This study examined the effects of life experience information on the prediction of domain knowledge. Specifically, it was hypothesized that individuals with a higher level of experience within a domain would have a higher level of domain knowledge, and that attribution of experience (e.g., educational experience, extracurricular experience, etc) would influence the type of domain knowledge assessment on which an individual was most successful (e.g., open-ended scenarios vs. multiple-choice questions). In order to test these hypotheses, participants completed a biodata measure, various ability and non-ability measures, and a set of domain knowledge tests. Hypotheses were evaluated in the context of regressions and structural equation modeling. Results showed that biodata had significant predictive validity for domain knowledge.

Relying on the standard conventions and techniques of life-history methodology in the Social Sciences, this study explores the professional or career histories of selected women principals in the EThekwini region. The study examines the relationship between gender and self-portrayal on the one hand, and gender and school leadership, on the other hand. Thus the central focus of the study is on the different ways in which women principals define themselves and are defined by others, especially their colleagues and the communities served by their schools. The study also looks at the ways in which key management structures such as School Management Teams (SMTs) and School Governing Bodies (SGBs) deal with the issues relating to gender equality in school leadership, management and governance. The dissertation also tackles the· complex relationship between private (personal) and professional identities and how these are constructed and continually re-constructed within the context of school management and leadership. The study is recognizably qualitative in orientation and therefore does not set out to formulate general principles about gender and school management. Instead the intention is to gain some insight into the relatively unique lives of individual women managers in education. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2005.

This study explored the lives of ten school leavers who were in the special class at the school in Durban, KwaZulu-Natal. The intention of the research was to gain insight into the schooling experiences of ten schools leavers, and to examine the factors that impact on these particular life outcomes. A life story approach was utilised in this qualitative case study of the ten individuals. Interviews were conducted with the school leavers and parents or significant family member. The findings in this study if embedded within the social rights discourse reveal that for many of the learners systemic barriers within the schooling system served as barriers to positive life outcomes. The ten learners experienced various exclusionary pressures in their schooling years that have negatively impacted on their life outcomes. The school leavers face complex barriers that make it virtually impossible for them to achieve independence and full participation in society. These include no job opportunities, lack of any work skills, low levels of schooling, dependence on sheltered employment with low levels of income, dependence on the government social welfare grant, poor self-esteem. The findings further revealed that these learners might be vulnerable to social and emotional risk factors. The study suggests that there is a need for further research on school leavers from special class provision in the context of Education White paper 6: Building an Inclusive Education and Training System, (Department of Education, 2001) so that their needs can be given priority in the implementation process that is currently underway in the country. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

The role of a school principal is complex and multidimensional, and is pivotal to the success of an educational institution. It is widely recognised by researchers that the effectiveness of a principal depends on his or her ability to be a strategic thinker, create and share knowledge, build relationships, be flexible, embrace a sense of efficacy and nurture the development of organisational capacity. Through a self-reflexive, autoethnographic methodology I examine my ‘self’ as the person in the principal’s office within the unique socio-cultural context of a rural school for the Deaf. Through a process of narrative inquiry and reflective analysis, I explore the first steps in my leadership journey, my engagement with instructional leadership in all its complexity, and my quest for quality outcomes for Deaf learners. This autoethnography raised multiple levels of consciousness about my identity, my lived experiences as a school leader and the school as an institution. Through the interrogation of my leadership enactments key themes have emerged that have implications for the professional development of school leaders. I came to understand that my identity as a leader evolves continuously and that my leadership practices are negotiated and renegotiated in context. Thus, my identity as a leader is situated and produced simultaneously in many different contexts, events, and by different agents for diverse purposes My study highlights that leadership is not merely the act of an individual but is embedded in a complex, unpredictable, non-linear interplay of various interacting influences. Leaders are social actors who need to be able to examine critically their own subjectivities, subject positions and the discourses that shape their actions. Leadership is the site for continuous, ongoing processes of learning, and organisations have the potential to be dynamic, interactive and adaptive systems, reinforcing the notion of the enabling leader. Therefore, leadership development programmes should enable leaders to understand that their actions and practice are socially and culturally situated, and that schools are complex dynamic, adaptive systems. / Ph. D. University of KwaZulu-Natal, Durban 2013.

