Thesis (M.S.)--Graduate School Tennessee Temple University, 1983. / Includes bibliographical references (leaves 59-63).

Thesis (M.S.)--Graduate School Tennessee Temple University, 1983. / Includes bibliographical references (leaves 59-63).

M.Ed. (Educational Psychology) / As an educator, psychologist, or counselor one is frequently confronted with the devastation and turmoil Divorce brings to the lives of children and how it aims at stealing their Hope and happiness. The aim in this research study was to consult children about their relationship with Divorce in order to learn about hopefulness from them when standing up to Divorce. To discover Hope in the face of Divorce, this qualitative study was conducted with children utilising participatory action research and narrative therapy. The theoretical foundation operated from, was the post-modernist paradigm and social constructionist discourse. This theoretical foundation was selected as it draws from the same philosophical markers as participatory action research and narrative therapy. The children who participated in this research study were two girls that I conversed with in therapy as part of my internship at a private practice. The two young girls I conversed with, both referred themselves for therapeutic conversations as they were being confronted by Divorce in their families. They are respectively ten and eleven years of age. These two girls participated after the finalisation of the divorce proceedings in their families. In this study, I drew on multiple methods of data collection during the research process in order to construct and generate rich data with the participants. The data included therapeutic conversations, artworks, journal texts and whatever else the children brought to our conversations. The recording of the children's experiences (data) was done by gathering and reflecting thick descriptions. These thick descriptions reflected their Hope and enriched my understanding of Hope.

M.A. / The goals of this study were formulated in response to a need for a culturally sensitive counselling service for children of divorce within the Tsonga culture. The aim of this study was to develop guidelines to be used by counsellors in helping children of divorce within Tsonga culture. The study was undertaken within the framework of the developmental research and utilisation model. The research design integrated exploratory and descriptive methods. Qualitative methods of data gathering and analysis were applied. The study followed three dimensions: an analysis of the effects of divorce on children, cultural context of family and divorce as well as an analysis of a child-centred counselling model. Based on the analysis of the effects of divorce on children within the Tsonga culture, guidelines for culturally sensitive counselling were developed. The most important finding in this study is that culture has a bearing on the way in which divorce will have an effect on children and also that only a counsellor who is sensitive to the children's culture can be successful in counselling them to cope with divorce. The findings of this study cannot be generalised to other cultures, but it is recommended that the guidelines be used by counsellors from different cultural orientations working with children of divorce within Tsonga culture. The study showed that there is a need for culture sensitivity in rendering counselling services to children.

