Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Text in Afrikaans with summaries in Afrikaans and English / A pastoral Gestalt therapeutic intervention model was developed, implemented and evaluated in the research to facilitate the therapeutic process from guilt and shame to forgiveness. Guilt and shame can be traumatic self-conscious experiences which has an impact on abused late adolescent's physical, psychological, social, emotional, moral and religious development. It can determine the adolescent's behavior, their views of themselves and their interpersonal relationships. Guilt and shame arouses feelings of helplessness, anger, blame, bitterness and the need for retaliation, while forgiveness can relieve these impulses effectively and be utilized as a source for a recovering experience. In designing the intervention model, the researcher studied adolescents' emotional experience, behaviour and management of guilt, shame and forgiveness from a pastoral base theory within the Gestalt therapeutic perspective. The formation of the paradigm is based on a multidisciplinary approach which takes place on the interface between pastoral counselling and Gestalt therapy without the unique content and character of pastoral care or the Gestalt therapy being lost. By utilizing the intervention model abused late adolescents are assisted with the necessary awareness to focus on what is on their foreground in order to reach self-regulation of their emotional experience. The intervention model was developed as a prototype intervention based on Enright's forgiveness process model and components of both the pastoral base theory and the Gestalt therapeutic process of the Schoeman working model. The research was performed by using a mixed qualitative-quantitative approach. The qualitative approach entails the use of applied intervention in intervention research while the quantitative approach consists of measuring the respondents' experiences of guilt, shame and forgiveness, using three standardized rating scales before and after intervention. The researcher applied the intervention research design in a multiple case study with five respondents and a single-system design was incorporated into the intervention research. The measurement of respondents' experiences of guilt, shame and forgiveness after intervention, determined whether the changes took effect, attributable to their participation in the intervention. Following the research findings the conclusion was made that the pastoral Gestalt therapeutic intervention model can be used effectively to guide abused late adolescents who experience guilt and shame, to forgiveness. / In die navorsing is 'n pastorale Gestaltterapeutiese intervensiemodel ontwikkel, geimplementeer en geevalueer om die terapeutiese proses van skuld en skaamte na vergifnis te fasiliteer. Skuld en skaamte kan traumatiese selfbewuste ervaringe wees wat mishandelde laat-adolessente se fisieke, psigiese, sosiale, emosionele, morele en religieuse ontwikkeling beinvloed. Dit kan bepalend vir die adolessente se gedrag wees, asook hul siening van hulself en hul interpersoonlike verhoudinge. Skuld en skaamte wek gevoelens van magteloosheid, woede, blaam, bitterheid en die behoefte na vergelding, terwyl vergifnis hierdie impulse kan verlig en effektief benut kan word as 'n bron van die herstelervaring. In die antwerp van die intervensiemodel het die navorser die adolessente se emosionele ervaring, gedrag en hantering van skuld, skaamte en vergifnis vanuit 'n pastorale basisteorie binne die Gestaltterapeutiese perspektief bestudeer. Die vorming van die paradigma is geskoei op 'n multidissiplinere benadering wat op die tussenvlak tussen pastoraat en Gestaltterapie plaasvind, sander om die eiesoortige inhoud en karakter van die pastoraat of die Gestaltterapie verlore te laat gaan. Deur benutting van die intervensiemodel is mishandelde laat-adolessente begelei om met die nodige bewustheid te fokus op dit wat op hul voorgrond is ten einde selfregulering van hul emosionele belewenis te bereik. Die intervensiemodel is ontwikkel as 'n prototipe intervensie deur Enright se vergifnis prosesmodel en komponente van sowel die pastorale basisteorie as die Gestaltterapeutiese proses van die Schoeman-werkmodel te gebruik. Die navorsing is vanuit die gemengde kwalitatiewe-kwantitatiewe benadering onderneem. Die kwalitatiewe benadering het die gebruik van toegepaste intervensie in 'n intervensienavorsingsmodel behels en die kwantitatiewe benadering die meting van die respondente se ervaring van skuld, skaamte en vergifnis, met behulp van drie gestandaardiseerde metingskale, voor en na intervensie. Die navorser het die intervensienavorsingontwerp in 'n meervoudige gevallestudie met vyf respondente toegepas en 'n enkelsisteemontwerp in die intervensienavorsing gei"nkorporeer. Die meting van die respondente se ervaring van skuld, skaamte en vergifnis na intervensie, het bepaal of die veranderinge wat ingetree het, toegeskryf kan word aan hul deelname aan die intervensieprogram. Na aanleiding van die navorsingsresultate is die gevolgtrekking gemaak dat die pastorale Gestaltterapeutiese intervensiemodel effektief gebruik kan word om mishandelde laat-adolessente wat skuld en skaamte ervaar, na vergifnis te begelei. / Social Work / D.Diac. (Play Therapy)

