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The experiences of siblings of children with autismBishop, Sunette 03 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Autism or Autism Spectrum Disorder (ASD) is a condition that presently affects approximately 1 out of every 110 children globally and indications are that the prevalence thereof is steadily on the rise. ASD is a complex neurological condition that impairs social interaction, communication and behaviour. Research on the wide-ranging effects of ASD and its unique characteristics in each child with ASD is widely available. Several studies allude to the fact that ASD has an impact on the family unit, but very few researchers have investigated the experience in the Western Cape Province, South Africa, from a sibling's perspective. The current situation leaves researchers, parents and siblings with very little data on the subject and inadequate support is available to address the specific needs of siblings.
The aim of this study was to investigate siblings' views on living with a brother/sister with ASD. The central research question relates to the experiences of siblings of children with ASD. Sub-questions were focused on exploring their perceptions of ASD; relationships with brothers/sisters with ASD, peers and parents; sibling responsibilities and worries; and the extent of the pressure they experience as a result of the related added responsibilities.
This is a qualitative study within an interpretive/constructivist research paradigm. The study was guided by an ecosystemic perspective as the theoretical framework. The methods of data collection comprised semi-structured interviews with siblings of children with ASD and open-ended questionnaires for parents. The qualitative research methods embraced the uniqueness of each sibling's experience and allowed participants the freedom to express this. Eight participants were purposefully selected for this study. The participants were between the ages of seven and seventeen years and each one had a brother who had been diagnosed with ASD. All the siblings lived with the brother with ASD and their parents in the Western Cape Province of South Africa. Siblings were from different genders, as well as diverse socio-economic and cultural groups. All the parents of the siblings were biological parents and in all cases were married with no visible signs of marital stress. Several principles were adhered to in this study, to ensure that the research was ethical.
Several important themes emerged from the study. These include the siblings' need for information pertaining to ASD; worries and feelings of guilt experienced by siblings as a direct result of ASD; responsibilities that siblings feel obliged to take on; the nature of relationships with a brother with ASD, parents and peers; the need for support structures; and an indication of the type of support that siblings require. / AFRIKAANSE OPSOMMING: Outisme of Outistiese Spektrum Versteuring is 'n toestand wat tans na raming 1 uit 110 kinders wêreldwyd affekteer en dit wil voorkom asof die getalle stelselmatig toeneem. Outisme is 'n komplekse neurologiese versteuring wat 'n impak op sosiale interaksie, kommunikasie en gedrag het. Navorsing in die kompleksiteite van Outisme in kinders is redelik vrylik beskikbaar en navorsers dui aan dat die kondisie ook 'n impak op die gesin het. Tans is daar baie min navorsing wat op die ervarings of belewenis van sibbe van kinders met Outisme in die Wes-Kaap, Suid Afrika, fokus. Die gevolg hiervan is 'n daadwerklike tekort aan data tot die beskikking van navorsers, ouers en sibbe ten einde gepaste ondersteuning aan sibbe te bied.
Die doel van hierdie studie was om die sibbe van kinders met Outisme se oogpunt en ervarings te ondersoek. Die sentrale navorsingsvraag het beoog om te ontdek wat sibbe se belewenis van hul lewe saam met 'n broer/suster met Outisme behels. Ondergeskikte vrae hou verband met die sib se persepsie van Outisme; verhoudings met 'n broer/suster met Outisme, eweknieë en ouers; die sib se verantwoordelikhede en meegaande kommer en druk; ondersteuning wat tans beskikbaar is; en die ondersteuning waaraan sibbe 'n behoefte toon.
