ENGLISH : The purpose of this study was to determine the role of fear for HIV/AIDs in adolescents’ sexual choices. Theories which informed the study included developmental theory, decisionmaking theory, as well as emotion theory. In this survey study a mixed-method questionnaire was designed, piloted and then implemented with 252 purposefully selected Grade 11, Afrikaans learners (127 boys and 125 girls), aged 16 to 17 years in one high school in Gauteng. Data was analysed quantitatively and qualitatively. It was found that adolescents link several emotions with HIV&AIDS: fear, concern and caution. Another finding was that adolescents reportedly made safe sexual choices. Therefore, it was concluded that adolescents fear for HIV&AIDS positively impacted on their safe sexual choices. AFRIKAANS : Die doel van hierdie studie was om te bepaal welke rol vrees vir MIV&VIGS speel in adolessente se seksuele keuses. Teorieë wat die studie ingelig het was ontwikkelingsteorie, besluitnemingsteorie en emosie-begronde teorieë. Die navorsingsontwerp van hierdie studie was ‘n opname studie. ‘n Gemengde metode vraelys is ontwerp, geloods, aangepas en geïmplementeer met. 252 graad 11, Afrikaanse leerders (127 seuns en 125 dogters), tussen die ouderdom van 16 en 17 jaar, wat doelgerig geselekteer is vanuit een hoërskool in Gauteng. Vraelysdata is kwantitatiewe en kwalitatiewe geanaliseer. Daar is bevind dat adolessente MIV/VIGS verbind met die emosies: vrees, bekommernis en versigtigheid. Verder blyk dit dat adolessente veilige seksuele keuses maak. Die gevolgtrekking is gemaak dat adolessente se vrees vir MIV&VIGS positief korreleer met hul veilige seksuele keuses. / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

AFRIKAANS: Die primêre doel van my studie was om die onderhandeling van swart identiteit binne ‘n wit skoolkonteks te ondersoek, en die toepaslikheid van emosionele intelligensie in terapeutiese intervensie met ‘n swart adolessent binne ‘n wit skoolkonteks krities te evalueer. Die studie is uitgevoer deur middel van ‘n gevalstudie waar ‘n swart adolessent wat ‘n wit skool bywoon se emosionele intelligensie met behulp van die BarOn EQ-i:YVTM-vraelys gemeet is. Die bevindinge is by die terapiesessies geïntegreer en laasgenoemde is kwalitatief geïnterpreteer. Die studie is gemotiveer deur vorige navorsing wat bevind het dat emosionele intelligensie ‘n belangrike rol in ‘n individu se optimale funksionering speel. Emosionele intelligensie sluit die individu se vermoë in om sy/haar eie emosies te verstaan en uitdrukking daaraan te gee, om ander se emosies te verstaan, om beheer oor emosies uit te oefen, om probleemoplossingsvaardighede in verhoudings te toon en om selfmotiverend te wees. ENGLISH: The primary goal of my study was to investigate the negotiation of black identity within a white school context, and to critically evaluate the application of emotional intelligence as a means of therapeutic intervention to a black adolescent within a white school context. The study was conducted by means of a case study in which the emotional intelligence of a black adolescent attending a white school was measured by the administration of the BarOn EQ-i:YV™. The findings were integrated into the therapy sessions. The study was motivated by previous research results showing that emotional intelligence contributes significantly to the optimal functioning of an individual. Emotional intelligence includes an individual’s ability to understand and express one’s own emotions, to understand the emotions of others, to exercise control over one’s emotions, to apply problem-solving skills in relationships and to be self-motivated. / Dissertation (MEd (Educational Psycholgy))--University of Pretoria, 2008. / Educational Psychology / unrestricted

Lower body explosive power (LBEP) forms a critical component in any individual and team sport performance and it is therefore essential to develop a means of predicting LBEP in adolescents for early identification of future talent in various sporting codes. LBEP is frequently used by athletes during matches or competitions where explosive movements such as jumping, agility running and sprinting are required for successful performance. These movements are usually found in individual sports such as long jump and high jump as well as in team sports such as basketball, volleyball and soccer. To date not much literature is available on LBEP, especially with regard to LBEP prediction models. Furthermore, studies on adolescents are scarce and a LBEP prediction model has not yet been developed for a South African adolescent population. It is against this background that the objectives of this study were firstly, to develop a LBEP prediction model from various physical and motor performance components among a cohort of adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa; and secondly, to develop a LBEP prediction model from several anthropometric measurements among a cohort of male and female adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa. Two hundred and fourteen (15.8±0.68 years) 15-year-old adolescents (126 females, 88 males) from 6 surrounding schools within the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province of South Africa were purposefully selected from pre-acquired class lists took part in the study. Data was collected by means of various questionnaires as well as anthropometrical, physical and motor performance tests. For representation of LBEP a principal component factor analysis was done and the results indicated that the vertical jump test (VJT) was the best indicator of LBEP in the cohort of adolescents. With regard to the anthropometrical related LBEP prediction model, the forward stepwise regression analysis yielded a correlation coefficient of R2 = 0.69. The following variables contributed significantly (p≤0.001) to the anthropometrical LBEP prediction model: stature (57%), muscle mass percentage (10%) and maturity age (3%). The LBEP prediction model that was developed equated to LBEP (vertical jump) = -136.30 + 0.84(stature) + 0.7(muscle mass percentage) + 4.6(maturity age). Variables other than the variables that formed part of the study could explain the further 31% variance in the LBEP of the adolescents. The physical and motor performance LBEP prediction model indicated that gender (39%) and 10 m speed (7%) contributed significantly (p ≤ 0.001) to the overall prediction of the LBEP of the adolescents. The LBEP prediction model delivered a stepwise forward regression analysis coefficient of R2=0.458 and a prediction formula LBEP = 68.21 + 9.82 (gender) – 18.33(10 m speed). The remaining 56% of the variance in the results could be explained by other factors than the variables considered in the study. In conclusion, to the best of the researchers’ knowledge, this is the first study which has made an attempt at developing LBEP prediction models from the anthropometrical, physical and motor performance components of a cohort of adolescents of South Africa. The prediction models developed in the study will assist teachers sport scientists and sporting coaches who have limited resources available, to measure and calculate LBEP in adolescents, with the means to do so in South Africa. Further high quality studies are necessary to further improve and develop such prediction models for various age groups of adolescents in the greater South Africa. / MSc (Sport Science), North-West University, Potchefstroom Campus, 2014

Lower body explosive power (LBEP) forms a critical component in any individual and team sport performance and it is therefore essential to develop a means of predicting LBEP in adolescents for early identification of future talent in various sporting codes. LBEP is frequently used by athletes during matches or competitions where explosive movements such as jumping, agility running and sprinting are required for successful performance. These movements are usually found in individual sports such as long jump and high jump as well as in team sports such as basketball, volleyball and soccer. To date not much literature is available on LBEP, especially with regard to LBEP prediction models. Furthermore, studies on adolescents are scarce and a LBEP prediction model has not yet been developed for a South African adolescent population. It is against this background that the objectives of this study were firstly, to develop a LBEP prediction model from various physical and motor performance components among a cohort of adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa; and secondly, to develop a LBEP prediction model from several anthropometric measurements among a cohort of male and female adolescents living in the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province, South Africa. Two hundred and fourteen (15.8±0.68 years) 15-year-old adolescents (126 females, 88 males) from 6 surrounding schools within the Tlokwe local municipality of Dr Kenneth Kaunda district in the North-West Province of South Africa were purposefully selected from pre-acquired class lists took part in the study. Data was collected by means of various questionnaires as well as anthropometrical, physical and motor performance tests. For representation of LBEP a principal component factor analysis was done and the results indicated that the vertical jump test (VJT) was the best indicator of LBEP in the cohort of adolescents. With regard to the anthropometrical related LBEP prediction model, the forward stepwise regression analysis yielded a correlation coefficient of R2 = 0.69. The following variables contributed significantly (p≤0.001) to the anthropometrical LBEP prediction model: stature (57%), muscle mass percentage (10%) and maturity age (3%). The LBEP prediction model that was developed equated to LBEP (vertical jump) = -136.30 + 0.84(stature) + 0.7(muscle mass percentage) + 4.6(maturity age). Variables other than the variables that formed part of the study could explain the further 31% variance