School psychology in Ghana |
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| Institution: | 1. University of Zurich, Zurich 8050, Switzerland;2. King''s College London, London, UK;3. University of Bergen, Bergen, Norway;4. University of Botswana, Gaborone, Botswana;5. University of the Witwatersrand, Johannesburg, South Africa;6. Ludwig Maximilians University Munich, Munich, Germany;7. Osnabrück University, Osnabrück, Germany;8. University of Delhi, New Delhi, India;1. Institute for Lifecourse Development, School of Human Sciences, University of Greenwich, UK;2. Centre for Family Research, University of Cambridge, UK;3. Institute for Life Course and Medial Sciences, University of Liverpool, UK;4. Department of Biological and Experimental Psychology, Queen Mary University of London, UK;5. Medical Research Council Unit The Gambia at London School of Hygiene and Tropical Medicine, UK;6. Department of Women and Children’s Health, Kings College London, UK;7. Nutrition Innovation Centre for Food and Health (NICHE), School of Biomedical Sciences, Ulster University, UK;8. Department of Psychology, University of East London, UK;9. Department of Psychology, University of Cambridge, UK;10. Department of Medical Physics and Biomedical Engineering, UK;11. The BRIGHT Project team, UK;1. Ohio University Heritage College of Osteopathic Medicine, Department of Social Medicine, 6775 Bobcat Way Dublin, OH 43016, United States;2. Ohio University College of Health Sciences and Professions, Grover Center Athens, OH 45701, United States;3. Ohio University School of Nursing, Grover Center E365 Athens, OH 45701, United States;4. Ohio University Heritage College of Osteopathic Medicine, Athens, OH 45701, United States;1. Center for Healthy Start Initiative, Lagos 101223, Nigeria;2. NIMS Spectrum Child Development Research Centre, NIMS Medicity, Thiruvananthapuram, Kerala, India;3. Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Stellenbosch University, Cape Town, South Africa;4. International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London, UK;5. Division of General Internal Medicine, Department of Medicine, School of Medicine, Johns Hopkins Medicine, Baltimore, MD, USA;6. University of Groningen, University Medical Center Groningen, Department of Pediatrics, Division of Developmental Neurology and University of Groningen, Faculty of Theology and Religious Studies, Groningen, Netherlands;1. Department of Psychology, University of Ghana, Legon. P. O. Box LG84, Accra, Ghana;2. Department of African American Studies, Virginia Commonwealth University, 816 W Franklin Street, PO Box 842509, Richmond, VA 23284-2509, USA;3. Department of Psychology, University of Kansas, 1415 Jayhawk Blvd. Lawrence, KS 66045-7556, USA;4. GESIS-Leibniz Institute for the Social Sciences, M 1.10, P.O. Box 12 21 55, 68072 Mannheim, Germany;5. Department of Social Work, OsloMet – Storbyuniversitete, Pilestredet 46, 0167 Oslo, Oslo, Norway;1. Department of Economics, University of Ghana, P.O. Box LG 57, Legon, Accra, Ghana;2. Department of Economics/ISSER, University of Ghana, P.O. Box LG 57, Legon, Accra, Ghana;3. GIMPA Business School, GIMPA, Accra, Ghana |
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| Abstract: | The nature of school psychology programs and practices in Ghana are described, beginning with the historical development of these practices during the period 1529–1971. Information on the years 1972–1979, based on the author's clinical experiences and research as well as a review of the relevant literature, serves as the basis for a comparative analysis of past and contemporary school psychology practices. Particular emphasis has been placed on students' mental health, the roles of pastoral (church-connected) counselors, and the nontraditional roles of classroom teachers. Discussion includes an examination of the system of school administration, professional education of teachers and psychologists, and the services they provide. |
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