Die studie is kwalitatief van aard binne 'n interpretiwistiese/konstruktiwistiese navorsingsparadigma. Die onderliggende teoretiese raamwerk van hierdie studie is die ekosistemiese perspektief. Data is ingesamel deur middel van semi-gestruktureerde onderhoude met sibbe, asook oop-einde vraelyste aan ouers. Kwalitatiewe navorsingsmetodes het die uniekheid van elke sib se ervaring in ag geneem en sibbe toegelaat om hulle ervarings vrylik uit te druk. Agt deelnemers is doelgerig gekies vir die studie. Die deelnemers was tussen die ouderdomme van sewe en sewentien jaar oud en elk het 'n broer wat met Outisme gediagnoseer is. Die sibbe bly tans saam met hul ouers en 'n broer met Outisme in die Wes-Kaap, Suid Afrika. Die sibbe het vanuit verskillende geslagte, asook verskeie sosio-ekonomiese en kulturele agtergronde gekom. Die ouers van die sibbe was almal biologiese ouers, steeds getroud met geen merkbare spanning in die huwelik nie. Verskeie etiese beginsels is in die studie gehandhaaf ten einde etiese korrektheid te verseker.
Verskeie belangrike temas het na vore gekom. Dit sluit die volgende in: 'n Behoefte by die sibbe aan inligting rakende Outisme; sibbe se ervaring van bekommernisse en skuldgevoelens as 'n direkte gevolg van Outisme; verantwoordelikhede wat deur sibbe aanvaar word; die aard van verhoudinge met die broer met Outisme, ouers en gelykes; die behoefte aan ondersteuning; en 'n aanduiding van die tipe ondersteuning wat deur sibbe verlang word.
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Classroom behaviour of children living in contexts of adversityPaterson, Celéste 03 1900 (has links)
Thesis (MedPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Many communities in South Africa are exposed to continuous adversity in the form of poverty, malnutrition, violence, crime, overcrowding, neglect and oppression. Continuous exposure to adverse living conditions can have a negative impact on a child‟s development. Research was undertaken in an attempt to understand the classroom behaviour of children who live in conditions of continuous adversity, as well as the effect that the adversity may have on their academic performance, their emotional state and their interaction with peers in the classroom. A bio-ecological framework was employed to understand the interaction between the individual and the different systems that he or she forms part of.
This study was undertaken within an interpretive paradigm and a qualitative methodology was used in gathering the data. Data was gathered through the use of observation, semi-structured interviews, checklists and review of documents. A constant comparative method of data analysis was used to analyse the data.
Research findings indicated that most of the participants displayed inappropriate classroom behaviour which included poor academic performance, withdrawal types of behaviour and externalising disruptive behaviour such as aggression and poor social interaction with the teacher and their peers. These participants also presented with some physical symptoms and displayed emotional states such as anger, sadness and anxiety. It was also evident that the participants had been exposed to pervasive conditions of poverty and adverse life circumstances in their communities. / AFRIKAANSE OPSOMMING: Baie gemeenskappe in Suid-Afrika word blootgestel aan voortdurende ongunstige omstandighede in die vorm van armoede, wanvoeding, geweld, misdaad, oorvol huise, verwaarlosing en onderdrukking. Voortdurende blootstelling aan ongunstige lewensomstandighede kan ʼn negatiewe uitwerking hê op ʼn kind se ontwikkeling. Navorsing is onderneem in ʼn poging om die klaskamergedrag te verstaan van kinders wat in voortdurende ongunstige omstandighede leef, asook om insig te kry in die effek van hierdie omstandighede op hul akademiese prestasie, hul emosionele toestand en hul interaksie met hul klasmaats. ʼn Bio-ekologiese raamwerk is gebruik om die interaksie tussen die individu en die verskillende sisteme waarvan hy of sy deel uitmaak, te verstaan.
Hierdie studie is binne ʼn interpretatiewe paradigma gedoen en ʼn kwalitatiewe metodologie is gebruik vir die insameling van data. Data-insameling is gedoen deur middel van waarneming, semi-gestruktureerde onderhoude, kontrolelyste en dokumentoorsig. ʼn Konstante vergelykende metode van data-analise is gebruik om die data te ontleed.