The present analogue study compared the effects of 2 theoretically divergent Life Review group psychotherapies on aspects of late life adjustment and development. Thirty-six adult non-patients, ages 65 years and older, from the Muncie - Delaware County vicinity, were randomly selected from an available subject pool of screened volunteer respondents and randomly assigned to one of three analogue treatment conditions with two groups for each treatment condition. These three treatment conditions were the structured reminiscence life review group (SRLR), the Gestalt life review group (GLR) and a Wait List control group (WLC). Demographic, mental status, and Activities of Daily Living Scale (ADL) data were obtained from initial respondents by telephone interview and followed by written completion of the Symptom Checklist (SCL 90-R). The differential effects of treatment were measured by pre and post testing on four dependent variables: (1) depression, (2) congruence, (3) helplessness, and (4) ego integrity.Results indicated that neither of the two life review group psychotherapy treatments had any statistically significant effect upon the dependent variables. In a post hoc exploratory analysis, evidence emerged which suggested that the participants in the GLR treatment condition may have shown significant improvement on several state mental health variables. The dimensions of improvement for participants in the GLR were Interpersonal Sensitivity, Hostility, Depression, and Positive Symptom report as measured by the SCL 90-R. This contrasted with those in both the SRLR or WLC condition for whom no improvement was shown. / Department of Counseling Psychology and Guidance Services

Psychobiography is the formulation of an individual's narrative according to a psychological theory. Psychobiographical researchers face a number of challenges. One pertinent challenge is the limited amount of psychobiographical research conducted at academic institutions, including South Africa. Although a number of studies had been completed in the past decade, the impact of psychobiographical research remains negligible. Although much has been written about Ray Charles, none of the existing literature adopted a specific psychological focus. Charles developed from a young boy in a poverty stricken, racially segregated society into an exceptionally successful musician who worked productively until he died at the age of 73. He was selected as the subject on the basis of interest value, uniqueness and significance of life achievements. The primary aim of this study was to explore and describe the development of Charles according to Levinson's (Levinson, et. ai, 1978) theoretical framework. Levinson's theory of adult development identifies and describes the important changes that occur throughout the lifespan of an individual. A secondary aim was to provide an understanding of Charles within the social, economic and historical context in which he lived. The data collection and analysis was conducted according to Yin's (2003) 'analytic generalization'. The data was analysed according to three linked sub-processes proposed by Huberman and Miles (1994).

In a psychobiography a psychological theory is used as a framework to uncover the story of an individual. The psychobiographical approach to research tends to be underutilised. The result of this is that an important area for the application of psychobiographical theory and the study of completed lives is neglected. The value of psychobiographical studies has been advocated by many scholars in the field of psychobiographical research for the development and testing of theories relating to human development. The subject under investigation in this psychobiography is Michael Jackson. Although much has been written about Jackson, not much of the existing literature adopts a psychological focus. The sampling procedure was purposive, as the subject was deliberately selected. The aim of this research was to explore and describe the life of Jackson through the use of the psychobiographical case method. Life history material in the form of biographies, newspaper articles, documentaries and interviews aided in creating a biographical sketch of Jackson's life. The progression of Jackson's personality development was analysed using Erikson’s psychosocial development theory. The data collection and analysis were conducted according to Yin's analytical generalisation which consists of two main strategies: (1) using a theoretical framework as a guide to determine what data are relevant, and (2) developing a matrix as a descriptive framework for organising and integrating the data. Furthermore, the process of data analysis was aided by the use of guidelines prepared by Alexander with Erikson’s psychosocial development as the theoretical framework. This research undertaking can be recognised as a positive demonstration of the value of Erikson’s psychosocial developmental theory in understanding the process of Michael Jackson's personality development. Recommendations regarding future research that utilises the psychobiographical research design and methodology have been made.