in the LBEP of the adolescents. The physical and motor performance LBEP prediction model indicated that gender (39%) and 10 m speed (7%) contributed significantly (p ≤ 0.001) to the overall prediction of the LBEP of the adolescents. The LBEP prediction model delivered a stepwise forward regression analysis coefficient of R2=0.458 and a prediction formula LBEP = 68.21 + 9.82 (gender) – 18.33(10 m speed). The remaining 56% of the variance in the results could be explained by other factors than the variables considered in the study. In conclusion, to the best of the researchers’ knowledge, this is the first study which has made an attempt at developing LBEP prediction models from the anthropometrical, physical and motor performance components of a cohort of adolescents of South Africa. The prediction models developed in the study will assist teachers sport scientists and sporting coaches who have limited resources available, to measure and calculate LBEP in adolescents, with the means to do so in South Africa. Further high quality studies are necessary to further improve and develop such prediction models for various age groups of adolescents in the greater South Africa. / MSc (Sport Science), North-West University, Potchefstroom Campus, 2014

Bestaande navorsing aangaande die terapeutiese intervensie met die dwelmafhanklike adolessent is beperk, veral navorsing wat fokus op die bewuswordingsproses tydens die terapeutiese intervensie. In hierdie studie is gepoog om die benuttingswaarde van Gestalthulpmiddels ten opsigte van die verhoging van bewuswording by die dwelmafhanklike adolessent, tydens die terapeutiese proses vas te stel. Die navorsingsproses is deur kwalitatiewe navorsing gering om in hierdie doel te slaag. Die navorsingsinligting is met behulp van 'n uitgebreide literatuurstudie, asook deur middel van die waarneming en bestudering van twaalf gevallestudies bekom. Die benuttingswaarde en die toepassingsmoontlikhede van die Gestalthulpmiddels binne die Gestaltterapeutiese proses met die dwelmafhanklike adolessent, is verken en beskryf. Deur middel van die prossesering en integrering van die bevindinge wat tydens die empiries ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word. 'n Riglyn wat vir die verhoging van bewuswording by die dwelmafhanklike adolessent gebruik kan word is aanbeveel. SUMMARY Existing research on the therapeutic intervention with the drug-addicted adolescent is limited, especially research that focused on the awareness process during therapeutic involvement. This study attempt to determine the face value of Gestalt helping aids throughout the improved awareness of the drug-addicted adolescent during the therapeutic process. A qualitative research approach was followed to achieve this goal. The research data is gained by a detailed literature study, as well as by the observation and study of twelve case studies. The value and the possibilities of application of the Gestalt helping aids in the Gestalt therapeutic process with the drug-addicted adolescent, is examined and described. By processing and integrating the assumptions obtained during the empirical study, the data could have been practically applied. As suggested out of this study a guideline can be developed for the improvement of awareness of the drug addicted adolescent. / Social work / M.Diac (Play Therapy)

Bestaande navorsing aangaande die terapeutiese intervensie met die dwelmafhanklike adolessent is beperk, veral navorsing wat fokus op die bewuswordingsproses tydens die terapeutiese intervensie. In hierdie studie is gepoog om die benuttingswaarde van Gestalthulpmiddels ten opsigte van die verhoging van bewuswording by die dwelmafhanklike adolessent, tydens die terapeutiese proses vas te stel. Die navorsingsproses is deur kwalitatiewe navorsing gering om in hierdie doel te slaag. Die navorsingsinligting is met behulp van 'n uitgebreide literatuurstudie, asook deur middel van die waarneming en bestudering van twaalf gevallestudies bekom. Die benuttingswaarde en die toepassingsmoontlikhede van die Gestalthulpmiddels binne die Gestaltterapeutiese proses met die dwelmafhanklike adolessent, is verken en beskryf. Deur middel van die prossesering en integrering van die bevindinge wat tydens die empiries ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word. 'n Riglyn wat vir die verhoging van bewuswording by die dwelmafhanklike adolessent gebruik kan word is aanbeveel. SUMMARY Existing research on the therapeutic intervention with the drug-addicted adolescent is limited, especially research that focused on the awareness process during therapeutic involvement. This study attempt to determine the face value of Gestalt helping aids throughout the improved awareness of the drug-addicted adolescent during the therapeutic process. A qualitative research approach was followed to achieve this goal. The research data is gained by a detailed literature study, as well as by the observation and study of twelve case studies. The value and the possibilities of application of the Gestalt helping aids in the Gestalt therapeutic process with the drug-addicted adolescent, is examined and described. By processing and integrating the assumptions obtained during the empirical study, the data could have been practically applied. As suggested out of this study a guideline can be developed for the improvement of awareness of the drug addicted adolescent. / Social work / M.Diac (Play Therapy)