Die navorsingsbevindings het aangetoon dat die meeste van die deelnemers ontoepaslike klaskamergedrag openbaar het. Dit behels ook swak akademiese prestasie, teruggetrokke gedrag en ontwrigtende gedrag soos aggressie en swak sosiale interaksie met die onderwyser en hul klasmaats. Hierdie deelnemers het sekere fisieke simptome asook emosionele toestande soos woede, hartseer en angstigheid gerapporteer. Voorts was dit duidelik dat die deelnemers blootgestel was aan voortdurende toestande van armoede en ongunstige lewensomstandighede in hul gemeenskappe.
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Onderwys as emosionele arbeid: 'n Verkennende studieCheminais, Sonae 03 1900 (has links)
Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / Schools, parents and learners have certain expectations of teachers, including their
expectations regarding the emotional behaviour of teachers in the classroom. This
implies that teachers are occasionally required to project emotions that they are not
really experiencing, thereby affecting and influencing their own identity and integrity
as teachers. It is with this phenomenon in mind that the influence of feeling rules that
form part of emotional labour was researched: the experiences of teachers, and the
support that schools provide in this regard, as well as the impact of emotional labour
on different teachers. The problem studied is the role that emotional labour plays in
the high school educator’s classroom. This problem was researched specifically in
the context of the teachers’ personal experiences and opinions. The study focused on
how teachers experience emotional labour in their classrooms and working
environment, and the influence that it has on them. The primary objective of this
research was to analyse and describe the teachers’ perceptions and experiences of
emotional labour in the teaching environment. On the one hand, teachers must be
aware of the role that emotional labour plays in the classroom. On the other hand, it
is particularly important that the management of schools should provide teachers
with the required recognition, support and development relevant to this important
concept. The purpose of this study is therefore, to sensitise awareness of this concept
and to contribute to improved insight into it, so that the feelings and perceptions of
teachers regarding the effort that emotional labour demands from them can be better
understood. This study has a generic qualitative perspective in the use of the research
approach and methods that embrace a phenomenological point of view, where reality
is based upon the perceptions of teachers –in the field – that participated in the study.
The result is of a descriptive nature. A non-probability sampling technique was
adopted, specifically the convenience sample, on the basis of which ten participants
were selected according to their availability and willingness to participate in this
study. Data was generated by means of semi-structured interviews with two focus
groups and four individual interviews recorded on tape and transcribed verbatim.
Data processing was done by means of the constant comparative method of analysis.
The coding of data according to certain selection criteria led to the identification of
themes, categories and sub-categories. The relationships between the themes were
integrated into a conceptual model. These themes describe the possible elements that
influence the role of emotional labour in the classroom of the educator. The results
illustrate that teachers identify the elements that play a role in how the teachers in
this group experience emotional labour in the classroom: their identity as teachers,
their work context, the feeling rules, the support they receive or the lack thereof, the
extent of their practical experience in education, the strategies they use in handling
emotional labour, and lastly, the consequences of emotional labour. This implies that
the ability of teachers to experience emotional labour positively in the education
environment is largely dependent on the support, guidance and leadership that they
receive from their schools.
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Om tot beter verstaan van die leesproses te kom - 'n outobiografiese narratiefHanekom, Annatjie 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2005. / An autobiographical narrative is imparted through different phases of understanding of the
reading process, which developed over time in various fields in education.
The reading process is discussed from different perspectives, based on own experience: as
initial reader who has to master the reading process in a period when meaning of the context
is of minor consideration, as teacher of young and struggling readers, as trainer of candidate
remedial teachers, as curriculum and resource developer and author of publications with the
objective of making the reading process more accessible to learners and teachers, and
ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate
markedly.
After critical reflection and consideration it was concluded that teachers involved in reading
instruction and support are empowered only if they can critically reflect on and examine their
personal practices in view of a good understanding of the reading process.
Different models of understanding, developed over time, were utilised for better insight.
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The use of sandtray with teachers within the context of school development: a case studyNewman, Thomas Sebastian Mark 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005. / Teachers have a central role to play in the process of educational transformation.
