Thesis (MA (Psychology))--University of Stellenbosch, 2007. / The South African government has legalised abortion with the intention of reducing deaths from clandestine and illegally performed abortions. With this Act came the freedom of choice regarding termination of pregnancies for most women who found themselves in the midst of unintended pregnancies and could not carry them to term. The aims of this study were to examine the process of decision making, the role of perceived support and women's psychological outcomes to abortion taking into consideration the accessibility to psychological interventions and mental stability prior to the procedure. Personal, semi-structured interviews were conducted with five women aged between 22 and 24 years who had legal, induced abortions within the first trimester of their pregnancies. Interviews were conducted within at least two months after the abortion had been performed. A qualitative analysis of the findings revealed that responses to abortion are influenced by the decision-making process, perceived social support, and the dynamics of the relationships in which the child is conceived. These factors play a vital role in the ultimate psychological outcome and adjustment to the abortion process. The women's responses involved negative and positive emotions towards the resolution of the unintended pregnancy. Negative emotions included among others, feelings of shame, embarrassment, guilt and sadness. These were associated with the loss. The predominantly expressed positive emotion was relief. The conclusion yielded was that the relationship between the two consenting adults is significant and it is influential in the decision making, perceived support and therefore the response to abortion.

Este Trabalho se propôs problematizar como a formação em Psicologia contempla espaços para o aluno de Psicologia perceber sua apropriação do saber de ofício, bem como sua legitimação. Partindo de considerações sobre a História da Psicologia e da formação de Psicólogos, chegamos a abordar temas como Aprendizagem Significativa e Conhecimento Tácito. Através da perspectiva Fenomenológica Existencial, desenvolvemos uma pesquisa com alunos de Graduação em Psicologia, oriundos de duas das mais bem conceituadas Instituições de Ensino Superior do Estado de Pernambuco. Tal pesquisa proporcionou, através de suas narrativas, compreender suas experiências acerca de seus modos de incorporação, apropriação e legitimação do saber de ofício desta profissão. Por fim, estas compreensões nortearam reflexões sobre a formação em Psicologia e seus espaços de legitimação, além de sugerir novas propostas que possam contribuir para a formação profissional, dentro e fora do circuito acadêmico / This Work intends to interrogate how Psychology achievements contemplate places for the student to perceive his own appropriation in his métier knowledge as well as his legitimacy. Departing from some considerations about the history of Psychology and its academic path, we approach themes as significative learning and tacit knowledge. Through the existential phenomenological perspective, we develop a research with Psychology undergraduate students, coming from two of the most important Universities of Pernambuco State in Brazil. Such investigation permitted, through a narrative mode, to comprehend the students experiences concerned to their modes of incorporating, appropriating and legitimating the métier knowledge of such profession. Finally, those comprehensions directed some reflexions about how Psychology achievements occur and what are the places for such legitimacy, besides to offer new proposes that may contribute for professional developments, either within or out the academic endeavors

Made available in DSpace on 2017-06-01T18:08:38Z (GMT). No. of bitstreams: 1 Dissertacao_ rafael_nobrega.pdf: 954555 bytes, checksum: db6d7b7e32b00198c9fd3ae8e1c20521 (MD5) Previous issue date: 2006-01-01 / This Work intends to interrogate how Psychology achievements contemplate places for the student to perceive his own appropriation in his métier knowledge as well as his legitimacy. Departing from some considerations about the history of Psychology and its academic path, we approach themes as significative learning and tacit knowledge. Through the existential phenomenological perspective, we develop a research with Psychology undergraduate students, coming from two of the most important Universities of Pernambuco State in Brazil. Such investigation permitted, through a narrative mode, to comprehend the students experiences concerned to their modes of incorporating, appropriating and legitimating the métier knowledge of such profession. Finally, those comprehensions directed some reflexions about how Psychology achievements occur and what are the places for such legitimacy, besides to offer new proposes that may contribute for professional developments, either within or out the academic endeavors / Este Trabalho se propôs problematizar como a formação em Psicologia contempla espaços para o aluno de Psicologia perceber sua apropriação do saber de ofício, bem como sua legitimação. Partindo de considerações sobre a História da Psicologia e da formação de Psicólogos, chegamos a abordar temas como Aprendizagem Significativa e Conhecimento Tácito. Através da perspectiva Fenomenológica Existencial, desenvolvemos uma pesquisa com alunos de Graduação em Psicologia, oriundos de duas das mais bem conceituadas Instituições de Ensino Superior do Estado de Pernambuco. Tal pesquisa proporcionou, através de suas narrativas, compreender suas experiências acerca de seus modos de incorporação, apropriação e legitimação do saber de ofício desta profissão. Por fim, estas compreensões nortearam reflexões sobre a formação em Psicologia e seus espaços de legitimação, além de sugerir novas propostas que possam contribuir para a formação profissional, dentro e fora do circuito acadêmico

Thesis (MA (Psychology))--University of Stellenbosch, 2005. / This paper examines the notion of forgiveness by highlighting the personal psychological experience that may be discarded in the moral and political debate. Faced with his dilemma of whether or not to forgive the heinous crimes of a dying man, Simon Wiesenthal’s invites readers of his personal story in The Sunflower to ask themselves what they would have done in his place. Most respondents have considered this a moral, theological or political issue. This paper chooses to view his question from a psychological perspective. By analysing his autobiographical account in The Sunflower and process model of forgiveness developed by Enright and the Human Development Study Group (1991, 1994), Wiesenthal’s psychological responses have been investigated on behavioural, cognitive and emotional levels.