M.A. (Counseling Psychology) / Please refer to full text to view abstract

M.Ed. / In an increasing multicultural scope Educational systems will have to look at improving the quality of living of pupils. Each pupil must be regarded and treated as an unique individual, not just another person from the masses. To achieve this, room must be left to differentiate and individualise. To bring pupils to their full potential one has to consider the pupils' existing frame of reference. Man's responsibility for his environment consist of much more than his knowledge thereof. It also consists of his experience of his environment. For all practical purposes curriculums that leaves space for positive personal experience with the environment can achieve much in the conservation of the environment. The educational system should make provision for periodical visits by the pupils to nature conservation schemes on an organised basis. Pupils will have to be taught that a mature perception of the environment are interdependent: That man's use, conservation and maintenance of his environment will determine the future of his environment.

M.A. (Psychology) / Please refer to full text to view abstract

The purpose of this study is to provide a groundwork for the understanding of the psychosocial development of black South African men. This need stems from the limitation of current models of psychosocial development, which have a white, middleclass bias, and from the dearth of research relating to black psychosocial development in South Africa. Questions which have guided the present study include the following: What is the nature of the psychosocial development of black men? What are the main developmental tasks that they have to negotiate, especially in relation to family and career? How do sociocultural, political and economic factors influence development? How does the development of black South African men compare with other conceptualisations of adult development? Daniel Levinson's (1978) theory of the life structure was used as a framework to explore these questions. This involved a series of in depth qualitative interviews with eight men between the ages of 29 and 41, from diverse educational and socio-economic backgrounds. The grounded theory approach used to analyse the data involved the simultaneous process of data collection and data analysis. Similarities and differences in the men's evolving life structures were identified through a process of coding, or organising the data into categories and themes. The findings highlighted the importance of understanding the dialectical nature of development, the role of life events, and the significance of role strain across the life span of black South African adults. Discrimination, economic constraints, traditional values, and the sociopolitical context were found to have an impact on the important developmental tasks. The coping strategies employed to deal with external barriers had an especially influential impact on the men's evolving life structures. A model of psychosocial development was proposed which addresses these factors, and which is thus more relevant to the lives of black South African men, than stage models such as Levinson's. Important implications on a societal and theoretical level, and for the professional practice of psychology emerged. It is hoped that these findings will enrich developmental theory in psychology training programmes, and guide career and personal counselling in the South African context. / Psychology / D.Litt. et Phil. (Psychology)

The purpose of this study is to provide a groundwork for the understanding of the psychosocial development of black South African men. This need stems from the limitation of current models of psychosocial development, which have a white, middleclass bias, and from the dearth of research relating to black psychosocial development in South Africa. Questions which have guided the present study include the following: What is the nature of the psychosocial development of black men? What are the main developmental tasks that they have to negotiate, especially in relation to family and career? How do sociocultural, political and economic factors influence development? How does the development of black South African men compare with other conceptualisations of adult development? Daniel Levinson's (1978) theory of the life structure was used as a framework to explore these questions. This involved a series of in depth qualitative interviews with eight men between the ages of 29 and 41, from diverse educational and socio-economic backgrounds. The grounded theory approach used to analyse the data involved the simultaneous process of data collection and data analysis. Similarities and differences in the men's evolving life structures were identified through a process of coding, or organising the data into categories and themes. The findings highlighted the importance of understanding the dialectical nature of development, the role of life events, and the significance of role strain across the life span of black South African adults. Discrimination, economic constraints, traditional values, and the sociopolitical context were found to have an impact on the important developmental tasks. The coping strategies employed to deal with external barriers had an especially influential impact on the men's evolving life structures. A model of psychosocial development was proposed which addresses these factors, and which is thus more relevant to the lives of black South African men, than stage models such as Levinson's. Important implications on a societal and theoretical level, and for the professional practice of psychology emerged. It is hoped that these findings will enrich developmental theory in psychology training programmes, and guide career and personal counselling in the South African context. / Psychology / D.Litt. et Phil. (Psychology)

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)