About Dr Khosi Nancy Mabaso
Dr Khosi Nancy Mabaso is a Lecturer in the Department of Educational Psychology, Faculty of Education at the University of Johannesburg (UJ). She is also the assistant coordinator for the Educational Psychology Internship Programme. Dr Mabaso is involved in the lecturing of BEd Intermediate, Senior and FET undergraduate programmes. Her niche area of research is in the field of Community Psychology with more focus on empowering parents to support children with Neurodevelopmental learning needs. She is also part of the Knowledge for Action committee that facilitates the availability of the educational psychology information to the community via the Faculty of Education’s website.
- Masters in Educational Psychology – University of Johannesburg
- Honours in Educational Psychology – University of Kwa-Zulu Natal
- Post-Graduate Certificate in Education – University of Kwa-Zulu Natal
- Bachelor of Social Sciences Degree – University of Natal
Current research interests
- Community Psychology (Facilitating psycho-education at the community level)
- Neurodevelopmental Learning Disorders
BEd (Intermediate Phase) – Education Studies 3A focusing on the emotional development of learners
BEd (Intermediate Phase) – Methodology and Practicum 3B: Life Skills focusing on teaching Life Skills in schools
BEd (Senior and FET Phase) – School Guidance and Support 2B
BEd (Senior and FET Phase) – Neurodevelopmental Learning Disorders (NDL 2B) focusing on Career transition of learners with Neurodevelopmental Learning Disorder
Postgraduate Research co-supervision
Dr Mabaso currently co-supervises Masters Students in the field of educational psychology focusing on empowering educational stakeholders in supporting learners with learning disorders.
Postgraduate Clinical supervision
Dr Mabaso is a clinical supervisor for Masters students in the field of Educational Psychology.
Furnham, A. Ndlovu, N.P.M. Mkhize, N. (2009). South African Zulu’s Beliefs about Their Own and Their Children’s Intelligence South African Journal of Psychology, 39(2), 157-158.doi.org/10.1177/008124630903900202