Given their deep contextual understanding of their school it is important to
provide a safe space, so that their voices can be heard. Within the context of
educational transformation, educational psychologists are challenged to redefine
their role and to become more involved in the general process of schooling. The
new role envisaged for educational psychologist suggests an enlargement of
their scope of practice to include both individual work as well as work within the
different systems. The role as organizational consultants suggests that the
educational psychologist must assist with professional teacher development and
organizational development in order to equip schools to become more effective in
their purpose and goals.
The study attempts to explore the directive use of sandtray as a non-verbal and
projective technique, within the framework of school development planning, to
facilitate school development. It is envisaged that the outcomes of the research
can contribute towards the range of skills and interventions that educational
psychologists can use to effect school reform and development.
A qualitative case study within the interpretive paradigm was chosen as research
design. The case was a high school in the Namaqua District of the Northern
Cape Province. The sample for this study consists of 6 teachers that were
representative of the staff.
The data was collected through 6 individual sandtray sessions, semi-structured
interviews and 1 focus group discussion. Photographs of the subjects sand
worlds were also taken.
The review of literature and the findings of this research, suggest that sandtray,
as a projective technique, when used in an ethical and responsible way, during
the auditing phase of school development, can give the educational psychologist
access to the underlying personal and structural dynamics that hinders the process of development and renewal within a school. Secondly, it helps to
develop an understanding of the individual perspectives, point of views and
emotional reactions of teachers towards the existing context of the school. Since
school development is also concerned with personal and professional
development of teachers, it is important to provide psychosocial support for
teachers to deal with personal issues that emerge out of the sandtray process as
well as the challenges within the context of their school. To develop a composite
picture of the school it seems important to involve all role-players in the initial
phases of school development planning.
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General practitioners' familiarity attitudes and practices with regard to attention deficit hyperactivity disorder in children and adultsLouw, Charmaine 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2006. / Attention-Deficit Hyperactivity Disorder (ADHD) is a common disorder affecting 4%
to 5% of South African children. Recent studies revealed that 30% to 70% of children
continue to experience problems related to ADHD in adulthood. Adults are becoming
increasingly more aware of adult ADHD as a result of public awareness campaigns
in the media. Their first line of action is to visit their family physician, but the question
arises whether these practitioners are ready to take on the patients with ADHD. The
aims of this study were to determine the familiarity, attitudes and practices of general
practitioners in South Africa with regard ADHD in both children and adults and
whether there are differences in children and adults with regard to depression and
generalised anxiety disorders as comorbid disorders. The study also briefly explored
the training models of general practitioners in South Africa. The research questions
are addressed by means of a survey approach, using quantitative measures. An email
message with a cover letter, explaining the purpose of the research project,
provided a link to a Web-based questionnaire. It was broadcast to 6704 general
practitioners on the database of the company MEDpages, who managed the
broadcast. A questionnaire attached to an e-mail message was sent to all
Departments of Family Health at universities in the country to obtain information with
regard to the training models of general practitioners. This was followed up with
structured telephone interviews if no response was received. The questionnaire was
completed by 229 respondents. The data were statistically analysed using Statistica
Version 7.0. The results revealed a significant need among general practitioners to
increase their knowledge base with regard to ADHD, more so with regard to adults.
