Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: It is a well known phenomenon that people from historically disadvantaged communities, tend to do well in society despite the numerous risk factors that complicate life for them. This study has this phenomenon as it's subject. The unit of analysis of the study was Grade 12 achievers from a historically disadvantaged community. The main purpose of this study was to determine why these Grade 12 learners managed to excell academically despite the risk factors present in their community. The secondary focus of the study was to identify the risk factors that the learners had to face to eventually achieve academic success and the protective factors which contributed to their academic success. The literature review focussed on the concept "resilience" and related concepts such as risk factors, protective factors and the adolescent development phase within the framework of positive psychology, eco-systemic and asset based approaches. The research was conducted using a qualitative interpretive study approach. Seven achievers from the coloured community in the Western Cape, were interviewed. The data was analysed using qualitative content analysis. The data was discussed by placing the risk factors and the protective factors in five different systems namely, the individual, the family, the school, the peergroup and the community. The findings of the study indicate that the above systems are in constant interaction with one another and that the protective factors can be utilized to overcome the risk factors. The study thus proves that, although the participants were exposed to risk factors, they managed to display great resilience in using protective factors. The community was identified as one of the biggest risk factors, but by utilizing certain protective factors as are found in the individual, the family, the school and the peergroup, the participants were able to protect themselves against the risk factors resulting in their academic success. The personal strengths of the participants proved to be the most important protective factor in a historically disadvantaged community. / AFRIKAANSE OPSOMMING: Dit is 'n bekende fenomeen dat persone wat in histories benadeelde omstandighede grootgeword het, ten spyte van risikofaktore, suksesvolle produktiewe lede van die samelewing word. Dit is juis hierdie fenomeen wat dié studie ondersoek het. Hierdie studie het pertinent bruin graad 12-presteerders uit 'n histories benadeelde gemeenskap as eenheid van analise geteiken. Die doel van hierdie studie was om uit te vind waarom graad 12-leerders ten spyte van verskeie risikofaktore binne 'n histories benadeelde gemeenskap daarin geslaag het om akademies goed te presteer. Die newevraagstellings van die studie was om uit te vind watter risikofaktore die deelnemers moes trotseer ten einde akademiese sukses te behaal en ook watter beskermingsfaktore tot hierdie deelnemers se akademiese sukses bygedra het. Die literatuuroorsig het die konsep "veerkragtigheid" en aanverwante begrippe soos risikofaktore, beskermingsfaktore en die adolessente ontwikkelingsfase binne die raamwerk van positiewe sielkunde, die ekosistemiese en bategebaseerde benaderings ondersoek. 'n Kwalitatiewe interpretatiewe studie is geloods om die navorsing uit te voer. Individuele onderhoude is met sewe presteerders uit 'n bruin gemeenskap in die Wes-Kaapprovinsie gevoer. Die data is met behulp van kwalitatiewe inhoudsanalise ontleed. Die data is bespreek deur risikofaktore en beskermingsfaktore binne vyf sisteme naamlik die individu, die gesin, die skool, die portuurgroep en die gemeenskap te plaas. Die bevindings van die studie toon dat bogenoemde sisteme in voortdurende wisselwerking met mekaar is en dat die beskermingsfaktore gebruik kan word om die risikofaktore te bowe te kom. Die bevindinge toon derhalwe dat, alhoewel die deelnemers voortdurend risikofaktore ervaar het, hulle met behulp van sekere beskermingsfaktore veerkragtigheid aan die dag kon lê. Die gemeenskap is as een van die grootste risikofaktore uitgelig, maar met behulp van sekere beskermingsfaktore soos gevind in die individu, die gesin, die skool, en die portuurgroep, kon die deelnemers hulleself teen risikofaktore buffer en akademiese sukses behaal. Die persoonlike sterktes van die deelnemers het as die belangrikste beskermingsfaktor in 'n histories benadeelde gemeenskap na vore getree.