D.Ed. / Die motivering vir hierdie navorsing is die besef dat egskeiding 'n proses is wat noodwendig krisis en wanbalans in die lewens van alle betrokkenes in die gesin tot gevolg het. Dit kan die gesinslede etlike jare neem om weer aan te pas en selfvertroue in hul nuwe rolle en verhoudings te kry. Alle egskeidings word gekenmerk deur een belangrike eienskap, naamlik verandering. Sommige veranderings begin voor die fisieke skeiding en ander duur voort tot lank na die egskeiding. Verandering kan die klimaat in die gesin verbeter of verswak, maar dit dwing kinders altyd om aan te pas. Die sielkundige effek van egskeiding op kinders behoort dus op twee vlakke beskou te word. Die eerste vlak van verandering is waar kinders aanpas by die omwenteling wat die egskeiding meebring. In-diepte navorsing is reeds hieroor gedoen en toon dat die onmiddellike aanpassing na egskeiding vir kinders minder spanningsvol is — veral indien daar minder konflik en ontwrigting teenwoordig is. Die tweede vlak van verandering behels kinders se langtermyn-sielkundige aanpassing. Uit die literatuur is dit duidelik dat daar baie geskryf en gedoen is om ouers en kinders onmiddellik na hierdie krisis by te staan. Daar is egter min navorsing gedoen oor die langtermyneffek van egskeiding op kinders se lewens en hoe die egskeiding moontlik tydens volwassenheid onverwerkte trauma en emosionele probleme kan veroorsaak. Die navorser het die veld met haar eie stone as vertrekpunt betree. Hierna is fenomenologiese onderhoude met tien volwassenes tussen die ouderdomme van 28 en 35 jaar gevoer. Hul belewenis van hul ouers se egskeiding, wat tydens hul kinderjare plaasgevind het, is verken en beskryf. Die resultate toon dat hierdie volwassenes steeds worstel met onverwerkte wonde uit hul kinderjare, voortspruitend uit hul ouers se egskeidings. Hierdie onverwerkte wonde uit hul kinderjare het tot struikelblokke gelei wat hul verhoudings met hulself en met ander negatief beInvloed. Gevolglik is die geestesgesondheid van hierdie volwassenes nie bevorder nie en kon heelheid nie ervaar word nie. Hierdie navorsing het gelei tot die ontwikkeling van 'n model vir opvoedkundige sielkundiges om, tydens die proses van fasiliterende interaksie, volwassenes wie se ouers tydens hul kinderjare geskei is, tot heelheid te begelei ten einde geestesgesondheid te ervaar. Die ontwikkeling van die model het in vier stappe geskied. In Stap 1 is konsepte geldentifiseer, gedefinieer en geklassifiseer nadat die veldwerk afgehandel is. Guba se model is oorkoepelend gebruik om vertrouenswaardigheid in die kwalitatiewe metodologie te verseker. Dit verwys na die geloofwaardigheid, oordraagbaarheid, vertroubaarheid en bevestigbaarheid van die navorsing. In Stap 2 is die verhoudingstelling van konsepte gedoen, waarna Stap 3 gevolg het, wat die beskrywing van die model behels het. Riglyne om die model te operasionaliseer is in Stap 4 gestel. Stappe 3 en 4 is geIntegreer en is nie afsonderlik bespreek nie. Die model is gerig op die begeleiding aan volwassenes wie se ouers tydens hul kinderjare geskei is, deur die proses van fasiliterende interaksie. Tydens hierdie proses word die volwassenes begelei om die struikelblokke wat die egskeiding gelaat het, te identifiseer, hulle persoonlike hulpbronne optimaal te ontwikkel en hulle ware self te ontdek, tot persoonlike insig te kom en outonomie te verkry ten einde heelheid te ervaar en geestesgesond te leef.

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Divorce is a common phenomenon throughout the world. According to the South African Population census in 1996 (Stats SA, 2001: 1.7) almost a tenth of the individuals that got married that year, had been separated or divorced. In the United States of America it is estimated that almost one out of every two couples eventually divorce (Dreman, 1999: 150). According to Pedro-Carroll, Sutton and Wyman (1999:467) many children may be at risk as a result of the negative consequences of marital disruption. These children challenge us, as educators, to support them in ways that will reduce risk factors and promote resilient outcomes for them. The statement by Pedro-Carroll et al. (1999:467) provides a rationale for this study, namely that children from divorced families may need support when experiencing the consequences of divorce. I argue that the school system, especially educators, play an important role in supporting children form divorced families. The school environment may serve as a source of support for children from divorced families, where educators are in a good position to be empathic to these children's problems and needs (Bray and Berger, 1992:73; Dreman, 1999:163). Therefore, I explored the phenomenon of educators' experiences of their role in supporting children from divorced families. The methods I made use of was firstly, semi-structured interviews to gain the educators' experiences individually. Two focus group sessions followed, where I also determined their experiences in a group dynamic. Through the produced and trascribed data I gained new insights into educators' experiences on this matter, by identifying themes from their experiences. One hundred and sixty one (161) themes were identified from the produced data. The findings were presented in four areas of experience, namely, educators' experiences in terms of:.the child; themselves; the school; and the parents. Some participants have experienced that generally children come across as uncertain and stressed, when their parents divorce, and that children may even feel that the divorce is his fault. It was also mentioned that children may exhibit psychosomatic symptoms due to the stress they experience. In terms of the educators' experiences of the school environment it was mentioned that the school provides structure for the children from divorced families. According to Wallerstein et al. (1980:277) the school can provide structure in a child's life at a time when the major structure of his life, the family, is crumbling. Mostly, educators have experienced that they do play an important role in supporting these children. Some even mentioned that they, as educators, have to sometimes fulfil a parental role for that child. According to Ligon and McDaniel (1970:76) educators are of inestimable help to children who bring their problems to them. I believe that the findings of this phenomenological study add credence to the research on educators as a supportive system for children from divorced families. / AFRIKAANSE OPSOMMING: Egskeiding is 'n algemene verskynsel deur die wêreld heen. Volgens die Suid- Afrikaans Populasie sensus in 1996 (Stats SA, 2001 :1.7), het ongeveer 'n tiende van die individue wat daardie jaar getroud is, geskei. In die Verenigde State van Amerika is daar beraam dat ongeveer een uit elke twee egpare uiteindelik skei (Dreman, 1999:150). Volgens Pedro-Carroll, Sutton en Wyman (1999:467) kan baie kinders moontlik onder risiko geplaas word as gevolg van die negatiewe gevolge van fn gebroke huwelik. Hierdie kinders daag ons, as opvoeders, uit om hulle op wyses te ondersteun wat risiko faktore sal verminder en veerkragtige uitkomste vir hulle sal bevorder. Die stelling gemaak deur Pedro-Carroll et al. (1999:467) voorsien die studie van fn gegronde beredenering, naamlik dat kinders van geskeide gesinne moontlik ondersteuning benodig wanneer hulle die gevolge van egskeiding ervaar. Ek beredeneer dat die skool sisteem, spesifiek onderwysers, fn belangrike rol speel in die ondersteuning van kinders uit geskeide gesinne. Die skoolomgewing kan moontlik dien as fn bron van ondersteuning vir kinders van geskeide gesinne, waar onderwysers in 'n goeie posisie is om empaties te wees teenoor hierdie kinders se probleme en behoeftes (Bray en Berger, 1992:73; Dreman, 1999:163). Vir hierdie rede het ek die fenomeen van onderwysers se ervarings van hul rol in die ondersteuning van kinders uit geskeide gesinne, ondersoek. Die metodes waarvan ek gebruik gemaak het was eerstens, semi-gestruktureerde onderhoude om die onderwysers se ervarings individueel in te win. Twee fokus groep sessies het gevolg, waarin ek ook hul ervarings bepaal het in 'n groepsdinamiek. Deur die geproduseerde en getranskribeerde data het ek tot nuwe insigte gekom rakende onderwysers se ervarings in hierdie verband, deur temas te identifiseer vanuit hulle ervarings. Een honderd een en sestig (161) temas is geïdentifiseer vanuit die geproduseerde data. Die bevindinge is voorgestel in vier areas van ervaring, naamlik, onderwysers se ervarings van: die kind; hulself; die skool; en die ouers. Sommige van die onderwysers het ervaar dat kinders oor die algemeen as onseker en gespanne voorkom wanneer hulouers skei. Die kind kan selfs voel dat die egskeiding sy skuld is. Daar is ook genoem dat kinders psigosomatiese simptome kan toon weens spanning wat hul moontlik ervaar. In terme van die onderwysers se ervarings van die skoolomgewing is genoem dat die skool struktuur voorsien aan kinders van geskeide gesinne. Volgens Wallerstein et al. (1980:277) kan die skool struktuur voorsien in 'n kind se lewe in 'n tyd waar die hoofstruktuur van sy lewe, sy gesin, verbrokkel. Die onderwysers het meestal ervaar dat hulle wel 'n belangrike rol speel in die ondersteuning van hierdie kinders. Sommige van die onderwysers het selfs genoem dat hulle somtyds 'n ouerlike rol vervul vir so 'n kind. Volgens Ligon en McDaniel (1970:76) is onderwysers van onskatbare hulp vir kinders wat hul probleme na hulle toe bring. Ek vertrou dat die bevindinge van hierdie fenomenologiese studie geloofwaardigheid byvoeg tot die navorsing van onderwysers as 'n ondersteuningsisteem vir kinders van geskeide gesinne.