Afrikaans text / The purpose of the research was to investigate the experiences of adolescents who identify with the Emo subculture in a specific high school in the northern suburbs of Cape Town. Qualitative, applied research of an exploring and descriptive nature was conducted. The literature study focused on human development, the concepts contra-culture and subculture, Gestalt development, Gestalt therapy theories and the ecological theory. This served as a framework for the findings, which was based on unstructured interviews with persons who identified with the Emo subculture. Data triangulation was of special interest in this study to ensure reliability and validity, especially in the light of the fact that limited specialised literature is available on the Emo subculture. Various findings are described and recommendations are made for further research. / Die doel van die navorsing was om die belewenisse van adolessente wat met die Emo-subkultuur identifiseer, in ’n spesifieke hoërskool in die noordelike voorstede van Kaapstad te ondersoek. Kwalitatiewe, toegepaste navorsing van verkennende en beskrywende aard is gedoen. Die literatuurstudie het gefokus op menslike ontwikkeling, die konsepte kontrakultuur en subkultuur, Gestalt-ontwikkeling, Gestaltterapie-teorieë en die ekologiese teorie. Dit het as raamwerk vir die bevindinge gedien, wat gegrond is op ongestruktureerde onderhoude met persone wat met die Emo-subkultuur identifiseer. Data-triangulering was van besondere belang in hierdie ondersoek om vertrouenswaardigheid en geldigheid te verseker, veral in die lig daarvan dat daar min vakkundige literatuur oor die Emo-subkultuur beskikbaar is. Verskeie bevindinge word beskryf en aanbevelings word gemaak vir verdere navorsing. / Social Work / M. Diac. (Spelterapie)

This research project focused on the influence of animal-assisted play therapy on the self-esteem of adolescents with special needs. The goal of this study was to ascertain whether principles of animal-assisted play therapy from the gestalt approach would enhance the self-esteem of adolescents with special needs. In order to achieve this goal, the following objectives were set out: to create a theoretical knowledge base through a literature study and consultation with experts, to conduct an empirical study in order to obtain qualitative and quantitative data and to formulate conclusions and recommendations with regard to the use of animal-assisted play therapy with adolescents with special needs. A combination of the quantitative and qualitative approaches was utilized, and applied research was done, as the focus was on practical solutions that is suitable for practice. A research hypothesis was posed, namely: If animal-assisted therapy from the gestalt approach is used with adolescents with special needs, their self-esteem will be enhanced. Two adolescents were selected as respondents through purposive sampling as sub-type of non-probability sampling. An empirical study was conducted through the use of questionnaires and interviewing as data-collection methods. The quantitative data was gathered through the use of self-constructed questionnaires and the Psychosocial Functioning Inventory for High School Children (PFI – HIGH – C) from Perspective College. The researcher utilized the A-B-A research design to conduct a pre-test and a post-test. Qualitative data was gathered through interviewing using the combined animal-assisted and gestalt play therapy techniques Empirical data was gathered and indicated improvement in the self-esteem of both the respondents who were exposed to the play therapy techniques. The research has thus shown that the use of animal-assisted play therapy does enhance the self-esteem of adolescents with special needs, and has benefits for future practice. The hypothesis of the study is thus proven to be true. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / Unrestricted

Please read the abstract in the section 00front of this document / Thesis (DPhil (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

The purpose of this study was to develop a way of identifying resilient and non-resilient middle-adolescent learners, by means of an instrument or otherwise, in a former Model C-school. The research paradigm is pragmatism and a methodology of mixed methods was used. A questionnaire was developed and qualitative interviews were conducted to verify the results of the questionnaire. The theoretical framework of resilience as well as the developmental phase of middle-adolescence were studied. After conducting a pilot study, the necessary changes were made and an experimental version of the questionnaire was compiled on the basis of Kumpfer’s Transactional Model. This framework includes both processes and outcomes and six main constructs were specified, viz. stressors or challenges, the environmental context, person-environment-transactional process, internal resilience factors, resilience processes and outcomes or means of reintegration. Focus was placed on internal resilience factors. The “Veerkragtigheidsvraelys vir Middel-adolessente (toets)” (VVM-A(t)) (Resilience Questionnaire for Middleadolescents (test)), was compiled consisting of forty two self-evaluation questions using a continuum scale. This self-evaluation scale gives the respondent the opportunity to respond on a continuum line between not like me at all and exactly like me. The place of research, a secondary school in an area reflecting the diversity of the South-African population, was selected by means of convenience sampling and all the grade 8 and 9 learners (294 participants) completed the VVM-A(t). Two factors were identified by means of factor analysis viz. internal locus of control and external locus of control. The VVM-A, consisting of 22 items, was finalised from these results and the participants’ scores were recalculated for the selected items. Interviews for the purpose of verification or rejection of the VVM-A were conducted with twelve participants, four from the group with high scores, four from the group with low scores and four learners that grouped near the median. The in-depth interviews confirmed the results on the VVM-A. This instrument can therefore be regarded as valid and reliable to identify the resilient and non-resilient middle-adolescent learner. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Since the beginning of 2000 the media have often referred to the decrease in the number of teachers in South Africa. In the light of the discrepancy between the supply and demand of teachers, I have explored some factors that possibly contribute to the career choice of teachers. I departed from a positivist as well as an interpretevist approach. The research included the implementation of a First-year Teacher Questionnaire. Some career development theories are discussed as the theoretical grounding for the career choice of first-year teaching students. First-year teaching students generally have a positive perception of teaching, based mainly on their belief that teaching offers ample opportunities for potential-facilitation, selffulfilment, self-discovery, as well as fringe benefits. It seems that where negative perceptions existed, they were based on observable hindrances and personal issues. My research complements the Social Cognitive Career Theory and confirms the concern for the fact that a relatively small percentage African language-speaking students, especially males, choose teaching as a field of study / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