Their knowledge and training with regard to depression and generalised anxiety
disorders were significantly more extensive with regard to adults as opposed to
children. Training with regard to ADHD in adults was almost non-existent. It was
recommended that the limited knowledge base of general practitioners with regard to
ADHD should be addressed by adapting the curriculum of undergraduate medical
students and providing opportunities for continued medical education that focus on
the diagnosis and management of ADHD in both children and adults. General
practitioners should acknowledge the educational psychologist as an equal partner
within a multi-disciplinary team
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Applying attachment theory to explore the emotion regulation characteristics of a child diagnosed with ADHDVan Huyssteen, Almarie 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Bowlby (1969) described infant attachment as the emotional bond that ties the infant to one or a few figures across time and distance. He claimed that internal working models are shaped by early experiences and that attachment behaviour is programmed within these models. According to Bowlby, internal working models are carried forward and have an effect on the development of personality, emotion regulation characteristics and behaviour later in life (Goldberg, 2000). Attachment Theory and emotion regulation are closely linked. The parent-child relationship plays an important role in the development of emotion regulation skills. According to research and subsequent literature, children with attention deficit/hyperactivity disorder (ADHD) have difficulty with emotion regulation. A limited number of studies have focused on the emotion regulation characteristics of children with ADHD, using Attachment Theory as lens. In this study, Attachment Theory was applied to explore the emotion regulation characteristics of a ten-year-old girl with ADHD. A series of observations were central to the process of producing data, as observation plays an eminent role in the history of attachment research. Within the series of observations, together with three semi-structured interviews, the child‟s emotion regulation characteristics were identified. The parent-child relationship and the parents‟ level of reflective functioning played a significant role to identify the characteristics of emotion regulation. A literature review and information from documents (e.g. reports from multi-disciplinary professionals) contributed to the validity of the findings. It was found that the girl with ADHD was significantly insecure in her general functioning. The themes that emerged elicited the interface and interaction between attachment behaviour, emotion regulation and ADHD. Future research should focus on Attachment Theory and ADHD. Parents, teachers and multi-disciplinary professionals who have or work with children diagnosed with ADHD will benefit from Attachment Theory. / AFRIKAANSE OPSOMMING: Bowlby (1969) het gehegtheid of binding beskou as die emosionele band wat tussen die jong baba aan een of meer versorgers gevorm word. Hy het beweer dat hierdie band mettertyd „n interne model van gehegtheid vorm, en dat latere gedrag volgens hierdie modelle uitgeleef word. Volgens Bowlby word interne werksmodelle oorgedra van die primere versorger na die kind. Hierdie modelle het n uitwerking op spesifieke aspekte van die persoonlikheid, op die regulering van emosies en op gedrag binne verhoudings asook tydens konflik later in die lewe (Goldberg, 2000). 'n Noue verbintenis bestaan tussen gehegtheidsteorie en die regulering van emosie. Die ouer-kind-verhouding speel 'n belangrike rol in die ontwikkeling van vaardighede om emosie te reguleer. Volgens navorsing vind kinders met aandagtekort-hiperatiwiteitversteuring (ATHV) dit moeilik om emosies te reguleer. 'n Beperkte aantal studies gebruik gehegtheidsteorie om die regulering van emosies by kinders met ATHV na te vors. In hierdie studie is gehegtheidsteorie toegepas om die eienskappe van emosie – regulering by 'n tienjarige dogter wie met ATHV gediagnoseer is, te verken. 'n Reeks observasies was sentraal tot die proses van dataversameling, omdat observasie 'n besondere rol in die geskiedenis van gehegtheidsnavorsing speel. Binne „n reeks van waarnemings, tesame met drie semi-gestruktureerde onderhoude, is die eienskappe van die kind se regulering van emosies geïdentifiseer. Die ouer-kind-verhouding en die ouers se vlak van reflektiewe funksionering speel 'n belangrike rol in die identifisering van eienskappe om emosie te reguleer. 'n Literatuuroorsig en inligting uit dokumente (bv. verslae van multidissiplinêre professionele persone) het bygedra tot die geldigheid van die bevindings. Dit is gevind dat die dogter met ATHV beduidend onveilig in haar algemene funksionering was. Die temas wat na vore gekom het, het die skakeling en interaksie tussen gehegtheidsgedrag, die regulering van emosie en ATHV aan die lig gebring. Ouers, onderwysers en multidissiplinêre professionele persone wat kinders het of wat werk met kinders wat met ATHV gediagnoseer is, sal baat vind by gehegtheidsteorie.
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Die lewensgehalte van versorgingspersoneel by 'n fasiliteit vir individue met intellektuele gestremdheidWahl, Sindi 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2007. / Research regarding caregivers in institutions for people with intellectual impairment
has traditionally focussed on aspects of pathology, such as stress and burnout. In
the past three decades there has been a shift towards a stronger focus on
individuals' competencies and strengths. This paradigm shift has contributed to the
development of the term ‘Quality of Life’.