Legalised desegregation through the implementation of the South African Schools law (Law no. 84 of 1996) sparked the hope of an opportunity to promote integration between learners and more than that, that the former would also extend to the larger community. The media has however indicated that racial-integration in schools is not necessarily experienced as positive by all the role players and that the process does not present itself as being problem-free. The goal of this study was to investigate the experiences of racial minority groups within majority school contexts; the challenges that are posed to them within the contexts; the factors that may play a role in their adjustment and functioning within the context; the negotiation of racial-ethnicity and social identity that accompanies it, and the possible relationship that exists between the former and their emotional intelligence (EI). These goals were realised through the launch of a theoretical, as well as an empirical investigation of aforementioned aspects related to the life worlds of racial minority groups in a majority school context. The empirical investigation was conducted from an INTERPRETIVISTIC-positivistic paradigm. Two schools where white and black learners are respectively in the minority were involved in the study. All the learners (grade 9-12) that were regarded as part of the racial minority group in the involved schools, were asked to complete an EI-questionnaire, the EQ-i:YV, after which six participants (three males and three females) from each school were selected on the basis of their scores achieved on the previously mentioned questionnaire. Afterwards qualitative techniques (focus groups, semi-structured interviews, observations and reflection) were implemented to investigate the (racial and social) identity negotiation, adjustment and functioning of the participants in their respective school contexts. The former was also related to their EI. Triangulation and crystallisation were implemented to verify the findings. Racism was identified as the biggest stumbling block to successful integration in the white school context, whereas language appeared to be the biggest stumbling block of the white participants’ adjustment and functioning within their black school context. Social categorisation emerged as a reality in both school contexts and white learners appeared to be evaluated as the higher-status group in both schools. From the results it appears that no relationship worth mentioning exists between the white participants’ EI and their identity negotiation within a black school context, whilst it appears as if a small relationship exists between the black participants’ EI and their identity-negotiation within a white school context. It appears however that a strong relationship exists between participants’ EI and their adjustment and functioning within their majority school context. The following additional factors (that are not applicable to EI) that can play a possible role in the adjustment and functioning of racial minority groups in majority school contexts have also been identified: home circumstances, faith, recognition of sport and/or cultural achievement and the support of one or more parents. AFRIKAANS : Daar is met die wettiging van desegregasie deur die Suid-Afrikaanse Skolewet (Wet no. 84 van 1996) gehoop dat die geleentheid geskep sou word om integrasie tussen leerders te bevorder en dat voorgenoemde na die breër gemeenskap sou uitkring. Uit die media blyk dit egter dat rasse-integrasie in skole allermins positief deur al die rolspelers beleef word en dat die proses nie sonder probleme verloop nie. Die doel van hierdie studie was om ondersoek in te stel na rasseminderheidsgroepe se belewenis van meerderheidskoolkontekste; die uitdagings wat binne hierdie kontekste aan hulle gestel word; die faktore wat moontlik ‘n rol in hulle aanpassing en funksionering in hierdie kontekste speel; die onderhandeling van ras-etniese en sosiale identiteit wat daarmee gepaard gaan, en die moontlike verband wat tussen voorgenoemde en hul emosionele intelligensie (EI) bestaan. Hierdie doelstellings is gerealiseer deur ‘n teoretiese, sowel as ‘n empiriese ondersoek na voorgenoemde aspekte van die leefwêrelde van rasseminderheidsgroepe in meerderheidskoolkontekste te loods. Die empiriese ondersoek is vanuit ‘n INTERPRETIVISTIES-positivistiese paradigma onderneem. Twee skole waar wit en swart leerders onderskeidelik in die minderheid is, is by die studie betrek. Al die leerders (graad 9-12) wat as deel