Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.

Online adolescent friendships and social networking among adolescents are current phenomena that have emerged, and exploded, as part of the digital age and the vast development of communication technologies. The primary aim of this study was to gain knowledge and understanding regarding the nature and quality of online friendships and social networking among adolescents. A sequential explanatory mixed method design, was put to use for the purpose of this study. The quantitative data was collected first in the form of a short survey, by utilising a self-developed questionnaire to obtain a general overview of the social network practices and the forming and maintaining of online friendships among adolescents. Twenty five participants took part in the survey. This study was followed by a qualitative study in the form of interviews, to clarify, elaborate and explain the quantitative findings. Five information rich participants were interviewed. The findings of the empirical investigation revealed that adolescents, being part of the Net Generation, base their concept of socialising with friends on digital and communication technology, especially cell phones. They are connected to their friends 24 hours a day. The sense of safety and support they experience through this constant connectedness strengthens their self-esteem, self-confidence and self-worth and contributes to their identity formation. It is therefore recommended that parents and educators should accept that adolescents live in a virtual world and their new way of socialising, needs to be acknowledged. Parents and educators should adjust accordingly, by getting educated in this field themselves. The Net Generation is a generation who focuses on relationships and collaboration through technology and this should be exploited by anybody who has contact or interacts with the adolescent of today. / Psychology of Education / M. Ed. (Guidance and Counselling)

Adolescent suicide and attempted suicide is an unhealthy practice that involves mental illness which led the suicidal behavior to be an important public health problem globally and in Africa. Suicide prevalence rates in young people in South Africa and in all major ethnic groups are a significant cause for concern. The adolescent mental illness causes sleepless nights on the education system. Though much research has been done on this problem it still remains one of the leading causes of death amongst adolescent learners locally and globally. As a parent and an educator reading news articles, attending memorial services and funerals of adolescent learners who took their own lives, gave me enough reason for actions to be taken in order to find out what is causing adolescents to commit suicide. During this emotional experience as the researcher, I have discovered that the adolescent stage is a very fragile stage. I also discovered that when life stresses strike, coping as an adolescent becomes difficult. This study focuses on an in-depth study of the causative factors of suicide and attempted suicide amongst the adolescent learners of Tshwane North (D3) area. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by means of focus group discussion and one to one interview using a tape recorder and taking notes. Participant's answers were analysed individually and compared with all others. Findings shows that adolescent suicide and attempted suicide is a mental disorder that need to be addressed by including physicians and psychologists, upon realizing the warning signs of suicide in order to minimalize the practice. It is also clear that adolescence is a fragile stage of growth and adolescents struggle to cope with life challenges such as peer pressure, parent separations, socialization, pregnancy, chronic illness and academic pressure. It is recommended that NGOs in collaboration with the Health and Education Departments need to take action by organizing workshops to address causative factors of suicide and how to find help when realizing a suicidal adolescent learner. The department of education needs to ensure that adolescent suicide and attempted suicide preventative strategies should be taught from primary school level and be added to life skills subject in all grades. Life Orientation educator's to be trained about adolescent suicide to be well equipped to teach learners on how to recognize warning signs in their peers and friends. / Inclusive Education / M. Ed. (Inclusive Education)

