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Text in Afrikaans / This study was aimed at the development of a multicultural counselling model for tertiary education with the emphasis on experiential learning and integration on all levels. Although the South African Qualifications Authority (SAQA) is prescriptive about the outcomes concerning multicultural involvement it does not clearly prescribe experiential learning - causing educational institutions to underplay experiential learning. Ignorance exists about multiculturalism in training programmes. Educational institutions often implement programmes randomly without proper consideration of the multicultural needs of the student population. People from different cultures often experience the caregiver as having little understanding and respect for diverse cultures, often leading to the early termination and inaccessibility of professional services. To provide guidelines to educational institutions about multicultural counselling training, the researcher provided a paradigmatic perspective as foundation to the drafting of a counselling model for training. The Grounded Theory was used to obtain scientifically based information about the multicultural counselling training phenomenon in South Africa as well as the development of a multicultural counselling model for tertiary education. People in professional services were interviewed and compared to literature, whereafter all applicable concepts, principles, processes and elements grounded in the paradigmatic perspective were examined, identified and coded as components of the multicultural counselling model, with the aid of a core category, categories and subcategories. Henceforth a multicultural counselling model for training was developed. The central thesis of the research is that the multicultural counsellor has certain skills that stem from the training received at South African educational institutions, which does not necessarily encompass the concept of multiculturalism. It therefore does not equip the student to successfully help patients from a diverse culture. This problem can be intercepted through a training model with appropriate components of multiculturalism in the curriculum of educational institutions in South Africa. Conclusions and recommendations were made according to the Grounded Theory. The findings of the scientific procedure were evaluated according to reliability as well as the criteria of Chinn en Kramer (1991). Answers were obtained through scientific reasoning and empirical research to produce a model for the implementation of multicultural training within the context of South African educational institutions. / Social Work / D. Diac. (Play Therapy)

For over four decades, segregation, as the master narrative in South Africa, favoured the development of whites as mental health workers and empowered them to research and write about the lives of people of colour, thus becoming the experts on their lives. In this project I do something in reverse by being an Indian pastoral therapist to white counsellees. The project describes a postmodern narrative approach and social construction epistemology and the application of these towards culturally sensitive and respectful ways of doing pastoral therapy. Important feedback from white counsellees on race, culture and spirituality enabled me to reflect on culturally sensitive ways of doing pastoral therapy in a multicultural post Apartheid South Africa. A narrative perspective also provided me with a voice to tell my own story in a way that was healing to me. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))

Text in Afrikaans / Die doel van hierdie ondersoek was om: 1. Die struikelblokke wat in terapie binne verskillende kulture voorkom, te ontleed. 2. Verskillende Westerse en nie-Westerse terapeutiese benaderings se toepassing op multikulturele terapie te ontleed. 3. Bestaande riglyne en modelle vir multikulturele terapie daar te stel, ten einde 'n model vir relasieterapie te ontwerp. 4. Ondersoek in te st el na die doeltreffendheid van relasieterapie op kliente uit verskillende kulture. Daar is 'n idiografiese model vir Opvoedkundige-Sielkundige terapie binne verskillende kulture ontwerp. Die model is enersyds gebaseer op 'n Iiteratuurstudie en andersyds op die beginsels van relasieterapie as Opvoedkundige-Sielkundige benadering. Die resultate het die volgende getoon: 1. Hindernisse in Opvoedkundige-Sielkundige terapie met persone uit verskillende kulture kan oorbrug word. 2. V erkryging van kulturele kennis oor die klient asook selfondersoek deur die terapeut vergemaklik multikulturele Opvoedkundige-Sielkundige terapie. 3. Aan die hand van die model vir relasieterapie binne verskillende kulture kan doeltreffende multikulturele terapie uitgevoer word. 4. Die model bied riglyne vir terapie binne verskillende kulture. / The purpose of this investigation was: 1. To analyse impediments appearing in therapy within different cultures. 2. To analyse the application of different Western and non-Western therapeutic approaches on multicultural therapy. 3. To bring about existing guidelines and models for multicultural therapy, in order to design a model for relation therapy. 4. To examine the effectiveness of relation therapy on clients from different cultures. A model was designed for multicultural Educational Psychological therapy. The model is based on a study of literature as well as the principles of relation therapy as an Educational Psychological perspective. The results have shown the following: 1. Obstacles in educational psychological therapy with persons from different cultures can be bridged. 2. Attainment of cultural knowledge of the client as well as introspection by the therapist facilitate multicultural educational psychological therapy. 3 . The model for relation therapy within different cultures can be utilised effectively for therapy 4. The model offers guidelines for multicultural therapy. / Psychology of Education / M. Ed. (Voorligting)

