The social diversity of the South African population holds considerable challenge for psychologists, especially in respect of differences in language, culture and socio-economic context. The implications of the diverse nature of expectations and needs of unique individuals, clients as well as professionals, in particular in psychological assessment, are of concern. Projected storytelling in assessment is widely recognised as valuable, especially when working with children and adolescents. The technique has its pitfalls, including the way the stories produced may be influenced by leading questions, applying different methods of interpretation, and administering the instrument in cross-cultural assessment situations. Psychologists presenting projection plates to adolescent clients in South Africa frequently obtain little more than one-liners from standard procedures, raising doubts about viability and reliability of the technique. Prompting and probing need to be enhanced without compromising the projective value of responses or the uniqueness of clients. Feuerstein pioneered mediated intervention for learners with cognitive barriers, and the dynamic assessment of culturally different children. In this study, a dynamic assessment technique of questioning (DATQ) was used to actualise projection potential in mono- and cross-cultural assessment situations. The aim of the study was two-fold: to investigate the influence of a DATQ with projection plates during the psychological assessment of adolescents, and to investigate the influence of culture on such assessment in mono- and cross-cultural situations. A qualitative, multiple case study of ten participants representing five language groups in South Africa was undertaken within a predominantly postmodern epistemology. The tension between assessment from the positivist and post-modern paradigms was acknowledged through applying different perspectives during different stages of the research. A test-training-continuation-of-test situation was created for the administration of seven projection pictures, after which two discussion protocols were used. Data-analysis and interpretation took place in four phases by way of projection analysis (using the Bellak TAT Analysis Blank and Haworth’s analysis of defences), structural analysis (with categories such as word-count, response pattern, formulation, number of statements, prompts, hesitations, repetitions), analysis of the participant’s experience of the Murray-method versus the dynamic assessment technique of questioning, and analysis of possible cross-cultural influences on the assessment (utilizing the Scoring Sheet for the Psychocultural Scoring System (SSPSS) and triangulating the results with the projection analysis and the thematic analysis of the conversation about culture). Findings were derived from intra-comparison (per participant) and inter-comparison (per phase of the assessment) of the analyses. The main conclusions of the study point towards participants’ projective responses increasing and deepening in the direction of self-understanding and wholesome problem solution as well as being structurally enhanced, their emotional experience of the assessment situation being positive, culturally associated values being expressed and cultural barriers to interaction being lessened in both mono- and cross-cultural assessment. Whilst projection isn’t an exclusively context-bound phenomenon and generally occurs irrespective of cultural specificity, it was found that supporting clients through non-directive prompting to voice their associations apparently didn’t interfere with the unconscious content being solicited, irrespective of the mono-/cross-cultural nature of the assessment. / Thesis (PhD)--University of Pretoria, 2011. / Educational Psychology / unrestricted

The study was undertaken to address the problem of effective counselling of adolescents exposed to family violence in a multicultural society. There is a growing body of research with regard to family violence, which has intensified since the end of 1998 with the implementation of the Domestic Violence Act no. 116. An additional complication to the phenomenon of family violence as a traumatic experience is the influence of culture. The characteristics of a multicultural society are explored, in order to determine the needs of the traumatised adolescent within the cross-cultural counselling context. During the literature study the researcher became sensitised to the fact that currently established cross-cultural counselling models do not meet the challenges of a multicultural society like South Africa. Intervention in a cross-cultural setting is highly complicated and this demands that an alternative counselling model be designed prior to the development of an effective cross-cultural counselling programme. Intervention Research design, as suggested by Rothman and Thomas (1994), is implemented by means of the qualitative case study method, and led to the development of the C 4 model and C 4 programme. The C 4 programme employs a therapeutic facilitation process that is based on a unique self-developed model of counselling, which rests on the principles of awareness, acceptance, availability and accommodating. The model and programme is context-centred, as opposed to person-centred, in order to distinguish the model from the school of person-centred counselling, as developed by Carl Rogers. The term context-centred implies that the individual is the only authority of his trauma experience. Therefore, it can be assumed that he is the one who can fit his trauma experience into the context of his own life and how it translates into his relationships with others. The intervention is deemed to have had effective results in terms of the adolescents' progress, and the accomplishment of the stated overall and specific aims of the programme. Adjustments were made to process, content and implementation procedures, thereby achieving the desired and intended outcomes. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

Please read the abstract in the section 00front of this document / Thesis (PhD (Science of Religion and Missiology))--University of Pretoria, 2006. / Science of Religion and Missiology / unrestricted

