process by which children or individuals who are not
legally able to give full informed consent are asked for their agreement to participate in
an activity or decision. While they are provided with age-appropriate information and
their willingness is sought, informed assent is usually accompanied by informed consent
from a parent or guardian.

2.3 Examples of Dilemmas

2.3.1 Example of a Dilemma a Teacher May Face

A teacher might face a dilemma when deciding whether to allow a struggling student to redo a
major assignment for a better grade, knowing that other students did not receive this opportunity.
On one hand, it supports the struggling student, but on the other hand, it might be seen as unfair
to others who met the deadline and expectations.

2.3.2 Example of a Dilemma of Justice a Teacher May Face

A teacher must decide which student will receive access to a limited number of one-on-one
tutoring sessions. Two students need significant help: one is failing and at risk of repeating the
grade, while the other has the potential to excel but needs additional support to reach that level.
2.4 Meaning of ‘Beneficence’

Beneficence refers to the ethical principle of acting with the best interests of others in mind,
promoting their well-being and taking positive steps to prevent or remove harm. In practice, it
means making decisions and taking actions that are intended to benefit others, contribute to their
welfare, and improve their quality of life.

2.5 Importance of Teaching Human Rights to Children

The statement "It is not essential to teach children about human rights" is incorrect. Teaching
children about human rights is crucial for several reasons:

1. Empowerment: Educating children about their rights empowers them to understand and
advocate for themselves and others, promoting self-confidence and agency.

2. Awareness and Respect: Human rights education fosters awareness and respect for the
rights of others, which is fundamental for building a more just and equitable society.

3. Prevention of Abuse: Knowledge of human rights can help children recognize and report
abuse and exploitation, providing a critical tool for their protection and safety.

4. Encouraging Civic Responsibility: Teaching children about human rights instills a

sense of responsibility and active citizenship, encouraging them to contribute positively
to their communities and stand up against injustices.

5. Promoting Social Cohesion: Understanding human rights helps children appreciate

diversity and the importance of social cohesion, reducing prejudices and fostering
inclusive attitudes.

6. Lifelong Values: Human rights education instills lifelong values such as fairness,
equality, and respect, which are essential for personal development and harmonious
living in a globalized world.

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Question 3 [20 marks]

3.1 Differentiate between the role of a teacher counsellor (non-professional counsellor) and
that of a registered counsellor (professional counsellor). (4)

3.2 Summarise the main features of “traditional counselling”. (4)

3.3 List five (5) multicultural considerations a teacher counsellor must be aware of which
will have an influence when counselling children. (5) CSP2601/102/0/2023 9

3.4 Reflect on and give examples of how a teacher counsellor working in a multicultural
education context make his or her communication with learners more effective? (7)

3.1 Role of a Teacher Counsellor vs. a Registered Counsellor

• Teacher Counsellor (Non-Professional Counsellor):

1. Supportive Role: Primarily provides basic emotional and academic support to

students within the school setting. They are often teachers who have additional
training in counselling but are not formally accredited.

2. Referral to Professionals: Identifies students who need more intensive

psychological support and refers them to professional counsellors or other mental
health services.

3. Advisory Function: Offers advice and guidance on academic, social, and

personal issues that students face, aiming to promote overall well-being and
success in school.

4. Crisis Intervention: Provides immediate support during crises or emergency

situations until professional help is available.

• Registered Counsellor (Professional Counsellor):

1. Professional Training: Holds formal qualifications in counselling, psychology,

or a related field and is registered with a professional body.
 2. Therapeutic Interventions: Conducts in-depth counselling and therapy sessions
to address mental health issues, emotional disturbances, and psychological
disorders.

3. Assessment and Diagnosis: Trained to assess, diagnose, and create treatment

plans for various psychological conditions.

4. Confidentiality and Ethics: Adheres strictly to professional ethics and

confidentiality standards, providing a high level of privacy and professional care.

3.2 Main Features of Traditional Counselling

1. One-on-One Sessions: Traditional counselling typically involves face-to-face sessions

between the counsellor and the client, focusing on building a therapeutic relationship.

2. Therapeutic Techniques: Utilizes established psychological theories and techniques

such as cognitive-behavioural therapy, psychoanalysis, humanistic therapy, and others to
address the client's issues.

3. Structured Process: Follows a structured approach with defined stages including

assessment, goal setting, intervention, and evaluation to guide the counselling process.

4. Focus on Past and Present: Often explores the client's past experiences and current
issues to understand the root causes of their problems and develop strategies for
improvement.

3.3 Multicultural Considerations for a Teacher Counsellor

1. Cultural Sensitivity: Understanding and respecting the cultural backgrounds, traditions,

and values of students.

2. Language Barriers: Being aware of and addressing any language differences that may
affect communication and understanding.

3. Socioeconomic Factors: Considering the socioeconomic status of students and how it

influences their experiences and access to resources.

4. Family Dynamics: Recognizing different family structures and dynamics across cultures
and how they impact the student's life and well-being.
 5. Prejudices and Stereotypes: Being mindful of one's own biases and avoiding
stereotypes, ensuring that counselling is inclusive and equitable for all students.

3.4 Effective Communication in a Multicultural Education Context

1. Cultural Awareness Training: Teacher counsellors should engage in ongoing cultural

competence training to better understand the diverse backgrounds of their students.

2. Use of Inclusive Language: Employ language that is inclusive and non-discriminatory,

avoiding jargon that may not be understood by all cultural groups.

3. Active Listening: Practice active listening to understand the student's perspective fully,
acknowledging their experiences and feelings without judgment.

4. Visual Aids and Multimodal Communication: Use visual aids, gestures, and other non-
verbal communication methods to support understanding, especially when there are
language barriers.

5. Family and Community Engagement: Involve family members and community leaders
in the counselling process when appropriate, respecting cultural norms and practices.

6. Flexible Approaches: Adapt counselling techniques to fit the cultural context of the
student, which might include incorporating cultural traditions or practices into the
sessions.

7. Feedback Mechanisms: Establish mechanisms for feedback to ensure that the

communication strategies employed are effective and make adjustments as needed based
on the students' responses and needs.

By incorporating these strategies, teacher counsellors can create a more supportive and effective
counselling environment that respects and acknowledges the cultural diversity of their students.

DISCLAIMER: THE ABOVE ANSWERS MIGHT BE DOWNLOADED BY MULTIPLE

STUDENTS, NOT ADVISABLE TO SUBMIT DIRECT!!

For exam pack with questions and answers, quality notes, assignments and exam help:

email: [email protected]
WhatsApp: +254792947610