Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese
gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor
wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die
oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige
ondersteuning.
Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige
sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen
aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere
konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en
verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n
Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n
ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme
van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n
Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en
opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die
evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n
universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek.
Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige
teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude
uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld
te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n
ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige
Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie.
Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese
konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter
bevordering van die opvoedkundige sielkundige praktyk.
'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot
die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak.
The beginning of the new millennium is characterized by radical technological progress, paradigm
shifts in natural and human sciences, increasing uncertainty about the real nature of the human being
and how one person can assist another in an accountable way with solving problems in order to restore
human dignity through educational psychological assistance.
Research is carried out to determine what an accountable educational psychological practice, with
special reference to pedotherapy, should entail. A literature study regarding basic requirements of an
accountable educational psychological practice in historical and contemporary perspective is included.
A further literature study is executed concerning an accountable pedotherapeutic practice. A
theoretical grounding of pedotherapy is included in the literature study and specific attention is given
to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic
approach and forms of pedotherapy. The nature and role of a view of human kind in educational
psychological practice is also discussed. Categories describing an accountable science of Psychology
of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic
endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists
are discussed against the background of a view of human kind.
By means of an empirical investigation it is determined what the current status of Psychology of
Education in theory and practice is. This investigation is conducted by means of idiographic
interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are
conversant with theoretical foundations and an ontological view of human kind, the value of
evaluation criteria and the possibilities presented by the insights of Psychology of Education and how
practitioners approach their practice in ethical stance. Also the views of practitioners on current
prescriptions and their suggestions for improving educational psychological practice are obtained.
A number of recommendations is presented in the light of findings from the entire study. A trial run
for the formulation of an ethical code for educational psychologists is presented.