This dissertation is a multi-level, cross-cultural study of women in leadership conducted with both macro-society data and individual-level data aggregated to the country level. The research questions are, “What macro and micro forces are hindering or advancing women into business or political leadership?” “How do these forces impact the level of women’s involvement in business and political leadership in a particular country?” Data was collected from 10 secondary sources, available for 213 countries, and includes about 300 variables for business leadership (N=115) and political leadership (N=181). To date, most women in leadership research has been Western- or US- based, and little rigorous empirical, multi-level research has been done across countries. The importance of cross-cultural studies on women in leadership stems from the potential to better understand why some countries have more women in positions of both business and political leadership; and the factors that affect women’s involvement in such positions in different countries. A “Levels of Women’s Participation in Leadership” country model is tested using cluster and discriminant analyses. Results indicate that the factors that affect women’s participation in leadership in countries with fewer women leaders are different from the factors that affect women’s participation in countries with high levels of participation. This dissertation proposes that initiatives to increase participation of women in leadership need to consider the relevant factors that significantly affect countries at certain Levels of Women’s Participation in Leadership.

This study examines the role of race, socioeconomic status, and individualism-collectivism as moderators of the relationship between selected work and family antecedents and work-family conflict and evaluates the contribution of energy-based conflict to the work-family conflict (WFC) research. The study uses data obtained from a survey questionnaire given to 414 participants recruited from an online labor market. Study hypotheses were tested through structural equation modeling. The results indicate that while moderating effects were slight, a proposed model where energy-based conflict is included outperforms traditional time/strain/behavior-based models and that established variables may drop to non-significance when additional variables are included in prediction. In addition, novel individual difference variables such as individualism and collectivism were demonstrated to have effects beyond moderating antecedent-outcome relationships in the model. The findings imply that WFC models would benefit from the inclusion of variables found in the current study.

Advances in technology have made globalization and internationalization a reality in the world. National borders are becoming more permeable and migration of goods, services, and health care workers takes place more readily. Higher Education Institutions (HEIs) have become competitors and vendors in the global knowledge economy and are expected to develop job seekers that are responsible and engaged global citizens and employees. Offering study abroad programmes is one of the ways that HEIs achieve this goal. It is estimated that in 2010, 4.7 million people studied abroad (OECD, 2012:360), and it is anticipated that this number will grow to 15 million by the year 2025 (Altbach & Knight, 2006:9). South Africa is emerging as a regional hub for study and research in sub-Saharan Africa (UNESCO: 2012b). Many organizations that train nurses are internationalizing their curriculum which effectively means that Schools of Nursing are seeking placement for students to study, gain insight into other cultures and practices, and to gain clinical experience in other countries. Students, the customers of the Higher Education Institutions, often pay large sums of money to undertake these study abroad programmes and therefore expect good quality learning experiences in return. The aim of this qualitative, contextual, exploratory, and descriptive study was to explore and describe the expectations and experiences of international nursing students and faculty members at a Higher Educational Institution in South Africa in order to develop standards that will enable HEIs to optimize the experiences of short-term study abroad nursing students. An in-depth contextual investigation was conducted on globalization and internationalization, as well as the higher education and health systems of three countries to understand the context of the study abroad programmes. Qualitative data was gathered from students and faculty members using focus groups and individual interviews to establish their expectations and experiences of the programme. Thematic synthesis was carried out on the contextual data and the qualitative data. Thereafter, thematic synthesis analysis was conducted using both sets of results to develop standards that can be used to optimize the experience of short-term study abroad nursing students at a HEI. A total of 35 standards were developed around the following main themes: the objectives of study abroad programmes should be stated clearly before arrival and include the expectations of the global, national, and local communities, the higher education institution and the staff and students; study abroad programmes should be managed in an ethical manner and in an enabling environment, as part of their strategic goals and plans of a HEI; students should be exposed to a variety of experiences and differences between the sending and hosting countries during their study abroad programmes; Standards to Facilitate Optimal Experiences of Short-term Study Abroad Nursing Students at a HEI; study abroad programmes should be evaluated at different intervals and levels to ensure quality of the programmes and to ensure that the objectives/outcomes are met. A limitation of the study was the sampling of the clinical mentors which did not include representatives from the overseas universities. It is recommended that the standards that were developed in this study be introduced and tested in HEIs and that more research be conducted on different levels and groups with regard to study abroad programmes in future.

The current study examined the parenting beliefs and practices of Taiwanese, Chinese immigrant (all first-generation immigrants in the UK) and English mothers, and the compliance of their young children (aged 5–7), in order to elucidate the effects of child temperament, culture and acculturation strategies on reported parenting beliefs and practices, observed parental behaviour, child behaviour, mother–child interaction dynamics and children’s compliance. The data were collected from a total of 90 families with 5- to 7-year-old children in Taiwan and the UK. Child temperament, parenting beliefs and practices and acculturation were assessed using questionnaires, and parental behaviour, child behaviour, dyadic interaction dynamics and child compliance were assessed using observation in two tasks (Etch-A-Sketch and clean-up). Semi-structured interviews were also conducted with the Chinese immigrant parents to gather more information regarding their acculturation and parenting. Cultural differences were found between groups in reported as well as observed parenting and children’s compliance. The Taiwanese mothers reported greater use of Chinese-specific parenting and physical coercion and were observed to use more (gentle and assertive) physical intervention than both the Chinese immigrant and English mothers. The Chinese immigrant mothers reported a higher degree of child autonomy than the Taiwanese and English mothers, and also reported cultivation of their children’s independence. The stronger the Chinese immigrant mothers' affiliation with Chinese culture, the more they reported adopting the Chinese-specific parenting style; the longer they had been in the UK, the less they reported authoritarian parenting. The English mothers were rated as more responsive and less negatively controlling than the Chinese immigrant mothers; they also showed more positive affect than both the Chinese immigrant and Taiwanese mothers. There were few cultural differences between groups in the children’s behaviour, although Taiwanese children showed more situational compliance than Chinese immigrant children. Further regression analyses showed that child characteristics, such as child age and temperament, affected the parents’ and children’s behaviour as well as dyadic interactional dynamics. Committed compliance, situational compliance and opposition were associated with different predictors, suggesting that they are qualitatively different and are associated with different developmental processes. Committed compliance may develop as children grow older, mediated by surgency; situational compliance, on the other hand, was associated with authoritarian parenting and mothers’ use of negative control, which varied by culture. Child opposition was predicted by neither child characteristics nor parenting. These findings provide valuable insights into parenting and children’s compliance in different cultural contexts. The results underscore the importance of looking at human development from a holistic perspective. The active role that children play in shaping their developmental process, their parents’ parenting and the culture they live in should all be taken into account when attempting to understand their development.

The purpose of this study was to examine the role of sociocultural factors in the occurrence of pathological eating attitudes and behaviours by determining the relationship between acculturation to Canada, as a Western culture , and eating attitudes and behaviours in a nonclinical sample of female Chinese and Caucasian university students. In addition , as an exploratory goal any possible relationship between acculuturative stress and eating attitudes and behaviours was also explored. One hundred female Caucasian and 131 female Chinese undergraduate students were recruited from the University of British Columbia. Each subject was asked to complete a Demographic Questionnaire as well as the 26 item Eating Attitudes Test (EAT; Garner, Olmsted, Bohr, & Garfinkel, 1982). Additionally , the Chinese subjects were asked to complete the Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA; Suinn, Rickard-Figueroa, Lew, & Vigil, 1987) and the 24 item SAFE Acculturative Stress Scale (SAFE; Mean, Padilla, & Maldonado, 1987). / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Nunavut Inuit youths exhibit cultural resilience and leadership. However, researchers frequently neglect such assets and instead emphasize these youths’ challenges or perceived inadequacies. I conducted an intrinsic case study regarding Nunavut Inuit youths’ experiences with an experiential learning program, Northern Youth Abroad (NYA), in order to investigate participants’ growth in cross-cultural awareness, individual career goals, leadership, and global citizenship. Drawing on post-colonial theory, semi-structured interviews, archival research, and participant observation, I argue that NYA’s Nunavut Inuit participants reported significant personal growth in these four objectives. I also provide an in-depth analysis of how NYA’s Nunavut Inuit participants described and developed distinct and rich leadership styles that draw on Inuit and Euro-Canadian influences.

In this thesis, in which I use the stand-alone paper format, I employ a Foucauldian lens to examine Alberta’s Future Leaders (AFL), an Aboriginal youth leadership development program. In the first paper, I identify how power relations shape AFL, including its ambitions and struggles towards developing sustainable programming. In the second paper, I examine AFL’s cross-cultural approach to mentorship and the ways in which failing to address issues of culture (re)produces colonial relations of power. Overall, my findings highlight the importance of recognizing and problematizing the power relations at work within Aboriginal youth leadership development initiatives.