Psychobiography is a qualitative research design used to explore and understand the life story of an individual through the lens of psychological theory. The application of theory is typically done to finished lives of well-known or enigmatic people, and covers the person’s entire lifespan. The aim of the study was to explore and describe the personality development of the Rastafarian reggae musician Bob Marley.To meet this aim the study created a comprehensive picture of Marley’s life within the particular social, economic and historical context in which he lived. Marley’s work was considered influential both during and after his life. His music is listened to by diverse groups of people, and is known internationally. Marley’s personality was explored by applying Eric Berne’s theory of Transactional Analysis (TA) to his life story. Data was collected and analyzed using a strategy consisting of three steps, namely, data reduction, data display, and conclusion drawing and verification. Results of the study indicated that TA is a suitable theory for creating insight into the life of this historical figure, and has led to an increased understanding of the application of this psychological theory. Lastly, the study has contributed towards increasing the number of psychobiographical studies conducted in the South African context.

This psychobiography is focussed on the life of Pope John Paul II, whose historical personage epitomises the redemptive theme of triumph over tragedy and eternal hope. A phenomenological approach to the study allowed the researcher to observe the subject’s lived experience through the theoretical lens of Erik Erikson’s psychosocial development theory as well has having his faith development illuminated by Fowler’s faith development theory. Together, these theories highlighted significant aspects of Pope John Paul II’s personality development, for the greater purpose of uncovering the significance of his historical personage by reconciling his spiritual, political and academic attributes. This psychobiographical undertaking was grounded in qualitative research in the form of a single case. Two methodological strategies were used in this study. Firstly, Alexander’s model was used to organise, extract, prioritise and analyse data. The indicators of salience ensured that all significant parts of biographical data were carefully considered for analysis. Guba’s criteria for trustworthiness guided the methodology to ensure reliable data extraction and interpretation. Posing specific questions to the data enabled the researcher to extract units of analysis relevant to the aim of the study. Secondly, the use of conceptual frameworks and matrices enabled the longitudinal exploration, categorisation and description of the stages of psychosocial and faith development. The findings of this psychobiographical study of Pope John Paul II strongly support the importance of Erikson’s (1950) theory in understanding the processes of personality development in an individual life. In this psychobiographical study, the complex process of adaption and growth was highlighted by Erikson’s (1950) theory and placed periods of Pope John Paul II’s development in context. This study also demonstrated that gaining meaning in life through faith (Fowler, 1981) provides the individual with greater internal support when adjusting to life changes. Furthermore, greater intentionality on the part of therapists to thread faith and spirituality into their practice, is evidence of the eugraphic impact of this study.

Marechera the Zimbabwean writer, poet and novelist emerged in the late 1970s as a new voice in African literature, but his writing career lasted less than a decade. It was his iconoclastic, dense style that expressed the psychological disintegration prevalent in Africa during this period and challenged the central beliefs of both the nationalist and post-independence eras. Defying the limitations of nationality, race and culture, Marechera’s writing explores universal issues, particularly urban existence in the late twentieth century. Marechera’s life and work were closely linked. His outspoken views and unorthodox lifestyle brought him into frequent conflict with the authorities and contributed to him being perceived as a cult figure. Through his work and personality he became a major inspiration and role model for the younger generation of writers in Zimbabwe and other African countries. The present study is a psychobiographical case study with the primary aim being to explore and describe the personality development of Dambudzo Marechera (1952-1987) using Alfred Adler’s theory of Individual Psychology. It was through the use of a theory of psychological development that a better understanding of Marechera’s personality, based on his cultural and historical background was achieved and a new interpretation and explanation was reported. The findings of the study can be generalised to the theory of individual psychology through the process of analytical generalization.