Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)

The aim of this study was to explore the experiences of children orphaned by HIV/AIDS and its impact on their identity development. The qualitative research paradigm was chosen for the purpose of this study. In depth interviews were held with three young adults who lost one or both parents to HIV/AIDS when they were young. Hermeneutics thematic analysis was used to analyse the data. The study’s results identified different psychosocial issues associated with HIV/AIDS which were considered to be an influence in the lives of participants and their identity development. The results indicate that HIV/AIDS still has a strong and negative connotation which influenced the participants’ attitude and behaviour, including the development of their sense of identity. / Psychology / M.A. (Clinical Psychology)

This research aimed to reflect upon the experiences of children in middle childhood regarding economically unstable circumstances within the family system. The theoretical underpinnings of this study were the ecological systems theory as proposed by Bronfenbrenner, the family systems theory as well as the field theory within the gestalt paradigm. Exploratory, qualitative research design with instrumental case studies was used during this research and data collection was conducted by means of semi-structured interviews with randomly sampled participants and their parents. The researcher interviewed 16 individual children, consisting of seven male and nine female participants. The focus group consisted of seven parents, consisting of two male and five female participants. The researcher arrived at a conclusion that children are indeed influenced by the world wide economic turmoil. The researcher found that children experience the impact of economic instability in various contexts within their field of existence. They experience the effects of economic instability within the household as changes to daily luxuries are visible, conflict between parents increase and they experience an escalation in peer pressure to keep up with the financial expectations of their peers. The researcher is therefore of the opinion that the extent to which the economic unstable circumstances influence and affect children can easily be overlooked. In the absence of voicing the experiences of children, they cannot be fully understood and the researcher recommends that significant role players, such as parents and teachers should be assisted and guided to understand and support their children in a changing world. / Social Work / M. Diac. (Play Therapy)

The aim of this research is to develop guidelines for a psycho-educational programme to enhance the self-actualisation of retired people. To do this, an investigation was undertaken to determine how to enhance self-actualisation during retirement, through an understanding of the: • phenomenon of retirement; • concept of self-actualisation; • challenges that hamper adjustment and self-actualisation during retirement; • factors which assist retirees in overcoming challenges and achieving self-actualisation; and • the role of psycho-educational programmes in enhancing self-actualisation during retirement. The literature study sought to promote such an understanding through the investigation of writings and research findings. The qualitative investigation attempted to provide a contextual understanding of the above, through an exploration of the retirement experiences of a selected group of retirees living in George (and surrounding area), South Africa. The findings served as the basis for guidelines for a psycho-educational programme to enhance the self-actualisation of retired people. / Psychology of Education / M.Ed. (Guidance and Counselling)

D.Ed. (Psychology of Education) / Although the human immuno-deficiency virus (HIV) and acquired immuno-deficiency syndrome (AIDS) is still very much a silent issue in South Africa, the AIDS pandemic has become a public problem which is threatening to a significant proportion of the population of South Africa (Heartbeat 2002:1; Kaseke and Gumbo 2001:53). HIV infections are on the rise and people are dying every day of AIDS related diseases (Msomi, 2000:8). Thus, the overall aim of this research was to determine how the HIV/AIDS orphans’/vulnerable children’ psychosocial status is affected by the HIV/AIDS disease. The study was conducted in the Bojanala Region of the North West Province. A purposeful sampling was used because four (4) schools were suggested by the Department of Social Services in the Rustenburg Area due to their high populace with HIV/AIDS orphans. The other four (4) schools were suggested by the Auxiliary Services Division in the Bojanala Region of Education. The literature revealed that failure on part of the parent, guardian and/or teachers to meet the psychological needs of the child at a certain stage in his/her development may result in personality disorders, which can become a potential danger and a source of unhappiness to the individual him/herself (cf. 2.5). Furthermore, it was evident from the literature that chronic parental illness may have a traumatic effect on young children because both parents may neglect a child (cf. 4.2). The literature also revealed that children should not be viewed as passive recipients of assistance, but as active participants who play a key role in the development of responses to the HIV/AIDS pandemic. Receiving quality services is a right and a need not only of AIDS orphans, but also of all children (cf. 4.6). From the quantitative data analysis, the following findings emerged, that HIV/AIDS orphans/vulnerable children are optimistic about their future. Children do not blame themselves for their parents’ death. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Teacher Education

D.Ed. (Psychology of Education) / Although the human immuno-deficiency virus (HIV) and acquired immuno-deficiency syndrome (AIDS) is still very much a silent issue in South Africa, the AIDS pandemic has become a public problem which is threatening to a significant proportion of the population of South Africa (Heartbeat 2002:1; Kaseke and Gumbo 2001:53). HIV infections are on the rise and people are dying every day of AIDS related diseases (Msomi, 2000:8). Thus, the overall aim of this research was to determine how the HIV/AIDS orphans’/vulnerable children’ psychosocial status is affected by the HIV/AIDS disease. The study was conducted in the Bojanala Region of the North West Province. A purposeful sampling was used because four (4) schools were suggested by the Department of Social Services in the Rustenburg Area due to their high populace with HIV/AIDS orphans. The other four (4) schools were suggested by the Auxiliary Services Division in the Bojanala Region of Education. The literature revealed that failure on part of the parent, guardian and/or teachers to meet the psychological needs of the child at a certain stage in his/her development may result in personality disorders, which can become a potential danger and a source of unhappiness to the individual him/herself (cf. 2.5). Furthermore, it was evident from the literature that chronic parental illness may have a traumatic effect on young children because both parents may neglect a child (cf. 4.2). The literature also revealed that children should not be viewed as passive recipients of assistance, but as active participants who play a key role in the development of responses to the HIV/AIDS pandemic. Receiving quality services is a right and a need not only of AIDS orphans, but also of all children (cf. 4.6). From the quantitative data analysis, the following findings emerged, that HIV/AIDS orphans/vulnerable children are optimistic about their future. Children do not blame themselves for their parents’ death. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Teacher Education

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)