This study focuses on the perceptions of formal caregivers in an institution for the
intellectually impaired about their Quality of Life. The aim was to understand the selfperceived
quality of life of staff caring for adults with intellectual disabilities using
Positive Psychology theories. Based on fortigenic assumptions regarding human
functioning, the influence of stress on formal caregivers and also positive
experiences and the factors that enable these caregivers to rise above hardships of
their occupation, were investigated.
This qualitative interpretive study was conducted in an institution for adults with
intellectually impairment and twelve caregivers at the institution willingly participated.
Data were generated through structured open-ended, informal and a focus group
interview and later analysed thematically. The themes discussed in the study evolve
around the caregivers’ perception of 1) their definition of quality of life, 2) their
current quality of life, 3) the negative factors, stressors, positive experiences and
psychofortological factors impacting on their quality of life, and 4) possibilities for
improving their quality of life.
Based on the relation between the above mentioned themes, the quality of life of the
caregivers appears to be a product of their relationship with the adults with
intellectual disabilities. Therefore, the findings indicate a paradox of care-giving
where the participants not only report on care-giving, but also on care-receiving
within their relationship with the adults with intellectual disabilities. In this relationship
care-giving seems to be a fortigenic factor for the most of the participants and also a
means for interpersonal flourishing.
On the basis of these findings several recommendations are made for further
research, with a view to striving towards improving the quality of life of staff caring for
adults with intellectual disabilities.
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Laat adolessente se identiteitsontwikkelingstatus na 'n gapingsjaarBosman, Cornelia Christina 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Duisende jong Suid-Afrikaners vertrek jaarliks op ‘n gapingsjaar (”gap year”) oorsee. ‘n
Populêre siening in die media asook die wyer publiek is dat hierdie gapingsjaar die
ideale tydperk is vir jongmense waar hulle hulleself kan “vind”. ’n Gapingsjaar word tipies
onderneem in laat adolessensie (tussen 18 en 25 jaar). Die idee dat laat adolessente
hulleself moet “vind” sluit aan by die ontwikkelingsteoretici se psigososiale konsep van
identiteitsformasie. Die mees belangrike ontwikkelingstaak tydens laat adolessensie is
die vestiging van ’n koherente identiteit en is ’n redelike mate van identiteitsverwerwing
na afloop van adolessensie kritiek. ’n Belemmerde identiteitsverwerwing kan hul
persoonlike selfstandigheid en outonomie wesenlik inperk. Die vraag het ontstaan of laat
adolessente hulleself wérklik “vind” in ’n gapingsjaar soos die media-ideologie dit
uitbeeld? Tot op hede (nasionaal en internasionaal) kon geen navorsing gevind word
wat verband hou met ʼn gapingsjaar en identiteitsontwikkeling nie. Die doelstelling van
hierdie studie was om die identiteitsontwikkelingstatus van Suid-Afrikaanse laat
adolessente na ’n gapingsjaar te bepaal. Die basiese veronderstelling en populêre
siening dat laat adolessente na afloop van ’n gapingsjaar ’n verworwe status van
identiteitsontwikkeling het, is ondersoek. Om die identiteitstatus te assesseer is 288
Suid-Afrikaanse gapingsjaar laat adolessente genader en ’n kwantitatiewe opname
metode is gebruik. Die gekose instrument vir die identiteitstatus ondersoek is die
Extended Version of Ego Identity Status (EOM-EIS-II). ’n Demografiese vraelys is
geadministreer om beskrywende data verkry en te kyk watter demografiese eienskappe
statisties korreleer met die onderskeie identiteitsontwikkelingstatusse van respondente.