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western Cape and were purposively selected. A qualitative research methodology was used and data was selected by means of semi-structured interviews, focus-group interviews, collages and photographs. The findings showed that the type of masculinity these boys aspire to is admirable. However, they are caught within a context where there is a lack of physical space, an absence of facilities, a high unemployment rate and are surrounded by community disorganisation. The boys are confronted with many male examples in their community who are not providing for their families, and they see substances such as alcohol and drugs being abused daily by adult members of their community. Despite a constant presence of a mother, there is a lack of meaningful relationships with their fathers. They cannot easily identify positive role models within their community and do not have the ability to search for such traits in others. The themes arising from the data presented a contrast between the experiences of the participants and the kind of men they seek to be. There are very few men in their community who could help them to achieve their ideals and who could provide them with guidance or support. In the absence of suitable male role models to emulate, these boys are likely to comply with a model of masculinity that demonstrates dominance and power through violence and abuse. / AFRIKAANSE OPSOMMING: Die sosiale konstruksie van manlikheid is 'n komplekse proses, een wat nie van die onmiddellike omgewing en kultuur van die seuns geskei kan word nie. Die doel van hierdie studie was om die konstruksie van manlike identiteit in jong laerskoolseuns, wat grootgeword het in 'n konteks waar min positiewe manlike rolmodelle kan wees, en waar die gemeenskap 'n groter rol kan speel in die vorming van hul identiteit, te verstaan. Ek fokus op seuns tussen die ouderdomme van tien en dertien jaar oud. Die deelnemers was van 'n lae - sosio-ekonomiese bruin gemeenskap in die Wes-Kaap en is doelbewus gekies. ‘n Kwalitatiewe navorsingsmetodologie is gebruik en data is deur middel van semi- gestruktureerde onderhoude, fokusgroep-onderhoude, collages en fotos ingesamel. Die bevindinge het getoon dat die tipe manlikheid wat hierdie seuns nastreef, prysenswaardig is. Hulle is egter vasgevang in 'n konteks gekenmerk deur 'n gebrek aan fisiese ruimte, 'n afwesigheid van fasiliteite, 'n hoë werkloosheidsyfer en gemeenskaplike wanorde. Die seuns word gekonfronteer met baie voorbeelde van mans in hul gemeenskap wat nie voorsiening maak vir hul families nie, en hulle world op 'n daaglikse basis bloogestel aan volwassenes wat alkohol en dwelms misbruik. Hoewel daar 'n konstante teenwoordigheid van 'n ma is, is daar is 'n gebrek aan 'n sinvolle verhouding met hul vaders. Hulle kan nie maklik positiewe rolmodelle identifiseer binne hul gemeenskap nie, en het nie die vermoë om te soek vir soortgelyke eienskappe in ander nie. Die temas wat voortgespruit het uit die data was in kontras met die ervarings van die deelnemers en die tipe man waarna hulle streef om te wees. Daar is geen mans in hul gemeenskap wat hulle kan help om hul ideale te bereik en wat hulle kan voorsien met leiding of ondersteuning nie. In die afwesigheid van geskikte manlike rolmodelle om na te boots, kan hierdie seuns geneig wees om 'n model van manlikheid wat oorheersing en mag deur geweld en mishandeling na te streef.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study was undertaken to explore the challenges that foster parents experience when a child with Fetal Alcohol Spectrum Disorder (FASD) is placed in their care. Given the intensive care and various support needs, the question is whether foster parents are equipped to care for these children. This is an exploratory study that also explores the current service delivery relationship between foster parents and social workers. This study posed two research questions, namely what the challenges are that foster parents of children with FAS face and what their experiences with social support are. The sample population for the qualitative case study was two foster parents with children with FAS. Data was gathered through semi-structured interviews. The following themes were identified in the study: initiation as foster carers, motives for foster care, recruitment and training of foster care parents and services to foster parents. The findings of the study suggest that, in addition to financial support, foster parents express the need for emotional support, training on how to foster children with FAS as well as knowledge about the disability. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om ondersoek in te stel na die uitdagings wat pleegouers ervaar wanneer ʼn kind met Fetale Alkohol Spektrum Versteuring (FASV) in hulle sorg geplaas word. Die vraag is of pleegouers opgewasse is om hierdie kinders te versorg, gegewe die intensiewe versorging en diverse ondersteuningsbehoeftes wat hulle benodig. Die verkennende studie ondersoek ook die huidige diensleweringverhouding tussen pleegouers en maatskaplike werkers. Die studie is gerig deur twee navorsingsvrae, naamlik watter uitdagings pleegouers met FAS kinders beleef en watter ervaringe pleegouers ten opsigte van maatskaplike ondersteuning beleef. Die steekproef populasie vir die kwalitatiewe gevallestudie was twee pleegouers van kinders met FAS. Data is deurmiddel van semi-gestruktureerde onderhoude versamel. Die volgende temas is geïdentifiseer: aanvang van pleegsorg, die redes vir pleegsorg, werwing en opleiding van pleegouers en dienslewering aan pleegouers. Die bevindinge van die studie dui daarop dat behalwe finansiële ondersteuning pleegouers ook ʼn behoefte aan emosionele ondersteuning, opleiding oor hoe om kinders met FAS te vesorg en kundigheid oor die gestremdheid benodig.