Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / Depression as disorder is an ever-increasing phenomenon. Especially, during the adolescent years, depression seems to be on the increase. The developmental phase of adolescence, characterised by a fragile self-esteem, places high demands on the adolescent. The depressed adolescent frequently has a negative self-esteem manifesting from the adolescent's belief that the demands of this phase are inadequately met. It would appear as if the depressed individual constantly tends to see himself in a negative light. In this study the focus is on the negative thought processes (cognitive distortions) demonstrated by the depressed adolescent. The purpose of this study is to evaluate the effect of cognitive therapy on the self-esteem of the adolescent and interplay thereof with depression. Beck's psychotherapeutic model is evaluated in the light of a single case study / Educational Studies / M.Ed.

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

Summaries in English and Afrikaans / The second fully democratic election in South Africa is scheduled to take place in May 1999. In the five years since the first election, it appears that very little attention has been paid to the political literacy of the electorate in general, and the youth in particular. The purpose of this study was to establish adolescents' level of political knowledge and whether they are able to think critically about political issues or not. The first part of the literature study which was concerned with critical thinking revealed that the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition of assumptions, credibility, and problem solving. The second part of the literature study was an analysis of which factors may play a role in the development of critical thinking of an adolescent. with particular reference to a political context. The third part was an examination of important current political and social issues. These were: the new Constitution. Truth and Reconciliation Commission, housing, land redistribution, education, labour, health, crime, political violence, environment, and the next election. A reliable measuring instrument was developed in order to measure adolescents' knowledge of political issues, and their ability to think critically about these issues. The results of the empirical study revealed that intellectual potential and academic achievement were significantly related to critical thinking ability, while gender, environment, and personality appeared not to play a role. There was a significant correlation between political knowledge and critical thinking in a political context, implying that critical thinking is subject-specific. Cultural background also played a significant role in critical thinking in a political context. In terms of political knowledge, boys were found to be at a significantly higher level than girls. The subjects from urban areas were also at a significantly higher level than those from rural areas. There was also a positive correlation between intellectual potential, academic achievement, and political knowledge. Finally, some recommendations for improving the levels of political knowledge and critical thinking abilities with regard to political issues of South African adolescents were given. / Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999 plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas te stel of hulle in staat is om krities oar politieke kwessies na te dink. Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid, misdaad, politieke geweld, die omgewing en die volgende verkiesing. 'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks. Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele potensiaal, akademiese prestasie en politieke kennis. Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente te verbeter. / Psychology of Education / D. Ed. (Psychology of Education)

Summaries in English and Afrikaans / The second fully democratic election in South Africa is scheduled to take place in May 1999. In the five years since the first election, it appears that very little attention has been paid to the political literacy of the electorate in general, and the youth in particular. The purpose of this study was to establish adolescents' level of political knowledge and whether they are able to think critically about political issues or not. The first part of the literature study which was concerned with critical thinking revealed that the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition of assumptions, credibility, and problem solving. The second part of the literature study was an analysis of which factors may play a role in the development of critical thinking of an adolescent. with particular reference to a political context. The third part was an examination of important current political and social issues. These were: the new Constitution. Truth and Reconciliation Commission, housing, land redistribution, education, labour, health, crime, political violence, environment, and the next election. A reliable measuring instrument was developed in order to measure adolescents' knowledge of political issues, and their ability to think critically about these issues. The results of the empirical study revealed that intellectual potential and academic achievement were significantly related to critical thinking ability, while gender, environment, and personality appeared not to play a role. There was a significant correlation between political knowledge and critical thinking in a political context, implying that critical thinking is subject-specific. Cultural background also played a significant role in critical thinking in a political context. In terms of political knowledge, boys were found to be at a significantly higher level than girls. The subjects from urban areas were also at a significantly higher level than those from rural areas. There was also a positive correlation between intellectual potential, academic achievement, and political knowledge. Finally, some recommendations for improving the levels of political knowledge and critical thinking abilities with regard to political issues of South African adolescents were given. / Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999 plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas te stel of hulle in staat is om krities oar politieke kwessies na te dink. Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid, misdaad, politieke geweld, die omgewing en die volgende verkiesing. 'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks. Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele potensiaal, akademiese prestasie en politieke kennis. Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente te verbeter. / Psychology of Education / D. Ed. (Psychology of Education)