by Kwong Lai-king. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 106-119. / ACKNOWLEDGEMENTS --- p.ii / LIST OP TABLES --- p.vi / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / Chapter CHAPTER ONE： --- INTRODUCTION / Chapter 1. --- Background of the Problem: Adolescents in Hong Kong --- p.1 / Chapter 2. --- Purposes of the Study --- p.9 / Chapter 3. --- Significance of the Study --- p.10 / Chapter CHAPTER TWO： --- REVIEW OF RELATED LITERATURE / Chapter 1. --- Definition of Stress --- p.12 / Chapter 2. --- Life Events and Stress --- p.14 / Chapter 3. --- Adolescents and Stress --- p.23 / Chapter 4. --- Life Events and Stress Symptoms --- p.34 / Chapter 5. --- Type A/B Behaviour Pattern and Stress --- p.36 / Chapter 6. --- Adolescents' Coping Strategies When Facing Stressful Life Events --- p.39 / Chapter CHAPTER THREE： --- METHOD / Chapter 1. --- Framework of the Study --- p.46 / Chapter 2. --- Definition of Terms --- p.48 / Chapter 3. --- Null Hypotheses --- p.49 / Chapter 4. --- Sample --- p.49 / Chapter 5. --- Instruments --- p.50 / Chapter 6. --- Procedures --- p.57 / Chapter 7. --- Data Analysis --- p.59 / Chapter CHAPTER FOUR： --- RESULTS AND DISCUSSION / Chapter 1. --- Characteristics of the Sample in the Main Study --- p.62 / Chapter 2. --- Reliabilities of Instruments --- p.65 / Chapter 3. --- Major Life Events Happened to Form 6 students --- p.67 / Chapter 4. --- stress Symptoms Experienced by Form 6 students --- p.76 / Chapter 5. --- Type A/B Behaviour Pattern of Form 6 students --- p.80 / Chapter 6. --- Ways of Coping of Form 6 students --- p.83 / Chapter 7. --- "Relationship among Life Events, Stress, Type A/B Behaviour Pattern and Ways of Coping" --- p.87 / Chapter 8. --- Limitations of the Present Study --- p.94 / Chapter CHAPTER FIVE： --- SUMMARY AND RECOMMENDATION / Chapter 1. --- Summary of Findings --- p.95 / Chapter 2. --- Importance of Findings --- p.97 / Chapter 3. --- Recommendation --- p.103 / BIBLIOGRAPHY --- p.106 / APPENDICES --- p.120 / Chapter Appendix A: --- Life Events Checklist --- p.120 / Chapter Appendix B: --- Modified Life Events Checklist (Translated version) --- p.121 / Chapter Appendix C: --- Type A Questionnaire --- p.122 / Chapter Appendix D: --- General Health Questionnaire --- p.123 / Chapter Appendix E: --- Ways of Coping --- p.125 / Chapter Appendix F: --- Test Battery (Translated version) --- p.126

The prevalence of emotional and behavioural problems in secondary school adolescents is regarded as widely spread globally. Their effects/pitfalls are also a concern that cannot be ignored. Thus, this study dealt with this issue among adolescents, as well as with pitfalls and practices of secondary schools in Ethiopia, with particular focus on East Showa Administrative Zone of Oromiya National Regional state. Consequently, the study intended to: -examine what social competence problems (activity problems, social activities problems and academic performance problems) are experienced by secondary school adolescents of Ethiopia. -determine the relationship between sex groups and social competence problems by secondary school adolescents of Ethiopia. -examine the trends of emotional/internalising and behavioural/externalising problems among secondary school adolescents of Ethiopia. -determine the relationship displayed between sex groups and emotional/internalising and behavioural/externalising problems by secondary school adolescents of Ethiopia. -examine the relationship display between age groups and emotional/internalising and behavioural/externalising problems by secondary school adolescents of Ethiopia. -comprehend the relationship among social competence problems and syndrome problems by secondary school adolescents of Ethiopia. To address the objectives of the study, a descriptive survey and correlational study were employed. To achieve this target, the Amharic and the Afan-Oromo versions of Achenbach’s (2001) youth self-report (YSR) were used to collect data from 714 research participants of secondary school adolescents out of 27,643 in the East Showa Administrative Zone of Oromiya Regional State-Ethiopia, from 8 secondary schools. In analysing the data, basic descriptive statistics such as frequency, percentages, percentiles and T-scores as well as ANOVA were employed. In general, the results of the study demonstrated that the prevalence of emotional and behavioural problems of Ethiopian secondary school adolescents was relatively lower (about 9%) in comparison to many other countries. Moreover, girls showed more internalising problems (11.58%) than boys (9.63%) and vice versa in externalising problems. Consequently, girls accounted for 8.6% who fell into a clinical category whereas amongst boys, 14.83% were classified into such as category. In contrary to the other findings males were scored higher than females in withdrawal/depressed subscales (4.23% and 2.74% respectively). Furthermore, statistically significant relationships between academic competences with activities, social activities, somatic complaints, social problems and externalising problems were discovered. Fulfilling and rendering appropriate guidance and counselling services in the schools comprised the first dimension of the recommendations of this work. Furthermore, establishing school based mental health services to alleviate the problems is another key point of the recommendation to assist adolescents with emotional and behavioural problems in secondary schools of Ethiopia. / Psychology / Ph. D. (Psychology)