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not ever being diagnosed. They are often misunderstood and consequently rarely receive the necessary support. Adolescents diagnosed with ADHD find it difficult to manage the pressures of academics and interpersonal relationships. Due to the small number of female participants in previous studies regarding this topic, there is little known about the effects of ADHD on adolescent girls. Gaining a better understanding of the effects on girls with ADHD can lead to improved identification of girls with this disorder and more effective interventions and support can be sought. The aim of this interpretive study was to explore how the symptoms of ADHD affect the academic performance, as well as peer and family relationships of adolescent girls in order to develop more informed intervention strategies and to train teachers to accommodate their learning needs. Seven adolescent girls with ADHD were purposefully selected to participate in four individual interviews and one focus group interview. The participants designed reality boxes to signify their own understanding and experience of ADHD and the perceived effect on their academic performance, peer relationships and family relationships. The transcribed data were coded and categorised according to six broad themes that framed the study, i.e. explaining the ADHD symptoms, ADHD in school, ADHD in relationships, coping strategies for ADHD, influence of medication on experience of ADHD and people without ADHD. This thesis presents how the participants made meaning of ADHD and constructed their identities, how they coped as well as how they could be supported in schools. Although symptoms like talkativeness, impulsivity and lack of time-management impact their learning and relationships, they feel accommodated and accepted by friends and family. However, teachers often misunderstand their behavior and therefore don’t accommodate their learning needs. Their recommendations for support will be discussed. / AFRIKAANSE OPSOMMING: Aandag-tekort/hiperaktiwiteit versteuring (ATHV) is een van die mees algemene versteurings wat gediagnoseer word onder kinders. Navorsing met betrekking tot die ervarings van adolessente dogters met ATHV is skaars. Dit blyk asof die simptome van hierdie versteuring verskillend manifesteer in dogters as in seuns. Dogters toon simptome soos oormatige spraaksaamheid, emosionele reaktiwiteit, vergeetagtigheid, wanorde, lae selfkonsep en angstigheid. Deurdat hierdie simptome onder dogters nie altyd diagnoseer word nie, lei dit daartoe dat baie van hierdie dogters regdeur hul laer- en hoërskoolloopbane gaan sonder om ooit gediagnoseer te word. Hulle word dikwels misverstaan wat voorkom dat hulle die nodige ondersteuning ontvang. Adolossente wat met ATHV gediagnoseer word vind dit moeilik om die druk van akademie en interpersoonlike verhoudinge te hanteer. Daar bestaan min kennis omtrent die effek van ATHV op adolossente dogters weens die klein getal vroulike deelnemers aan vorige studies wat op hierdie onderwerp gefokus het. Deur ‘n beter begrip te verkry omtrent die effek van ATHV op adolossente dogters, kan dit lei tot ‘n beter identifisering van dogters met hierdie versteuring wat kan lei tot beter effektiewe intervensie en ondersteuning. Die doel van hierdie interpretatiewe studie was om die effek van die simptome van ATHV op akademiese prestasie, asook die portuurgroep en familie verhoudinge van adolossente dogters te verken. So kan intervensiestrategieë beter ingelig word en kan onderwysers opgelei word om hierdie kinders, met hul leerbehoeftes, te akkommodeer. Sewe adolessente dogters met ATHV is doelbewus geselekteer om deel te neem aan vier individuele onderhoude en een fokusgroep onderhoud. Die deelnemers het realiteitsbokse ontwerp wat hul eie begrip en ondervinge van ATHV verteenwoordig. Die bokse het ook aangedui hoe hierdie dogters die effek van ATHV op hul akademiese prestasie, portuurgroep en familie verhoudinge ervaar. Die data is transkribeer, kodeer en gekategoriseer volgens ses breë onderwerpe, nl. verduideliking van ATHV simptome, ATHV op skool, ATHV in verhoudinge, strategieë om ATHV te hanteer, invloed van medikasie op die ervaring van ATHV en mense sonder ATHV. Hierdie navorsingstudie beskryf hoe die deelnemers betekenis gee aan ATHV en hoe hulle hul eie identiteite konstrueer, hoe hulle dit hanteer sowel as hoe hulle ondersteun kan word in die skool. Hulle is van mening dat hulle wel geakkommodeer en aanvaar word deur vriende en familie, ten spyte van die simptome soos oormatige spraaksaamheid, impulsiwiteit en ‘n tekort aan tydsbeplanning. Hulle voel wel dat onderwysers dikwels hul gedrag misverstaan en dus nie hul leerbehoeftes ondersteun nie. Hul aanbevelings ten opsigte van ondersteuning word ook bespreek.