van die rasseminderheidsgroep in die betrokke skole beskou kon word, is gevra om ‘n EI-vraelys, die EQ-i:YV, te voltooi, waarna ses deelnemers (drie seuns en drie dogters) op grond van die tellings wat hulle op voorgenoemde vraelys behaal het, geselekteer is. Kwalitatiewe tegnieke (fokusgroepe, semi-gestruktureerde onderhoudvoering, observasie en refleksie) is daarna geïmplementeer om die (ras-etniese en sosiale) identiteitsonderhandeling, aanpassing en funksionering van die deelnemers in hul onderskeie skoolkontekste te ondersoek. Voorgenoemde is ook met hul EI in verband gebring. Triangulasie en kristallisasie is geïmplementeer om bevindinge te verifieer. Rassisme is as die grootste struikelblok tot suksesvolle integrasie in die wit skoolkonteks geïdentifiseer, terwyl taalprobleme die grootste struikelblok in die wit deelnemers se aanpassing en funksionering in hul swart skoolkonteks blyk te wees. Sosiale kategorisering blyk in albei skoolkontekste ’n realiteit te wees en wit leerders blyk in albei skole as die hoëstatusgroep geëvalueer te word. Uit die resultate blyk dit dat daar geen noemenswaardige verband tussen die wit deelnemers se EI en hulle identiteitsonderhandeling binne ’n swart skoolkonteks bestaan nie, terwyl dit blyk of daar ’n geringe verband tussen die swart deelnemers se EI en hulle identiteitsonderhandeling binne ’n wit skoolkonteks bestaan. Daar blyk egter ’n sterk verband tussen deelnemers se EI en hulle aanpassing en funksionering binne hul meerderheidskoolkontekste te bestaan. Die volgende addisionele faktore (wat nie op EI betrekking het nie) wat moontlik ’n rol in die aanpassing en funksionering van rasseminderheidsgroepe in meerderheidskoolkontekste kan speel, is ook geïdentifiseer: huislike omstandighede, geloof, prestasie op sport en/of kulturele gebied en die ondersteuning van een of meer ouers. Copyright / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

This research deals with a play therapy programme that was developed, implemented and evaluated with fifteen adolescent girls from three different ethnical backgrounds, namely Xhosa, Coloured and white. Five girls from each respective ethnical background were selected by means of purposeful sampling. The goal of this research was to implement and evaluate a play therapy programme for die adolescent girl that was sexually abused. In order to achieve this goal, information was gathered and a theoretical framework built with the help of a literature study. A critical investigation was done on existing intervention programmes for adolescents that were sexually abused, a play therapy programme for the adolescent girl that was sexually abused was developed, implemented, evaluated and recommendations were made for the use of the programme with the different ethnical groups, namely Xhosa, Coloured and white. Applied research was done; the researcher exploited existing knowledge to gather new knowledge to address immediate problems that professional people experience in practice. Within the context of applied research the goal of this study was to do intervention research. The researcher used a single-system design, A-B-A-A, to determine the effectiveness of the play therapy programme with adolescent girls from three ethical groups, namely: Xhosa, Coloured and white. A Research hypothesis was made, namely: If the play therapy programme is implemented with the adolescent girl, her self-perception and trauma-dynamic-elements will improve. The researcher used Creswell’s mixed methodology design model. A standardized scale, namely the Child Functioning Inventory - High School, was used to measure the adolescent girls’ self-perception and trauma-dynamic-elements before and after intervention. The researcher conducted a semi-structured interview, in conjunction with an interview schedule, with the respondent’s parent(s) before and after intervention. The researcher observed the respondents during the therapy sessions, field notes were made and every session were describe by means of report writing. The researcher had a follow-up interview three months after the post measurement with the adolescent and parent(s), to monitor the long-term effect of the play therapy programme after termination. The self-perception and trauma-dynamic-elements of every respondent that took part in the research and completed the therapeutic process, improved. The conclusion can therefore be made that the play therapy programme can be used successfully with the three ethnical groups, namely Xhosa, Coloured and white. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