The goal of this study was to discover the contributing factors to depression in adolescents leading to hospitalisation to a psychiatric hospital. The study was conducted in a Federal Neuropsychiatric Hospital Enugu, Nigeria. The study population was adolescents (between 11-19years of age) both males and females who were diagnosed of depression admitted between the year of 2017-2018 at Federal Neuropsychiatric Hospital Enugu, Nigeria. A qualitative descriptive research was done. Participants were chosen by purposive (non-probability) sampling methods. Data was collected through face-to face individual interviews method. The study’s findings showed that factors contributing to depression in adolescents are related to biological, psychological and social causes. It would further be useful to help the health professionals in their care of adolescents’ psychiatric patients with depression having known the contributing factors. The study recommended early detection and treatment that could reduce incidence of depression and hospitalisation in the psychiatric units. / Health Studies / M. P. H. (Public Health)

The fact that an understanding of the self determines one's self-esteem and that self-esteem is an important contributor to one's achievements is seemingly undisputed. Self-esteem is not only a product of how others evaluate an individual but also, and most importantly, how an individual evaluates himself or herself. At times people tend to evaluate themselves unrealistically while at other times they evaluate themselves realistically. Unrealistic self-evaluation is mostly a characteristic of adolescence and if this is not managed properly it can have a dire consequence for the adolescent's future. Adolescence is an important but also a difficult stage in the development of an individual. During this stage profound physical, emotional, psychological and cognitive changes occur. It is a period during which decisions about careerpaths and the demands that such decisions will place on the individual are made. It is therefore during this stage that realistic self-evaluation becomes critical. This research study was undertaken in order to determine how the Venda-speaking adolescents evaluate themselves and whether such self-evaluation is realistic or not. The research was motivated by an observation that the school drop-out rate is high and that an increasing number of girl learners fall pregnant before completing Grade 12. It is assumed that these tendencies and behaviours are a product of the learners' self-evaluation. A theoretical background on self-evaluation was then given through a literature review. In the process a link was established between self-evaluation and constructs such as self-concept, self-esteem, self worth, self-identity as well as personality. Different theories used to explain present and expected future behaviour were also discussed. After this review question items were drawn and compiled into questionnaires to be administered to randomly selected learners, teachers and parents. The question items, sixty in number, were categorised into the following dimensions of self-evaluation: * Physical self * Academic self * Social self * Value self * Family self * Psychological self Each dimension was covered by ten question items which were tested for validity and reliability. The research study came up with the following findings: * Parents and teachers agree in their evaluation of adolescents regarding the dimensions mentioned above * Adolescents rate themselves significantly more favourably than teachers and parents evaluate them. * Venda-speaking adolescents evaluate themselves unrealistically. It is hoped that the findings and recommendations of this research will be beneficial to schools, policy-makers and parents. Learning areas such as Life Orientation can be used to help learners evaluate themselves more realistically. Programmes can also be developed to ensure that adolescent self-evaluation is congruent with present behaviour. / Educational Studies / D. Ed (Psychology of Education)

Personal well-being is a state that involves feelings and thoughts. This concept is investigated in learning area Life Orientation and integrated in the curriculum as a learning outcome for Further Education and Training learners in grades 10-12. A literature study was done to discuss/clarify dimensions of personal well-being that is general subjective, psychological, social and spiritual well-being and mental health. Perspectives, theories, principles and features pertaining to well-being were investigated from an international and local context. An exploratory study used a qualitative approach to investigate and observe perceptions of a small sample of learners of personal well-being. Data gathering used focus groups which completed structured group work activities. The results indicate that learner participants have needs to be satisfied to reach a sense of personal well-being. Based on findings, recommendations regarding coping strategies, intervention strategies and support were made. / Educational Studies / M.Ed. (Guidance and Counselling)

The prevalence of divorce within society is reflected in the rising divorce rate worldwide. Consequently, divorce has become more accepted, although adolescents from divorced families are considered at risk for maladjustment. The aim of this study is to give a voice to adolescents who have experienced their parents' divorce and to highlight their resilience despite the challenges they faced. The epistemological framework is social constructionism. In-depth interviews with two adolescents who have experienced the divorce of their parents were undertaken. The method of analysis used was `Thematic content analysis'. The participants' stories were recounted through the lens of the researcher in the form of themes. Recurring themes in these stories were elucidated and linked with the literature. This study allowed rich and detailed descriptions about adolescents' experiences to emerge, which the researcher hopes will broaden the therapeutic understanding of the complexities of divorce for the adolescents who survive it. / Psychology / MA (Clinical Psychology)