Die doel van hierdie navorsingstudie is om riglyne vir 'n groepsterapeutiese program te ontwikkel waarin adolessente in rou (in besonder na die afsterwe van 'n betekenisvolle ander) die geleentheid kry om hul emosies rondom sterwe en rou te verwerk. In 'n omvattende literatuurstudie is bestaande teorieë aangaande die ontwikkelingsfase adolessensie, rou-, verdriet- en verliesreaksies asook terapeutiese groepe en groepsprogramme, bespreek. Die navorsingsprosedures is vervolgens bespreek gedurende die eerste en laaste sessies is vir die doel van evaluering 'n persoonlike vraelys, die Beck Depressie-vraelys en spesifieke T.A.T.-kaarte aan die groeplede voorgelê. Die groepsprosedures is op oudioband opgeneem vir analise en interpretasie van prosesnotas. Die verwerking van die data wat ingesamel is, is kwalitatief ontleed. Elf Afrikaanssprekende adolessente is op 'n hoërskoolkamp genader om vrywillig aan die program deel te neem. Vyf het aan die program deelgeneem. Die studie het die volgende resultate opgelewer: <ul> <li> Groepsterapie en die -programme beinvloed die emosionele verliese van adolessente in rou.</li> <li> Groepsterapie en die -programme dra by tot die konstruktiewe vermindering van gevoelens van rou, verlies en gepaardgaande depressie by adolessente.</li> <li> Groepsterapie dra by tot 'n adolessent se hernude ingesteldheid op hoop en die toekoms.</li></ul> Op grond van hierdie bevindings word riglyne vir 'n groepsterapeutiese program vir adolessente in rou voorgestel. ENGLISH : The purpose of this research study is to develop guidelines for a group therapy programme for adolescents in mourning (especially after the death of a significant other). The programme offers an opportunity to come to terms with emotions relating to death and bereavement. In a comprehensive literature study of existing theories regarding the development phase of adolescence, mourning-, grief- and loss reactions as well as therapeutic groups and group programmes are discussed. The research procedures are subsequently discussed. For evaluations purposes a personal questionnaire, the Beck Depression questionnaire as well as specific T.A.T. cards were submitted to the group members at their first and final sessions. Audio tapes were used during the group procedures. The processing of the collected data was analysed qualitatively. Eleven Afrikaans speaking adolescents were approached at a high school camp to participate in the programme on a voluntary basis. Five of them participated. The following results were obtained from the study: <ul> <li> Group therapy and the -programme influence the emotional losses of adolescents in the process of mourning.</li> <li> Group therapy and the -programme alleviate feelings of grief, loss and depression in adolescents.</li> <li> Group therapy contributes to an adolescents' renewed feelings of hope and the future.</li></ul> On the basis of these findings guidelines for a group therapy programme for adolescents in mourning are suggested. / Dissertation (MA)--University of Pretoria, 1997. / Psychology / unrestricted

Text in Afrikaans / Satanisme het ‘n destruktiewe effek op die ontwikkeling en welsyn van die adolessent en beïnvloed alle vlakke van sy of haar ontwikkeling. Sataniste gebruik verskeie wyses om adolessente te lok, onder andere ‘n fokus op individue se behoeftes aan lewensmiddele soos geld en aanvaarding, Tydens hierdie studie is die gebrek aan riglyne vir spelterapeute in die hantering van adolessente wat in Satanisme betrokke is, as navorsingsprobleem geïdentifiseer. In die lig van die navorsingsprobleem is die doel van die studie geformuleer, naamlik om riglyne te formuleer waarvolgens spelterapeute die probleem van adolessente wat by Satanisme betrokke is te hanteer. Ten einde die doel te bereik, het die navorser inliging ingesamel aan die hand van kwalitatiewe prosesse, gebaseer op die basis van bewys gebondenheid Satanism has a destructive effect on the development and wellbeing of the adolescent and is known to influence all levels of his or her development. Satanists use a variety of forms of entrapment and their focus on the individual’s need of worldly goods, wealth and acceptance makes the adolescent easy prey. During this study the lack of guidelines, for play therapists who became involved in the handling of adolescents entrapped in Satanism, was identified as the research problem. Bearing in mind the research problem, the aim of this study had thus been formulated, namely to formulate guidelines according to which play therapists will be enabled to address the problem of adolescents entrapped in Satanism. To fulfill this aim, the researcher had gathered information by means of qualitative processes, based on evidence. / Social Work / M. Diac. (Play Therapy)

The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website). This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so. The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.