Die gestruktureerde vraelys is via ʼn webtuiste, met pen en papier of telefonies voltooi. In
stryd met die populêre siening en media-ideologie is die bevinding dat die minderheid
respondente (slegs 14.5%) geklassifiseer kon word in die verworwe identiteitstatus na ‘n
gapingsjaar. Die meerderheid val binne die moratorium- en diffusestatus wat beteken
dat hulle nie ‘n binding gemaak het tot ‘n identiteit na hul gapingsjaar nie. Gapingsjaar
adolessente se ouderdom, tyd terug na hul gapingsjaar, die behoort aan ‘n religieuse
groep (tydens hul gapingsjaar) of hul verhoudingstatus (tydens hul gapingsjaar) is eerder
geassosieer met ‘n verworwe identiteitstatus. Vroegtydige en pro-aktiewe terapeutiese
en opvoedkundige ondersteuning tydens hierdie ontvanklike periode, kan bydra tot ’n
groter positiewe identiteitsontwikkeling van jongmense. Hierdie studie kan bydra tot die
kennisbasis vir Suid-Afrikaanse navorsing. / ENGLISH SUMMARY: Thousands of young South-Africans embark every year on a gap year overseas. A
popular notion in the media as well as the wider public is that the gap year is the ideal
period for young people to ‘find themselves”. A gap year is typically undertaken in late
adolescence (age between 18 and 25). The idea that adolescents should ‘find’
themselves relates to developmental theorists’ psychosocial concept of identity
formation. The most important development task during late adolescence is the forming
of a coherent identity and a reasonable amount of identity formation after adolescence is
critical. Impeded identity formation can severely curb their self-dependency and
autonomy. The question is raised whether adolescents really ‘find’ themselves during a
gap year, as the media would have us believe. No research (nationally and
internationally) could be found which relates to the gap year and identity formation. The
aim of this study was to determine the identity development status of late adolescents
having been on gap year. The basic assumption and popular view that adolescents
would have an achieved status of identity formation, is investigated. To assess the
identity status, 288 South-African late adolescents who has taken a gap year was asked
to participate in a quantitative survey. The chosen instrument for the identity status
investigation is the Extended Version of Ego Identity Status (EOM-EIS-II). A
demographic questionnaire was also included to gain descriptive data. The data was
used to test which demographic properties correlate with the respective identity
formation statuses of participants. The structured questionnaire could be completed via
a website, with pen and paper or telephonically. Contrary to the popular notion in the
media and public, the finding is that the minority respondents (only 14.5%) could be
classified in the achieved identity status after the gap year. The majority falls in the
moratorium- and diffused statuses, which means that a binding was not formed with their
identity after their gap years. Rather, demographics like age, time back after gap year,
religious affiliation (during gap year) and relationship status was found to be associated
with an achieved identity status. Early and pro-active therapeutic and educational
support during this receptive period (adolescence), can contribute to better identity
development of young people and this study can therefore contribute to the South-
African research knowledgebase.
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Die voorkoms van depressiesimptome by graad 10-leerdersBarkhuizen, Daleen 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / A depressive mood disorder has been for the past decade the mood disorder with the highest prevalence in the general population. Independent studies done in South Africa indicated a prevalence of depression between 13% to 53%. These results do not concur with official published statistics indicating a prevalence of depression in 16% of the general population over a lifetime. Depression is probably under diagnosed by general practitioners and only a small proportion of adolescents with depression are recognised and even less receive any support for their depression. The aim of this study was to explore the following: the prevalence of symptoms of depression in grade 10 learners in schools in Stellenbosch, gender differences regarding the prevalence of depression symptoms in grade 10 learners, the prevalence of specific symptoms of depression and to explore similarities between symptoms of depression and the adolescent developmental phase. The study was conducted by means of the Beck Depression Inventory. The survey was conducted with 201 grade 10 learners with the necessary permission. The results regarding the prevalence of depression symptoms and gender differences regarding the prevalence of depression correlate with international statistics. This study found that more respondents indicated one or more symptom of depression at the given time than indicated by the literature. It was also found that some adolescent developmental tasks are similar to some symptoms of depression. Further research in South Africa regarding the prevalence of symptoms of depression was recommended.
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