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function developing through interaction within social and cultural contexts known as mediation. This qualitative collective case study, informed by an interpretivist paradigm, was designed to explore and compare how Foundation and Intermediate Phase mathematics teachers mediate metacognition during mathematical problem solving. It aimed to offer a deeper understanding of the process of mediation, the complex interplay between cognition and metacognition, and how teachers differentiate the mediation process to accommodate diversity among their learners. To address this, two cases were identified involving a sample of six mathematics teachers each of an urban primary school in the Western Cape Province. The first case was Foundation Phase teachers and the second Intermediate Phase teachers. Semi-structured individual interviews, non-participant classroom observations, and semi-structured focus group interviews were used as methods to gather and triangulate data. Themes that emerged from constantly comparing the data informed the findings. The findings suggest that there are cognitive, non-cognitive and contextual factors which could influence the quality and outcomes of the mediation of metacognition during mathematical problem solving in diverse classrooms. It emphasized the significance of the active role the teacher as a more knowledgeable other plays in the mediation process. Furthermore, it underlined the importance of giving learners challenging mathematical problems requiring metacognition within their zones of proximal development. It was also found that the teacher as mediator should not only have the necessary professional knowledge and strategies, but should also consider the affective factors, perceptions and reactions of learners, during the mediation process. Keywords: metacognition, mediation, mathematical problem solving, sociocultural theory, differentiated instruction, Foundation Phase teachers, Intermediate Phase teachers. / AFRIKAANSE OPSOMMING: Onlangse nasionale en internasionale assesserings lig probleemoplossing uit as 'n belangrike, maar problematiese faktor in die huidige wiskundige prestasie van Suid-Afrikaanse leerders. Dit is duidelik dat die probleem toeneem dermate leerders na die Intermediêre Fase vorder. Navorsing toon 'n beduidende verband tussen metakognisie en suksesvolle wiskundige probleemoplossing. Vanuit 'n Vygotskiaanse sosiokulturele perspektief, wat die teoretiese raamwerk van hierdie studie gevorm het, word metakognisie as 'n hoër-orde funksie gesien wat ontwikkel deur interaksie binne die sosiale en kulturele konteks bekend as mediasie. Hierdie kwalitatiewe kollektiewe gevallestudie, ingelig deur 'n interpretivistiese paradigma, was ontwerp om te verken en te vergelyk hoe Grondslag- en Intermediêre-Fase onderwysers metakognisie tydens wiskundige probleemoplossing medieer. Dit het ten doel gehad om 'n beter begrip te bied van die proses van mediasie, die komplekse wisselwerking tussen kognisie en metakognisie en hoe onderwysers mediasie differensieer om die diversiteit van hul leerders te akkommodeer. Om dit aan te spreek was twee gevalle geïdentifiseer wat elk uit ses wiskunde-onderwysers van 'n stedelike primêre skool in die Wes-Kaap bestaan het. Een geval was Grondslagfase-deelnemers en die ander Intermediêre-Fase- deelnemers. Semi-gestruktureerde individuele onderhoude, nie-deelnemer klaskamer-waarnemings en semi-gestruktureerde fokusgroep-onderhoude was gebruik as metodes om data in te samel en te trianguleer. Temas wat ontluik het na die konstante vergelyking van data het die bevindinge ingelig. Die bevindinge het getoon dat daar kognitiewe, nie-kognitiewe en kontekstuele faktore is wat die kwaliteit en uitkomste van die mediasie van metakognisie tydens wiskundige probleemoplossing in diverse klaskamers kan beïnvloed. Die bevindinge beklemtoon die noodsaaklikheid van die aktiewe rol wat die onderwyser as die meer kundige ander speel in die mediasieproses. Verder word die belangrikheid benadruk van die daarstelling van uitdagende wiskundige probleme, wat metakognisie vereis, binne leerders se sones van proksimale ontwikkeling. Dit is ook gevind dat die onderwyser as mediator nie net oor die nodige professionele kennis en strategieë moet beskik nie, maar ook die affektiewe faktore, persepsies en reaksies van leerders in ag moet neem tydens die mediasieproses. Sleutelwoorde: metakognisie, mediasie, wiskundige probleemoplossing, sosiokulturele teorie, gedifferensieerde onderrig, Grondslagfase-onderwysers, Intermediêre Fase-onderwysers.

Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools. / AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The mother-daughter relationship and the feminine principle in the process of individuation are explored in this study. The mother-daughter relationship as the focus of the study is presented as the womb where the stories and experiences are in gestation. In presenting this research as a transpersonal exploration, the principles and practices of transpersonal psychology and transpersonal research are used as the lens through which the process of research is viewed. The study tells the stories of adolescent daughters and their menopausal mothers and their lives as girls and women in transitional life cycles. It also tells the stories of the author's mother and of herself, and offers their shared experiences of being daughters, and remembering that they are also the daughters of daughters, the mothers of whom have passed away a long time ago. The stories are presented in the mode of a narrative inquiry, becoming an exploration in itself. The author looks into the stories of what has been written by those who have mapped the territory of the transpersonal and narrative landscapes in psychology, education, research and psychotherapy. A research collage of the mother-daughter relationship, transitional life cycles, and also of aspects of the feminine and the process of individuation is created. Images of alchemy, archetypes, mythological figures and archetypal goddesses are added to allow this collage to become its own story. The study combines research methods used in transpersonal research and narrative inquiry. Data were gathered by making use of journal writing, mandala drawings, interviews, visual imagery and photographs, collage, writing letters, personal documentation, dreamwork, working with words and personal mythology. Transpersonal principles such as meditation, reflection, mandala drawings, intuitive listening and so forth were applied in working with the data. The researcher also used principles of narrative inquiry to assist in the process of processing the information and finding the stories. The research findings that emerged indicate that a mother and daughter can hold up a mirror to each other in order to see that there are experiences of abandonment and dependency in their relationship; another mother and daughter pair related to each other from a basis of limiting self-experience; and yet another mother and her daughter were seen to have a relationship that contains powerful potential for individuation through the process of growth and transformation. These findings may be relevant to the therapeutic and educational spheres of psychology, in training and in application. This research journey is an adventure that can be seen as symbolically walking the labyrinth, following the circular path towards the centre, and then back again, out into life. This journey is symbolic of the process of individuation as based on the mythology of the serpent Ouroboros that swallows its tail in order to become whole. The process of alchemy in psychology forms the container for this journey into wholeness. Like Theseus, beloved of Ariadne of antiquity, I took the golden thread in hand and stepped into the labyrinth. The journey could begin … / AFRIKAANSE OPSOMMING: Hierdie studie verken die moeder-dogter verhouding en die vroulike beginsel in die individuasieproses. Die moeder-dogterverhouding as die fokus van hierdie studie word voorgestel as 'n houer vir die bewaring van belangrike aspekte van die vroulike beginsel. Die modus van transpersoonlike sielkunde en navorsing is gebruik om as 'n lens te dien waardeur hierdie proses ondersoek is. Die narratiewe navorsingsmetode is gebruik om die stories te vertel wat in hierdie studie aangebied word. Hierdie stories gaan oor die navorsingsreis, die reis van dogter-wees en moeder-wees, die reis van vrou-wording en vrou-wees in die oorgangsfases van vroue se lewens. Dit behels stories van adolessensie en die menopouse. Daarnaas geplaas is die stories van my moeder, van myself, en van ons verhouding. In hierdie vertelling oor die moeder skryf ek dit as die dogter van 'n dogter wie se moeder lank reeds oorlede is. Ek onderneem 'n reis deur die landskap van die literatuur en neem daaruit stories van aspekte van vrou-wees, van die vroulike beginsel, asook van transpersoonlike sielkunde en transpersoonlike navorsing. Dit gaan ook oor die narratiewe wyse van ondersoek en die waarde van stories in narratiewe terapie word bespreek. Hierdie navorsingsreis is 'n speurtog; soos in 'n labirint is dit 'n sirkelvormige reis, wat die mitologiese slang, Ouroboros, wat sy eie stert insluk om heel te word weerspieël. Die labirinte van die mitologie en argetipiese vroubeelde en godinne stem tot nadenke oor die sielkundige ervaring van individuasie. In die nadenke is daar, soos met die alchemiste van weleer, 'n soeke die goud in die lood en die bevindinge wat die navorsingsreis oplewer, word bekendgemaak. In hierdie reis is gebruik gemaak van transpersoonlike en narratiewe navorsingsmetodes en beginsels om die inligting te verkry waarmee die stories vertel kon word. Hierdie metodes maak onder meer gebruik van joernaalskryf, mandalas teken, onderhoude, visuele beelde en foto's, collage, briewe, persoonlike dokumente, droomwerk, woorde en woordassosiasie en persoonlike mitologie. Transpersoonlike werkswyses soos meditasie, refleksie, intuitiewe luister, joernaal skrywe en so meer is gekombineer met narratiewe werkswyses om die inligting te verwerk en die stories te ontgin. Die navorsingsbevindinge dui op ervaringe van afhanklikheid en vrese van verlating; van 'n moeder en dogter wat gebuk gaan onder beperkende ervaringe van selfvertwyfeling en die implikasie wat dit het vir hulle vrou-wees; van 'n moeder en haar dogter wat die potensiaal vir die proses van individuasie in hulle verhoudinge met hul vroueliggame vind. Die implikasies van hierdie bevindinge mag moontlik van belang wees vir sielkundiges en opvoedkundiges wat hulle in hierdie sfere van hulpverlening bevind. Soos Theseus, beminde van Ariadne van ouds, het ek die goue draad ter hand geneem en daarmee die ingang van die labirint betree. Die reis moes begin …

Thesis (MEd (Educational Psychology)--University of Stellenbosch, 2006. / Many adults living in previously disadvantaged communities were confronted with daily racism, oppression and the abuse of human rights during the apartheid government's ruling of South Africa. Since the demise of apartheid, however, many of these same adults have continued to be challenged by adversities, such as crime, violence, unemployment, poverty, gangsterism and drug and alcohol abuse on a daily basis. Despite these adversities many adults nevertheless manage to cope and thrive. Yet, little research regarding the nature of adult resilience within high-risk communities, especially within the South African context, exists. The aim of this study was to gain insight into, and understanding of, adults' experiences of resilience within a high-risk South African community. In order to address the aims of the study, a basic interpretive qualitative study was undertaken. A high-risk community on the Cape Flats, Western Cape, was selected as the site for data collection, as it was known that adults in the community were exposed to high incidences of crime, violence, poverty, unemployment and gangsterism. The selected participants were viewed, both by themselves and by other community members, as resilient as they had managed to overcome years of racism, oppression and the abuse of human rights at the hands of the apartheid South African government. Additionally, participants had had to fight the harrowing effects of negative influences on a daily basis. The findings of this study indicated that, despite being confronted with ongoing extreme situations of adversity, the participants managed to cope and remain optimistic. Resilient attributes, such as intrapersonal, interpersonal and community resources, were found to contribute to adults' experiences of resilience. Intrapersonal resources, such as the maintenance of a positive attitude, the ability to set goals and the willingness to make sacrifices in order to achieve personally set goals, emerged. Other intrapersonal factors which were attributed to the adults' experiences of resilience related to the awareness of, and dedication to, future planning and the importance of maintaining a healthy body and mind. Interpersonal factors which came to the fore related to recognition of the importance of family relationships, involvement in activities which served to uplift and empower others, and acknowledgement of the need to mix with a diverse group of people in order to gain exposure to new ideas and experiences. Community resources were recognised as playing an additional role in supporting adults in their quest for success, with resources, such as religious organisations, schools and clinics, being identified by the participants concerned. Despite exposure to adversity, resilient adults in high-risk communities were found to make use of three sources of resources and to continue to remain hopeful and positive about their future. This study demonstrates, then, that resilience in a high-risk community is related to the use of intrapersonal, interpersonal and community resources.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009. / This study focused on South African siblings' experiences of a brother or sister with cancer. Social constructionism was used as an epistemological framework. Three in-depth interviews with siblings (ages 12 – 16 years) of pediatric cancer patients, were done. The case study approach was chosen as the most suitable method to gain the information. The thematic content analysis was the method of analysis. Participants' experiences with regard to their siblings' cancer were reconstructed according to themes. Recurring themes were elucidated and linked with the literature. The study allowed participants to express their conscious and unconscious experiences by means of verbal and non-verbal (art activities) communication. Results support the concern by previous studies about siblings' vulnerability since the diagnosis of a brother's/sister's cancer. The uniqueness of each sib's experience and the implementation of individualy-centered intervention strategies is emphasized. Educational Psychologists as well as members of the multidisciplinary team (teachers, medical and nursing staff, parents, family and peers) interested in supporting siblings of pediatric cancer patients can benefit from this study.

Thesis (MEd(Psych) --Stellenbosch University, 2011. / ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have the daily task of dealing with it. Not only do teachers have to unravel the complex dynamics of bullying, they also often have to navigate a school climate and culture that is not conducive to addressing bullying. In South Africa, there are many unique contextual factors which impact on teachers’ management of bullying, such as community violence overflowing into the school, increased administrative load and limited support from school management, parents and education authorities. Therefore, teachers’ abilities to conceptualise bullying, recognise and respond to incidents of bullying, and their knowledge of the nature and extent of bullying behaviour impact greatly on anti-bullying strategies. The theoretical framework which informed this study is the social context perspective which drew on views from both social constructionism and the bio-ecological framework. The social context perspective emphasises the interactions between individuals and the systems as delineated in the bio-ecological model. Furthermore, this study did not aim to reveal the “truth” about school bullying. The intention has rather been to provide a comprehensive picture as was portrayed by the participants in this study. This picture included the nature and extent of bullying in their secondary school, the teachers’ perspectives and experiences of bullying, and proposed prevention and intervention strategies which they aim to implement at their school. In keeping with the constructionist nature of the process of inquiry, a qualitative, interpretivist research approach was used. Purposive sampling was used to identify potential participants who were then asked to volunteer to be part of the study. Data was generated through semi-structured interviews with individuals and focus groups. Furthermore, the constant comparative method was used to analyse the data. The research findings indicated that the teachers experience and perceive a wide variety of bullying behaviours which take place at various sites, both within and outside the school grounds and that involve a diverse range of individuals within the school community. Furthermore, the teachers conveyed several factors which they experienced as maintaining bullying and highlighted their perceived effects thereof. In addition to this, the participants shared knowledge about their teaching practices and suggested a few strategies on how to deal with bullying more effectively in their school community. / AFRIKAANSE OPSOMMING: Afknouery word beskou as ‘n deurlopende probleem in hoërskole en onderwysers moet die gevolge daarvan daagliks hanteer. Onderwysers moet nie net die komplekse dinamiek van afknouery ontrafel nie, maar worstel ook met ‘n skoolklimaat en -kultuur wat nie toepaslik is om afknouery te bekamp nie. In Suid-Afrika is daar unieke kontekstuele faktore wat ‘n invloed het op hoe onderwysers afknouery hanteer. Dit sluit onder andere in die geweld wat oorvloei vanuit die gemeenskap na die skool, verhoogde administratiewe werklading asook beperkte ondersteuning van die skool se bestuurspan, ouers en die onderwysowerhede. Daarom speel onderwysers se vermoëns om afknouery te konseptualiseer, insidente van afknouery te herken en daarop te reageer, asook hulle kennis van afknougedrag ‘n groot impak op anti-afknouery strategieë. Hierdie studie word gekonseptualiseer vanuit ‘n sosiaal-konstruktiwistiese en bioekologiese perspektief. ‘n sosiale konteksperspektief beklemtoon die interaksies tussen individue en die sisteme wat uiteengesit is in die bio-ekologiese model. Die doel van hierdie studie was nie om die “waarheid” oor afknouery in die skool te openbaar nie. Dit was eerder om die deelnemers se perspektief in diepte te analiseer en beskryf. ‘n Kwalitatiewe, interpretivistiese navorsingsbenadering is daarom gevolg. ‘n Doelgerigte steekproef is gebruik om potensiële deelnemers te identifiseer en hulle is gevra om vrywillig deel te neem aan die studie. Data is gegenereer deur semi-gestruktureerde individuele en fokusgroeponderhoude. Verder is die konstante vergelykende metode gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat die onderwysers ‘n wye verskeidenheid afknougedrag van diverse groepe en individue binne en buite die skoolterrein ervaar. Die onderwysers het verskeie faktore identifiseer wat afknouery moontlik instandhou en het die moontlike gevolge van afknouery uitgelig. Laastens het die deelnemers kennis oor hulle onderwyspraktyke gedeel en voorstelle gemaak oor hoe om afknouery meer effektief in hul skoolgemeenskap te hanteer.