This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health

This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health

Submitted if fulfilment of the requirements for the degree of Master of Arts in the Department of Sociology at the University of Zululand, 2003. / The sole purpose of this research is to determine the effects of divorce in a South African Community with specific reference to Esikhawini Area in Kwazulu-Natal. The effect that divorce has on both parents and children is that, it is fearful and insecure with loyalty conflicts. In South Africa however the high divorce rate has just escalated greatly and this has an effect on government funds because the government is supposed to control the family structure and a fixed budget for children support services for the abandoned children or unemployed mothers. Furthermore there is a great need for counselling services for children at Esikhawini since, there are problems of juvenile delinquency, deviant behavior and school drop outs. Our country's divorce rate is an indication of the quality of our family life. Social workers and psychologists provide the divorce court with the back ground information or reports especially where there are children involved. Children of divorced parents show an increase in dependancy over time and exhibited less sustained play then children of intact families. Children need emotional, physical, moral and financial support which are usually provided by the different organizations for example church, helpful community members and welfare agencies from the government. The state has an obligation to support divorced parents and abandoned children by introducing the divorce therapy programmes in order to reduce hatred, anger and depression to those who are affected. Welfare agencies and day care centers are available in Esikhawini Department of Welfare and pension. The researcher has consulted the records at Ongoye Magistrate's Institutions such as those of social workers, maintenance court and find out that there is a huge number of divorce cases reported to them by the victims of divorce. The study explores and describes the effects of divorce with reference to Esikhawini area of Empangeni. It also explores if children are informed about the pending divorce as well as arrangements made concerning the visits by parents who loose the custody of the children. Counselling should not be omitted per - se in due to the fact that it plays a significant role in the building up of the individuals self esteem or helplessness. The population under study is caught between the traditional and the modem standard of living because of social changes. The first chapter, which is mainly introductory serves as an eye-opener for the thesis. The researcher succinctly shows in that chapter, that the effects of divorce might affect the child's academic performance and so many other aspects of life. The researcher continues to state what motivated him to carry out the study. A statement of the problem, the historical background of the place under study, the aims and objectives of the stud}', die hypothesis. the methodology are outlined. Chapter two presents the scholarship review of the study. Chapter three focuses on the methods that was used to obtain results from the respondents. In the same manner, chapter four focuses on the interpretation of data obtained after the respondents had answered the questionnaires. Chapter five gives the recommendations and also a brief conclusion that sums up the argument of the thesis. This study has explained and described divorce as an act which affects the lower and higher socio-economic residents of Esikhawini. The study also came up with the assumption that divorce occurs more to couples staying with the extended family than to couples staying alone and this assumption was tested and confirmed by the study. The conclusion also sums up the findings of the study that this population lives the modern style of life.

Text in Afrikaans / Approximately 50 percent of all marriages end up in divorce according to estimates. Thirty percent of divorcees enter into wedlock again within one year from being divorced, thereby creating a reconstructed family. The child in the late middle childhood years experiences some unique challenges during the reconstruction of the family due to influences such as the parent-child relationship, parenting styles and the start of puberty. The purpose of this qualitative study is to determine the child's psychological experience within the reconstructed family and to provide guidelines to parents (and co-therapists) on how to deal with children during the reconstruction process. The qualitative method of research was applied as it is a more informal research procedure and the boundaries of the study subject are reasonably wide and undefined. The method provides an adaptable strategy regarding problem formulation and data collection, which allow semi-structured interviews, observations and field notes, and enable the researcher to obtain first hand knowledge and understanding of the problem. / Social Work / M. Diac.(Play Therapy)