The primary goal of my study was to explore the possible ways in which postmodern career facilitation can be utilized to improve the achievement motivation of a traditionally disadvantaged adolescent. The study was conducted by means of a case study in which the achievement motivation of a traditionally disadvantaged adolescent was measured by the Achievement Motivation Profile test (Friedland, Mandel&Marcus, 1982) prior to, and on completion of the postmodern career facilitation process. The inquiry into the participant’s motivation to achieve was dependent on a qualitative integration of psychometric test results and information obtained from narrative techniques. The study was motivated by previous research indicating that traditional disadvantagement does not support the development of sufficient achievement motivation beliefs. Sufficient achievement behaviour appears to be preceded by both the will, and the skill, to achieve. / Dissertation (MEd(Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / MEd / unrestricted

Om ’n beroepskeuse te maak of oor ’n (nuwe) beroep te besluit, is op sigself ’n oefening wat geweldige emosionele insig, krag en volwassenheid verg. Indien hierdie belangrike besluit geneem moet word deur ’n adolessent wat boonop hakkel, verg dit soveel me er innerlike sterkte. Vir so ’n jongmens is dit ’n enorme taak om ’n beeld van hom-/haarself in die toekoms te projekteer en besluite rakende ’n beroep en/of loopbaan te neem. Om te hakkel beïnvloed ongetwyfeld ’n adolessent se toekomsvisie en - planne. Benewens die feit dat die siening van die self in die hede aangepas moet word om ruimte te laat vir hakkel as ’n persoonlikheidseienskap en besluite wat dit behels en beïnvloed, moet die betrokke adolessent ook hierdie beeld op so ʼn wyse kan aanpas dat die self suksesvol in die toekoms geprojekteer kan word. Dit is die primêre doelwit van die onderhawige studie om vas te stel watter waarde lewensontwerpberading inhou vir ’n adolessent wat hakkel, en die studie word onderneem teen die agtergrond van beide die sisteemteorie en die sosiale konstruktivisme ten einde die navorser te help om op die ervaring van die deelnemer binne sy unieke konteks te fokus. Die studie is spesifiek gerig op die belewingswêreld van die adolessent wat hakkel. Ten einde die subjektiewe en diverse ervarings van die deelnemer beter te begryp, het ek ondersoek gedoen na die wyse waarop adolessente oor die algemeen (en my deelnemer in die besonder) deur middel van interaksie met ander (en die omgewing) deur die lens van die sosiale konstruktivisme vir hulself betekenis skep. Ek het vanuit ʼn kwalitatiewe paradigma gewerk en ʼn gevalstudie gedoen waar die eenheid van ondersoek ʼn adolessent was wat hakkel. My studie het gefokus op aanpasbaarheid as ’n element van hierdie adolessent se lewensontwerp, maar dan spesifiek ook op die wyse waarop die vier kerndimensies van aanpasbaarheid in sy lewe voltrek, te wete beroepsbelang, beroepsbeheer, beroepsnuuskierigheid en beroepselfvertroue. Ek het oorkoepelend ondersoek ingestel na die waarde van lewensontwerpberading in terme van die betekenisgewing (meaning making) en ‘heelwording’ (becoming more whole) van hierdie deelnemer as ’n persoon wat hakkel. ENGLISH : Making a career choice or deciding about a (new) career/job is an exercise that in itself already requires significant emotional insight, command and maturity. When this important decision is to be made by an adolescent who also stutters, this requires so much more inner strength. For such a youth it is a gigantic task to project an image of him/herself into the future and to make decisions concerning a future job/career. To stutter, unquestionably influences a person’s future vision and plans. Not only does it require an adaptation of the view of the self in the present to make space for this personality trait and the decisions that will influence and concern it, but the adolescent who stutters also will have to adjust this image of the self in order to successfully project the self into the future. It is the primary goal of this study to investigate the value of life design counselling for an adolescent who stutters and it is done against the background of both the systems theory and social constructivism in order to help the researcher to focus on the experience of the participant within his unique context. The study is specifically the world of experience of the adolescent who stutters. In order to better understand the subjective and diverse experiences of the participant, I investigated through the lens of social constructivism the way in which adolescents in general (and my participant in particular) created meaning through interaction with others (and the environment). I worked from a qualitative paradigm and conducted a case study where the unit of investigation was an adolescent who stutters. My study focused on adaptability as an element of this adolescent’s life design, but then specifically on the way that the four core dimensions of adaptability, that is career concern, career control, career curiosity and career confidence, manifest themselves in his life. I conducted an overall investigation into the value that life design counselling holds for the participant as a person who stutters in terms of his making meaning of life and becoming more whole as a person. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted