Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro family systems when a family is reconstituted following divorce: the primary micro family system, where the child resides permanently with his/her biological parent who has parental rights and responsibilities, as well as the secondary micro family system of the other biological parent who also has parental rights and responsibilities, where the child visits periodically. Challenges that the child faces in the context of the reconstituted family thus include shared membership of the two micro family systems and the complexity of the mesosystem. Resilience can be defined as a process of the inborn ability to achieve positive outcomes and to adjust successfully despite challenges and adverse living conditions. The purpose of the study was twofold: firstly, to achieve understanding of the way in which middle-adolescents of divorced parents, in moving between the two micro family systems of their reconstituted families, utilise their resilience to develop optimally in spite of a probably dysfunctional relationship between their biological parents at the mesosystemic level and secondly, to contribute to the fields of knowledge on resilience and bio-ecological theory in order to enhance educational psychology praxis with regard to the adaptation of adolescents of divorced parents in reconstituted families. The study was qualitative, and conducted in the interpretive paradigm. A multiple case study with a purposeful sampling of four participants was used. Unstructured narrative conversations were conducted, which included a resilience-based therapeutic intervention to facilitate sensitisation regarding personal strengths and assets in accordance with the assetbased approach. The format of the data description and analysis was defined by the narrative way of working. The participants’ utilisation of resilience qualities was evaluated in accordance with a definition of resilience which had been newly constructed by means of a synthesis of the bio-ecological model, positive psychology and the focuses of the first three waves of resilience research. The findings of the study indicated that the way in which middle-adolescents utilise their resilience depends on a therapeutic process (a personal, controlled process) as well as the nature of the mesosystem in their developmental context (a factor that can only be controlled by the divorced biological parents). In respect of a therapeutic process, the utilisation of the middle-adolescents’ resilience depends on their emotional security to make conscious choices to mobilise their resilience and consequently change their behaviour in order to cope effectively with difficult family circumstances in both their micro-family systems. In respect of the nature of the mesosystem, the utilisation of the middle-adolescents’ resilience depends on the effectiveness of the relationship between their divorced biological parents at the mesosystemic level. The utilisation of resilience per se is apparently dependent on some consistent systemic foundation in the developmental context of the child, which is, in the case of divorce, the mesosystem. / Thesis (PhD)--University of Pretoria, 2011. / Educational Psychology / unrestricted

The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002) In the process, teachers displayed and actualised asset-based competencies, which in turn fulfilled the underlying psychological needs of competence, relatedness and autonomy. When they implemented the asset-based approach, it seemed to enhance teachers’ sense of coherence (Antonovsky, 1987) as they viewed the existence of barriers as being comprehensible, manageable and meaningful. Teachers were able to address barriers at an intrapersonal and interpersonal level as well as by deploying management skills. The three levels on which teachers addressed barriers correlate with their asset-based competencies. Their asset-based competency of positive identity formation was utilised to address barriers on an intrapersonal level; their group effectiveness skills addressed barriers on an interpersonal level and their management skills were deployed to address barriers on a level of administrating barriers efficiently. The study provides empirical evidence to broaden the current knowledge bases of the asset-based approach, resilience and school-based psychosocial support. The study contributes to the existing knowledge base of the asset-based approach by firstly highlighting social capital in school-community contexts as potential outcome of the implementation of the asset-based approach. Secondly, the study introduces asset-based competencies, as well as the dynamic relationship between these competencies and fundamental psychological needs (competence, relatedness and autonomy) as signified in self-determination theory (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002). Lastly, the study conjectures the interconnectedness between the asset-based approach and a sense of coherence, in the sense that implementation of the asset-based approach could result in enhanced eustress (Simmons&Nelson, 2005) and sense of coherence (Antonovsky, 1987, 1993) when faced with and addressing barriers. Within the context of the existing knowledge base of resilience in schools and school-based psychosocial support, the findings suggest that resilience in schools could be promoted by teacher-driven psychosocial support initiatives. Firstly, the study signifies greater insight in teachers’ perspective on the potential assets and resources available in school-community contexts that could be mobilised for psychosocial support and the promotion of resilience. Secondly, the findings suggest empirical evidence that teachers (in a school context) can mobilise resources so that schools may serve as protective resources to promote resilience through school-based psychosocial support. Thirdly, the study contributes to new insight in possible barriers that teachers could encounter on a daily basis as well as the sort of psychosocial support that could be expected from similar school-based interventions. Lastly, the study provides insight into potential ways in which teachers can address barriers on an intrapersonal and interpersonal level and by deploying management skills. / Thesis (PhD)--University of Pretoria, 2011. / Educational Psychology / unrestricted

The purpose of this study was to explore and describe teachers’ implementation of asset-based psychosocial support in a school community to promote resilience in vulnerable children and families (particularly within the context of HIV/AIDS). The study formed part of the broader STAR-pilot project. The primary assumption with which I approached the study was that teachers are able to provide asset-based psychosocial support focusing on social, emotional, health and educational needs of vulnerable children and families. An interpretivist paradigm was used to describe the asset-based psychosocial support implemented. I selected a case study design with eight participants (teachers) who were conveniently and purposefully selected due to their involvement in the STAR-pilot project. I co-facilitated a PRA-directed workshop with the teachers. Data was collected by means of a PRA-directed workshop, observations, visual data (photographs) and field notes. I followed a thematic content analysis of data to interpret emerging themes and sub-themes. Psychosocial support interventions were focused on addressing basic physiological needs, social support and emotional needs. Findings revealed that implementation of asset-based psychosocial support within a school community, promoted the resilience of vulnerable children and families. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The subject of this master´s thesis is estimation of company value. Theoretical part defines basic concepts such as company, value, categories of value and methods of valuation. Practical part includes estimation of real company value based on valuation of assets and based on the yield method. The practical part also includes analyses of the external and internal environment of the company.

