This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M. A. (Psychology)

This dissertation employs a case study research design and reviews literature from the field of animal assisted therapy (AAT) with an emphasis on equine facilitated psychotherapy (EFP), as a possible therapeutic alternative for treating inappropriate aggressive behaviour in a young boy. The research suggests that Horse Whispering can indeed be regarded as a viable therapeutic technique when intent on breaking the aggressive behaviour cycle. / Educational Studies / M.Ed.

Identification of aggression in Junior Primary school learners often becomes a difficult task due to the lack of appropriate measuring instruments. The assessment instruments used presently are unable to identify the subtypes of aggression. In order to address this limitation in the field of aggression, the present investigation was undertaken. A literature study was done where the concept aggression was defined and the relationship and differences between the subtypes of aggression (physical, verbal, reactive and proactive aggression) were examined. The factors that relate to aggression, namely, biological, personality, environmental and social, parental influence, frustration and media influences were identified. A reliable measuring instrument was developed to identify the four main subtypes of aggression in junior primary learners. The results of the empirical investigation indicated that there were significant positive correlations between the subtypes of aggression. Gender and intellectual potential do not appear to have a significant bearing on childhood aggression. The educational implications of the findings are discussed and guidelines regarding treatment of childhood aggression are given for both educators and parents. / Education Studies / M.Ed.

Text in Afrikaans / The Gestalt Play Therapeutic approach is used as contextual frame in this research where-in music is applied as an aid for the aggressive emotions of the primary learner. Emotional and behavioral problems in children in primary and secondary schools and even in pre-primary schools, are assuming alarming proportions. From the holistic approach of the Gestalt theory, it has an influence on the development of areas such as the emotional, physical, cognitive and social in the phase of middle childhood. There is a lack of research findings on the effect of music during support to the aggressive primary learner within a Gestalt Play Therapeutic frame. The experimental single system design was used as research method as part of the quantitative investigation. The conclusion is that music was used successfully in the handling of rage and aggressive emotions in the group of child respondents within the context of the Gestalt approach. / Social Work / M.Diac. (Play Therapy)

Text in Afrikaans / The aim of this study was to determine the value of Gestalt Play Therapy with the aggressive child in middle childhood. Literature regarding the different etiological theories on aggression, as well as the physical, cognitive, emotional, social and moral development of the aggressive child in his middle childhood was explored. The main concepts in Gestalt Play Therapy were discussed, followed by an outline of an intervention programme with the aggressive child in middle childhood in order to set objectives and establish a structure for the case study. The empirical part of the study was divided into a qualitative component consisting of the case study and unstructured interviews with the parent and teacher of the participant, while the participant's level of aggression before and after intervention was determined quantitatively by means of the Aggression Questionnaire of Buss and Perry. Analysis of the results showed a reduction in the level of anger, verbal and physical aggression and hostility of the participant. / Social Work / M. Diac. (Spelterapie)

In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two primary schools and one nursery school with 22 participants in the Johannesburg area in South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)

This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners. Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners. The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively. The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation. / Educational Studies / M. Ed. (Socio-Education)

Although aggression as social phenomenon is widely researched, this research study aimed to illuminate the importance of early identification of excessively aggressive children specifically. The aim was to explore and gain an in-depth understanding of excessive aggressive behaviour during the preschool years. A qualitative research methodology was employed consisting of a parent interview, observations of the research participant and numerous play sessions consisting of various activities including free drawings; ‘Draw-a-Person ‘, a family drawing; the ‘Children’s Apperception Test’, and free play activities. The study explored various factors possibly leading to the onset and continuation of excessive aggressive behaviour. It seems clear that no single factor is responsible for the display of excessive aggression, but rather, multiple factors contribute to the problem of aggression as a whole. Play therapy is suggested as an effective method in the assessment and counselling of excessive aggressive behaviour in preschool children / Psychology / M.Sc. (Psychology)

The purpose of this research study was to explore the effectiveness of the KiVa anti-bullying programme with Grade 4 learners in a primary school, located in the Eden Central Karoo District of the Western Cape. Since bullying is a worldwide phenomenon, it is important to explore to what extent it is an issue in South Africa. International anti-bullying programmes, which are well researched and highly recommended, are described with an overview of the integration of systems theory with the practicalities of this research project. A mixed methods intervention design was used to collect data. Grade four learners completed questionnaires prior to and after implementation of the intervention programme, which comprised the quantitative data. The experiment schools Grade 4 Life Skills teachers led the implementation of the programme. Qualitative data were collected through semi-structured interviews with the Grade 4 teachers and the principal of the experiment school. The findings demonstrate that the implementation process over less than a year, did raise awareness and certain skills were developed and practised by learners. The effectiveness of the KiVa anti-bullying programme during a short period of six months, did establish consciousness and a change in attitude and behaviour. A statistically significant difference for two of the three categories, experiences at school (bullying) and about your life (well-being), of the questionnaire from before the implementation to after the implementation of the intervention programme was indicated at the experiment school. Thus, implications for future research regarding the implementation of the KiVa school-based programme are suggested. / Psychology of Education / M. Ed. (Psychology of Education)

Text in Afrikaans / The goal of the research is to explore the personality profile of aggressive victims of bullying in a special school. Qualitative, applied research of an explorative and descriptive nature was followed. In order to address the problem, namely that the personality profile of children can lead to aggressive victims, the researcher undertook a literature study to describe bullying in middle childhood with the focus on aggressive victims, the Five Factor Model of Personality, bullying in special schools and organismic selfregulation within Gestalt therapy. The researcher's knowledge of the Five Factor Model of Personality enabled her to compile the interview schedules for the semi-structured interviews. Purposeful sampling was conducted to identify respondents for the interviews. The interviews were conducted with four aggressive victims of bullying, their parents, as well as their class teachers. During the analysis of data, themes were identified. These themes were verified with literature and recommendations were made. / Social work / M.Diac.(Play therapy)