The purpose of this study was to investigate the causes and effects of xenophobia in South Africa. The study also aimed at focussing on tracing whether there are any programmes in place to counter xenophobia. The ultimate goal was to establish ways in which secondary schools can play a role in averting xenophobia in the country. The research centred on gathering information through a review of literature, the use of questionnaires and conducting interviews. The literature reviewed highlighted a pattern of xenophobic tendencies since the dawn of independence in South Africa in 1994 which ultimately reached alarming levels in May 2008. Foreigners are accused of ‘stealing’ jobs and women from locals, commiting crimes, accessing government grants, accepting wages below the minimum laid down and enjoying better living standards than many locals. The foreigners’ way of life is not acceptable to some South Africans in terms of their language, lifestyles and personalities. Poverty seems to play a big role as most of the xenophobic acts occur in densely populated urban townships and squatter camps. The study did not come across significant efforts either from government or civic organisations aimed at countering xenophobia in South Africa especially in light of the extreme 2008 attacks on foreign nationls. The questionnaires were administered on 241 South African learners and the interviews were conducted with 15 African foreign learners in South Africa. The information gathered through questionnaires and interviews was summarised and analysed leading to conclusions that mostly corroborated the findings of the literature review. Some of the responses to the questionnares are worrying as they clearly reveal some xenophobic tendencies whilst some reponses to the interview questions recount some disturbing experiences that the participants encountered. Some of the recommendations made include the introduction of strict measures against name calling in schools, dealing with any xenophobic incidents in schools no matter how small the incident might be and organising regional sporting events together with educational exchange programs such as Mathematics Olympiads with schools from neighbouring countries. It is hoped that the implementation of the suggested recommendations may reduce the occurrence of xenophobia in South Africa. / Psychology of Education / M. Ed. (Psychology of Education)

Text in Afrikaans / This study was aimed at the development of a multicultural counselling model for tertiary education with the emphasis on experiential learning and integration on all levels. Although the South African Qualifications Authority (SAQA) is prescriptive about the outcomes concerning multicultural involvement it does not clearly prescribe experiential learning - causing educational institutions to underplay experiential learning. Ignorance exists about multiculturalism in training programmes. Educational institutions often implement programmes randomly without proper consideration of the multicultural needs of the student population. People from different cultures often experience the caregiver as having little understanding and respect for diverse cultures, often leading to the early termination and inaccessibility of professional services. To provide guidelines to educational institutions about multicultural counselling training, the researcher provided a paradigmatic perspective as foundation to the drafting of a counselling model for training. The Grounded Theory was used to obtain scientifically based information about the multicultural counselling training phenomenon in South Africa as well as the development of a multicultural counselling model for tertiary education. People in professional services were interviewed and compared to literature, whereafter all applicable concepts, principles, processes and elements grounded in the paradigmatic perspective were examined, identified and coded as components of the multicultural counselling model, with the aid of a core category, categories and subcategories. Henceforth a multicultural counselling model for training was developed. The central thesis of the research is that the multicultural counsellor has certain skills that stem from the training received at South African educational institutions, which does not necessarily encompass the concept of multiculturalism. It therefore does not equip the student to successfully help patients from a diverse culture. This problem can be intercepted through a training model with appropriate components of multiculturalism in the curriculum of educational institutions in South Africa. Conclusions and recommendations were made according to the Grounded Theory. The findings of the scientific procedure were evaluated according to reliability as well as the criteria of Chinn en Kramer (1991). Answers were obtained through scientific reasoning and empirical research to produce a model for the implementation of multicultural training within the context of South African educational institutions. / Social Work / D. Diac. (Play Therapy)

The purpose of this study was to investigate the causes and effects of xenophobia in South Africa. The study also aimed at focussing on tracing whether there are any programmes in place to counter xenophobia. The ultimate goal was to establish ways in which secondary schools can play a role in averting xenophobia in the country. The research centred on gathering information through a review of literature, the use of questionnaires and conducting interviews. The literature reviewed highlighted a pattern of xenophobic tendencies since the dawn of independence in South Africa in 1994 which ultimately reached alarming levels in May 2008. Foreigners are accused of ‘stealing’ jobs and women from locals, commiting crimes, accessing government grants, accepting wages below the minimum laid down and enjoying better living standards than many locals. The foreigners’ way of life is not acceptable to some South Africans in terms of their language, lifestyles and personalities. Poverty seems to play a big role as most of the xenophobic acts occur in densely populated urban townships and squatter camps. The study did not come across significant efforts either from government or civic organisations aimed at countering xenophobia in South Africa especially in light of the extreme 2008 attacks on foreign nationls. The questionnaires were administered on 241 South African learners and the interviews were conducted with 15 African foreign learners in South Africa. The information gathered through questionnaires and interviews was summarised and analysed leading to conclusions that mostly corroborated the findings of the literature review. Some of the responses to the questionnares are worrying as they clearly reveal some xenophobic tendencies whilst some reponses to the interview questions recount some disturbing experiences that the participants encountered. Some of the recommendations made include the introduction of strict measures against name calling in schools, dealing with any xenophobic incidents in schools no matter how small the incident might be and organising regional sporting events together with educational exchange programs such as Mathematics Olympiads with schools from neighbouring countries. It is hoped that the implementation of the suggested recommendations may reduce the occurrence of xenophobia in South Africa. / Psychology of Education / M. Ed. (Psychology of Education)

