This thesis aims to enrich the study of juvenile firesetting behaviour and presents an overview of risks associated with juvenile frresetting behaviour as well as a proposed new model of juvenile recidivistic firesetting behaviour. The proposed model is unique in as much as it identifies risks associated with juvenile firesetting hut also enables practitioners to map an individual pathway for the young person; thus considering what level and type of intervention is needed. Research studies were designed to consider the reasons underlying the interest and appeal of [rre for young people, and to take a holistic view by taking the immediate familial and sociocultural environment into account when investigating the development of juvenile firesening behaviour. A longitudinal study created the opportunity to explore repeat firesetting behaviour over a 2-year time period utilising a mixed methods approach. This research involves an in-depth family case study approach with the families of 18 young people who had been identified as being involved in firesetting behaviour. The purpose of the family case study was to explore the family circumstances, the social environment, and frresetting history of young firesetters from different perspectives. Overall, the thesis has heen exploratory in nature and the findings have found confirmation for previous fmdings on juvenile firesetting behaviour as well as adding to the previous pool of literature. For example, the interactions between various elements of firesetting behaviour (i.e. the development and the continuation of firesetting behaviour) have been explored from various perspectives and in doing so has delved deeper into these issues than previous research. A new model of juvenile risk elements of frresetting recidivism (J-REF Recidivism Model) is proposed.

Background: Despite converging areas of research highlighting adolescence as a critical phase of reorganization of the attachment system, social cognition and the emergence of psychopathology, no published study has examined the relationship of these factors together in the context of developmental adversity. Objectives: The proposed study sought to investigate relationships between developmental adversity, attachment style, psychopathology symptoms and narrative responses to depictions of ambiguous interpersonal scenarios. Design: The study employs a cross-sectional design utilising both quantitative and qualitative data. Methods: Adolescents with known exposure to developmental adversity (N=66) were compared to typically developing adolescents (N=58) on self-report measures of attachment and psychopathology. Narrative data acquired for' each participant were coded according to a social cognition and object relations scale. The narrative data consisted of participant responses to line drawings that depicted ambiguous interpersonal scenarios Results: Results showed that compared to their typically developing peers, adolescents with a history of developmental adversity were characterized by i) higher levels of attachment insecurity ii) narratives marked by reduced representational complexity and differentiation, increased negative expectations about relationships, increased negative' affect, more attributions of hostile intent, and expectations that aggression would be poorly modulated and iii) higher levels of self-reported symptoms of current psychopathology. Further, attachment insecurity was found to significantly mediate the relationship between developmental adversity and current psychopathology. Conclusion: Results add to current understanding of the relationship between the experience of developmental adversity and attachment style in adolescence and illustrate how these factors are related to adolescents' expectations regarding ambiguous interpersonal situations. Clinical implications regarding engagement are discussed.

Abstract Most young people have the resources needed to achieve and succeed in life. However some are at risk of adverse life outcomes because of the difficulties they experience and a lack of resilience. These young people are known as Youth At Risk. The current context of the United Kingdom (UK) at this time is creating and perpetuating challenges for youth at risk. Wilderness Therapy (WT) has been identified as a potential intervention for youth at risk. WT integrates the benefits of the wilderness environment, activities, and forming new relationships, with the aim of facilitating resilience and positive outcomes for youth at risk. This study utilised a mixed method matched-control case-series design (small n) to evaluate a UK based WT programme for eight young people (three females, five males) considered at risk of adverse life outcomes. Self-report measures were used to investigate the effectiveness of WT in promoting mindfulness, self-esteem, psychological health, and improving emotional, behavioural, and relational symptoms. In addition, semi-structured interviews were used to collect qualitative information on participants' perspectives of the benefits of WT, and the processes that facilitated these benefits. The author analysed quantitative data for statistical and clinically significant change. Qualitative data was analysed using Braun and Clarke's (2006) thematic analysis. Results indicated statistically significant differences (with large effect sizes) between the WT and Control group at the end of the - 3 intervention period, on all measures. Clinically significant change analysis indicated that some of the participants' mindfulness and self-esteem scores moved from the dysfunctional to the functional range during WT. Triangulation of quantitative and qualitative findings indicated that, for some youth at risk, WT has the potential to enhance mindfulness, improve relationships with themselves and others, and facilitate positive life outcomes. However, not all young people are suited to WT, which was highlighted by three of the initial eight WT participants dropping out of the programme early. The findings were discussed in relation to previous research. Clinical implications, and recommendations for future research, were also presented.

Text in Afrikaans / A significant percentage of adolescents in children's homes are depressive in consequence of multiple experiences of loss. There is a possibility that experiences of depression are maintained in a systems context. Group therapy using an ecosystemic approach was embarked upon in order to study and to alter within a systems context the phenomenon of depression, the accompanying negative experiential and meaning-assignment worlds of the depressive adolescent girl in a children's home and the interactional behavioural patterns. It was hypothesised that behavioural change brought about in the group therapy context would extend to systems beyond the therapy system. A group of five adolescent girls in a children's home, of whom two were severely depressive, were taken for eight group therapy sessions. The principles of ecosystemic epistemology as a paradigm for family therapy were applied in the sessions. These principles stress inter alia the use of metaphor. Circular questioning was employed in order to explore the relationships within the group. Moments of depression were observed and recorded directly and indirectly according to both linear and circular approaches, and the therapeutic process was described. The manner in which the therapeutic group changed metaphorically by the group itself. A decrease in girls' level of depression was observed during therapy. Their cognitive, affective and normative functioning also changed, and alterations affecting relationships, self-concept and self-realisation could be perceived in the therapeutic process. These changes in relationships and the decrease in the level of depression were confirmed quantitatively. The transfer of these attitudes and relationships to the children's home system was confirmed by interviewing the children's home "parents" of the adolescents involved. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / A significant percentage of adolescents in children's homes are depressive in consequence of multiple experiences of loss. There is a possibility that experiences of depression are maintained in a systems context. Group therapy using an ecosystemic approach was embarked upon in order to study and to alter within a systems context the phenomenon of depression, the accompanying negative experiential and meaning-assignment worlds of the depressive adolescent girl in a children's home and the interactional behavioural patterns. It was hypothesised that behavioural change brought about in the group therapy context would extend to systems beyond the therapy system. A group of five adolescent girls in a children's home, of whom two were severely depressive, were taken for eight group therapy sessions. The principles of ecosystemic epistemology as a paradigm for family therapy were applied in the sessions. These principles stress inter alia the use of metaphor. Circular questioning was employed in order to explore the relationships within the group. Moments of depression were observed and recorded directly and indirectly according to both linear and circular approaches, and the therapeutic process was described. The manner in which the therapeutic group changed metaphorically by the group itself. A decrease in girls' level of depression was observed during therapy. Their cognitive, affective and normative functioning also changed, and alterations affecting relationships, self-concept and self-realisation could be perceived in the therapeutic process. These changes in relationships and the decrease in the level of depression were confirmed quantitatively. The transfer of these attitudes and relationships to the children's home system was confirmed by interviewing the children's home "parents" of the adolescents involved. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)