Although these discourses construct disability differently, three of them – the lay, charity and medical discourses – view disability very negatively. The lay discourse sees disability as something to be fearful of and therefore chooses to ignore it. According to the charity discourse people who are disabled should be pitied and helped because they are dependent and helpless. The medical discourse defines disability as abnormal – a “sickness” that requires treatment by medical experts. This study endeavors to challenge the stereotypical “picture” of a person with a disability. By conducting a narrative research design the life-world of a unique boy (who has a physical disability, called spina bifida) is captured in the telling of his life-story. A narrative research design was specifically chosen to portray the context and life-experiences (good and bad) of this little boy – a child in totality. The narrative life-story was written in the first person in order to invite the reader as a co-participant into the world of a boy with spina bifida. An asset-based approach accompanied the narrative research design in order to explore whether positive aspects of this boy’s life-world could be identified. Where disability is concerned, the asset-based approach proposes a shift from the traditional “deficit approach” towards a “strength-based approach”. This study not only tells the captivating life-story of a boy with a physical disability, but also identifies and embraces the positive side of living with a disability. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The aim of this study is to explore the assets that are available in the context of the school of industries that will promote the youth at risk’s psycho-social development using the asset based approach. The researcher followed a qualitative research approach guided by an interpretivist epistemology and employed a case study design in the natural environment. Multiple data collection methods (interviews, focus groups and documentation) were used in order to gain rich descriptions of the participants’ perceptions of assets available for the enhancement of the adolescent’s psycho-social development. Results indicate that many assets for example, human as well as physical resources, structures and procedures are currently used and can be effectively mobilized in the future at schools of industries to promote the development of the adolescent on personal, social and moral levels. Placement at a school of industries is beneficial to the youth at risk because he can continue his schooling and therapeutic counseling is available which will empower him to successfully return to the community. Dysfunctions in the system involved with the placement of youth at risk at schools of industries are currently preventing the use of the school of industries, involved in this research, as a community asset for the child- and youth care system. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

The purpose of this study was to empower educators to mobilise assets and resources within their community in order to enable the community to cope better with the daily difficulties associated with HIV/AIDS. The study was conducted to explore and describe the process of mobilising assets in a HIV/AIDS infected and affected rural community. The working assumption was that the mobilisation of community assets could support and enhance community-based coping with the HIV/AIDS pandemic. A qualitative approach was followed. Purposeful sampling was applied to select an information-rich case for in-depth study (instrumental case study design). The case was a primary school in the Nelson Mandela Metropole. Ten educators participated in the study. The study was theoretically founded on an asset-based approach, with the focus on community-based coping. An interpretavist approach was used to describe and interpret the process of asset mobilisation in coping with HIV/AIDS. A number of data selection strategies were implemented: focus groups in combination with workshops, visual data, observation and a reflective field journal. The ten educators who participated in the study were empowered to identify and mobilise assets and resources within their community and to continue with the facilitation process on their own. The educators identified three priority areas and succeeded in establishing a vegetable garden on the school premises, a support group and an information centre at school, for HIV/AIDS infected and affected members of the community. These initiatives resulted in the wider community being better equipped and empowered to cope with the daily difficulties associated with HIV/AIDS that are being experienced on emotional, spiritual, materialistic, social and knowledge levels. It is concluded that the community, the school and individuals were empowered with regard to effective coping strategies, more specifically in dealing with the challenges associated with HIV/AIDS. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The purpose of this study was to investigate relationships in the asset-based approach. This study forms part of a longitudinal asset-based community intervention research project. A qualitative approach was followed, guided by a phemenological epistemology. Informed by theories on relationships, the systems theory and literature on the asset-based approach I constructed a conceptual framework on relationships in the asset-based approach. In this conceptual framework relationships within the asset-based approach were described in terms of personal needs of the individual, the influences of relationships, the nature of relationships and the context within which asset-based relationships occur. Purposeful sampling was applied to select eight educators from three schools in the communities of Soshanguve, Eersterust and Oshoek as participants. Data was collected by means of semi-structured phenomenographical interviews used together with observations (documented as visual data, field notes and personal reflections). Based on the literature review I conceptualised relationships in the asset-based approach, thus adding to the literature on relationships and on the asset-based approach. Five prominent categories of description emerged subsequent to the phenomenographic data analysis. These categories were visually presented in a phenomenographical outcome space. Teamwork emerged as the main category. The two categories care and support and communication were included in the teamwork category. The participants experienced barriers in the asset-based intervention process but overcame them in order to achieve positive changes due to relationships. This study contributed to the knowledge base of relationships in the asset-based approach. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted

The aim of the study was to examine and describe how divorced biological fathers in reconstituted families give form to the educational relationship with their non-resident young children, to achieve an understanding of fathers’ perceptions of their parental roles as well as the functionality of the relationship in practice. A multiple case study using semi-structured interviews was conducted. A meta-analysis of the emergent themes indicated that the field within which understanding of the phenomenon should be constructed, ranges beyond the context of the fathers reconstituted families who participated in the study. The literature review confirmed that the relationship between former marriage partners plays an important part in fathers’ ongoing relationship with their non-resident child/ren. Findings: • The interaction in the mesosystem between the primary and secondary micro family systems of the two parents with and without custody influences the way in which the biological fathers endeavour to establish/maintain a relationship with their non-resident child/ren. Within this unique mesosystem various obstacles and potential traps exist that could prevent fathers from giving form to their educational relationship with their non-resident child/ren. • By identifying and mobilising assets and strengths the focus could shift from fathers’ feelings of frustration and powerlessness to feelings of empowerment and self-determination that could promote optimal relations. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / MEd / unrestricted