For over four decades, segregation, as the master narrative in South Africa, favoured the development of whites as mental health workers and empowered them to research and write about the lives of people of colour, thus becoming the experts on their lives. In this project I do something in reverse by being an Indian pastoral therapist to white counsellees. The project describes a postmodern narrative approach and social construction epistemology and the application of these towards culturally sensitive and respectful ways of doing pastoral therapy. Important feedback from white counsellees on race, culture and spirituality enabled me to reflect on culturally sensitive ways of doing pastoral therapy in a multicultural post Apartheid South Africa. A narrative perspective also provided me with a voice to tell my own story in a way that was healing to me. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))

Text in Afrikaans / Die doel van hierdie ondersoek was om: 1. Die struikelblokke wat in terapie binne verskillende kulture voorkom, te ontleed. 2. Verskillende Westerse en nie-Westerse terapeutiese benaderings se toepassing op multikulturele terapie te ontleed. 3. Bestaande riglyne en modelle vir multikulturele terapie daar te stel, ten einde 'n model vir relasieterapie te ontwerp. 4. Ondersoek in te st el na die doeltreffendheid van relasieterapie op kliente uit verskillende kulture. Daar is 'n idiografiese model vir Opvoedkundige-Sielkundige terapie binne verskillende kulture ontwerp. Die model is enersyds gebaseer op 'n Iiteratuurstudie en andersyds op die beginsels van relasieterapie as Opvoedkundige-Sielkundige benadering. Die resultate het die volgende getoon: 1. Hindernisse in Opvoedkundige-Sielkundige terapie met persone uit verskillende kulture kan oorbrug word. 2. V erkryging van kulturele kennis oor die klient asook selfondersoek deur die terapeut vergemaklik multikulturele Opvoedkundige-Sielkundige terapie. 3. Aan die hand van die model vir relasieterapie binne verskillende kulture kan doeltreffende multikulturele terapie uitgevoer word. 4. Die model bied riglyne vir terapie binne verskillende kulture. / The purpose of this investigation was: 1. To analyse impediments appearing in therapy within different cultures. 2. To analyse the application of different Western and non-Western therapeutic approaches on multicultural therapy. 3. To bring about existing guidelines and models for multicultural therapy, in order to design a model for relation therapy. 4. To examine the effectiveness of relation therapy on clients from different cultures. A model was designed for multicultural Educational Psychological therapy. The model is based on a study of literature as well as the principles of relation therapy as an Educational Psychological perspective. The results have shown the following: 1. Obstacles in educational psychological therapy with persons from different cultures can be bridged. 2. Attainment of cultural knowledge of the client as well as introspection by the therapist facilitate multicultural educational psychological therapy. 3 . The model for relation therapy within different cultures can be utilised effectively for therapy 4. The model offers guidelines for multicultural therapy. / Psychology of Education / M. Ed. (Voorligting)

Aboriginal people in Canada experience disproportionately high rates of family violence, suicide, substance abuse, and mental health problems such as depression and posttraumatic stress disorder. However, although culturally based healing resources for aboriginal people are inadequate to meet the need, available mainstream mental health services are underutilized by aboriginal clients. Therefore, while building on previous research looking at the problems faced by mainstream services and non-aboriginal counsellors in engaging and helping aboriginal clients, this research assumed there have been successes and examined aboriginal experiences of successful engagement and healing within such contexts. The methodology for this study is a narrative based approach that meets the mandates for ethical and appropriate indigenous research as described by those of authority in the field of indigenous research, and answers the question: How do aboriginal clients develop, experience, and maintain successful healing relationships with non-aboriginal counsellors in mainstream mental health settings? Narrative analysis of interviews with seven aboriginal mental health clients who believed they had a positive counselling experience in a mainstream setting produced findings that suggest common themes of interaction and discovery mark successful counselling relationships. Generally clients described an increased sense of connection and belonging, harmony, integration of traditional aboriginal and non-aboriginal practice and beliefs, self-acceptance, understanding, and balance as critical. However the defining characteristic of a successful counselling experience was expressed as the capacity of the counselling relationship to increase each client's clarification of how aboriginality is meaningfully and uniquely understood. These findings have implications for mainstream mental health services and indigenous research in general. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate