Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study was aimed at evaluating the effectiveness of a play therapy training programme for youth facilitators of a returned exile children's group. The effectiveness was evaluated qualitatively by using participant observation to determine whether the facilitators were able to assess the difficulties of these children and implement the techniques of play therapy to address these difficulties. Literature was used as a general guideline to determine the criteria needed for lay play therapists dealing with specifically traumatized children. It was found that most facilitators experienced difficulty in assessing aggression, withdrawal, nightmares excessive shyness and thumb sucking as symptoms of difficult behaviour. They were, however, able to recognize more explicit symptoms like fearful behaviour and excessive clinging behaviour accurately. The majority used drawings and observations rather than interviews and history taking as assessment strategies. Mutual storytelling, painting and unstructured play were the primary means of intervention used. It was concluded that although difficulty with assessing age appropriate behaviour was present, the facilitators succeeded in using non-threatening therapeutic techniques to address difficult behaviours in children. In the classification of Overall Communication the facilitators performed quite well. They excelled at listening, understanding and empathy skills. The programme thus succeeded in providing necessary skills, but can be improved structurally to make these skills more accessible. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die doeltreffendheid van 'n opleidingsprogram in spelterapie vir jeugdiges as fasiliteerdes van kindergroepe vir teruggekeerde bannelinge te evalueer. Deelnemende waarneming is as kwalitatiewe maatstaf gebruik om die doeltreffendheid van die program te meet. Daar word gekyk na die fasiliteerder se vermoë om die kinders se probleemareas te identifiseer en om spelterapietegnieke te implementeer wat hierdie probleme aanspreek. Verder word relevante literatuur gebruik as kriteria vir leke-spelterapeute wat werk met spesifieke getraumatiseerde kinders. Die resultate van die onderhawige studie wys dat fasiliteerders dit moeilik gevind het om simptome soos aggressie, onttrekkingsgedrag, nagmerries, uitermatige skaamheid en duimsuig te identifiseer as probleemareas. Hulle het dit wel moontlik gevind om meer voor die handliggende simptome soos vreesbevange gedrag en oormatige klouerigheid akkuraat te herken. Die meerderheid fasiliteerders het gebruik gemaak van tekeninge en waarnemings vir identifisering van probleemareas eerder as onderhoudsvoering en die insameling van agtergrondsgeskiedenis. Die spelterapietegnieke wat die meeste gebruik was, is die gesamentlike vertel van stories, verf en ongestruktureerde spel. Ten slotte is gevind dat, alhoewel die fasiliteerders gesukkel het om ouderdomsgepaste gedrag te identifiseer, hulle daarin geslaag het om nie-bedreigende terapeutiese tegnieke aan te wend om sodoende probleemgedrag aan te spreek. In die klassifikasie van Oorkoepelende Kommunikasie, het die fasiliteerders uitgeblink in veral luister- begrips- en empatievaardighede. Die program slaag dus daarin om vaardighede beskikbaar te stel, maar sou struktureel verbeter kan word om hierdie vaardighede meer toeganklik te maak.

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study evaluates the development of a discursive approach to social psychology in terms of this discipline's most pressing metatheoretical question: what is the relation between the individual and the social in social psychology? This question is illuminated through a discussion of traditional cognitive approaches to social psychology as well as postmodern critiques of the discipline, after which the discursive approach is introduced to address shortcomings in both these perspectives. The discursive approach incorporates a key insight of recent developments in the philosophy of language, namely that language is not primarily referential, but constructive of our experiences and relationship to reality. By taking seriously both the performative or rhetorical and the abstract-systemic characteristics of language, discursive social psychology addresses the traditional issues of individualism and the reduction of the social on two levels: first, as it is revealed in especially traditional cognitive approaches to social psychology; and secondly, as it supports a set of specifically Western cultural values that reproduce cultural and political practices and power imbalances. Discursive social psychology is subsequently presented as a definite advance with regard to providing richer conceptions of social-cognitive processes and the socio-cultural foundations of psychological phenomena. Despite this there are also important limitations that should be taken into account before discursive social psychology is imported to South Africa as a critical alternative: the focus on language goes along with a negation of the materiality and embodied nature of experience. Because experience cannot be pre-reflexively psychological meaningful, discursive social psychology remains to develop a theory of agency that indicates how criticism, resistance and change is possible. / AFRIKAANSE OPSOMMING: Hierdie studie evalueer die ontwikkeling van 'n diskursiewe benadering tot die sosiale sielkunde in terme van hierdie dissipline se mees knellende metateoretiese vraag: wat is die verhouding tussen die individuele en die sosiale in sosiale sielkunde? Hierdie vraag word aangespreek deur eers te kyk na tradisioneel kognitiewe benaderings tot en postmodernistiese kritiek op die sosiale sielkunde, waarna die diskursiewe benadering bekendgestel word soos dit die tekortkominge in hierdie twee perspektiewe aanspreek. Die diskursiewe benadering inkorporeer 'n sleutel-insig van onlangse ontwikkelinge in die taalfilosofie, naamlik dat taal nie primêr referensieel is nie, maar konstruktief en medebepalend van ons ervaring van en verhouding tot die werklikheid. Deur beide die performatiewe of retoriese en die meer abstrak-sistemiese kenmerke van taal ernstig op te neem, spreek die diskursiewe sosiale sielkunde die tradisionele knelpunte van individualisme en reduksie van die sosiale op twee vlakke aan: eerstens, soos dit onthul word in veral tradisioneel kognitiewe benaderings tot sosiale sielkunde; en tweedens, soos dit 'n stel spesifiek Westers-kulturele waardes onderhou wat bydra tot die reproduksie van kulturele en politieke praktyke en mags-wanbalanse. Diskursiewe sosiale sielkunde word gevolglik aangetoon as 'n definitiewe vooruitgang wat betref die uiteensetting van ryker konsepsies van sosiaal kognitiewe prosesse en die sosiaal-kulturele grondslae van sielkundige fenomene. Ten spyte hiervan is daar egter ook belangrike gebreke wat in ag geneem moet word voordat diskursiewe sosiale sielkunde as kritiese alternatief na Suid-Afrika ingevoer word: die fokus op taal gaan qepaard met 'n negering van die materialiteit en liggaamlikheid van ervaring. Omdat ervaring nie pre-refleksief sielkundige betekenis kan hê nie, bly hierdie ontwikkeling se verstaan van agentskap in gebreke om te verduidelik hoe kritiek, teenstand en verandering moontlik is.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The problem of gangsterism in the Western Cape is taking on huge proportions especially among high school youth. Previous studies found that the initial expectations of gang members and their actual experience of gang membership differed. An ethnographic study was done with high school pupils from a semi-urban setting in the Western Cape who were gang members to find out how they constructed meaning out of their membership to the gangs. Transcripts of unstructured interviews with five participants were analysed using Strauss and Corbin's method of Grounded Theo . The analysis - showed that the pupils from this setting predominantly joined the gangs because they were exposed to the gang members, who operated in the same streets that they live in, and as a result received much more positive information about the gang from their friends. They chose to remain committed to the gang because the gang members were perceived as being very supportive, providing for them financially, emotionally (by giving them acceptance) and physically (protecting them). The study found tha COnfl~!).,as a major part of the gang life or culture. Members could not escape the violent gang activities, despite all their attempts to make peace. The gang culture which resembled that of the prison gang c~, was perpetuated and sustained by the persistent group dynamics and processes that imposed social roles and expectations on members. The members became more deviant in behaviour out of loyalty to the gang. Contrary to current beliefs on the causes of gangsterism, the present study found that social control and feelings of relative deprivation had no conscious influence on the participants' decision to become gang members. The research suggests that future gang intervention should seek to develop programs around providing alternative modes of support to youth at risk. / AFRIKAANSE OPSOMMING: Die bendevraagstuk in die Westelike Kaap neem groot afmetings aan onder die jeug van verskeie plaaslike hoerskole. Vorige studies het getoon dat die aanvanklike verwagtinge van die jeug en hulle werklike ervaring van bendelidmaatskap verskil het. 'n Etnografiese ondersoek is geloods waarin hoerskoolleerlinge uit 'n semi-stedelike gebied van die Westelike Kaap betrek is om die betekenis van bendelidmaatskap te konstrueer. Die ongestruktureerde onderhoude met vyf deelnemers is aan die hand van Strauss en Corbin se metode van analise ontleed. Die daaropvolgende analise het getoon dat hulle hoofsaaklik by 'n bende in hul woonbuurt aangesluit het omdat hulle baie blootstelling aan, en positiewe terugvoer van die bendelede gekry het. Die deelnemers het verkies om lojaal teenoor die bende te bly omdat die bende hulle emosionele (aanvaarding), fisiese (beskerming) en finansiele ondersteuning gebied het. Die huidige studie het gevind dat konflik 'n integrale kern van die bendekultuur gevorm het. Ten spyte van die vele pogings wat bendelede aangewend het om vrede te bewerkstellig, kon hulle nie daarin slaag om die geweldadige akitiwiteite te stuit nie. Hierdie bendekultuur wat sterk ooreenstem met die tronkbende-sisteem is in stand gehou deur groepsdinamika wat sekere sosiale rolle en verwagtinge op lede afgedwing het. Bendelede het groter gedragsafwykings getoon soos wat die lojaliteit aan die bende toegeneem het. In teenstelling met algemene bevindings betreffende die oorsprong van bendelidmaatskap, het hierdie studie getoon dat sosiale beheer en die ervaring van relatiewe deprivasie geen noemenswaardige invloed gehad het nie. Daar word voorgestel dat programme vir intervensies moet konsentreer op alternatiewe vorme van ondersteuning vir hierdie "riskante" jeug.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: In the light of the political dispensation and the subsequent changes in Education, it has become imperative to offer every learner the best possible opportunities with regard to the curriculum. This would imply that every learner has to be equipped with skills and values which would enable him / her to enter the Labour market with confidence in order to realise his / her potential and to become a useful member of society. It should also be kept in mind that learners would be able to exit from the schooling system at an earlier stage, as education is compulsory only to the level of grade nine. This presupposes that learners will have to receive information on different types of school, subject choices and further training as early as grade seven. Research also proves that interest is the most important factor in the choice of a career. Previously, the Kodus was the only standardised measuring instrument used to determine fields of interest of learners in grade seven, and it was only standardised in relation to white learners. The need for a measuring instrument, which will include all race groups (white, black and coloured) seems to be a pressing one at the moment. The purpose of the investigation was to standardise the MB-IOon learners in grade seven. In the process, special attention had to be devoted to cross-cultural factors, gender, interest in different occupations as well as the permanence and stability of this interest. The investigation was conducted in two phases. Firstly, 710 learners from 10 different schools (urban / rural) were tested. Afterward, English and Afrikaans glossary were compiled to accommodate black learners whose mother tongue was not English, and to make provision for regional variants of Afrikaans. Secondly, an experimental group, consisting of 1923 learners from 26 schools (urban / rural), was tested; during this process the new glossary were used. The results of the experimental group were then processed statistically. From the investigation the following become evident: • an analysis of the fields and items indicates that there are 14 items in four fields with an unacceptably low reliability - an inspection of content indicated that this could be attributed mainly to a lack of knowledge of the meanings of words, poor word comprehension, a lack of exposure and the general unfamiliarity of the activity. • that there are no significant differences in the ten fields of interest between white, coloured and black learners; such differences do, however, exist between the sexes. • That an investigation of validity confirmed that the MB-lO indeed measures levels of interest. On the basis of the result of the investigation and statistical analysis, the compilation of separate norms for boys and girls in grade seven went ahead. According to Meyer (1998) it is not desirable to change a questionnaire which is generally reliable, as it will not necessarily lead to an improvement. In the light of this we recommend that the MB-lO be used unmodified for grade sevens, as well as the glossary. In the case of the 14 "problem items", learners must be referred back to the glossary specifically in order to check the meanings of words. / AFRIKAANSE OPSOMMING: In die lig van die nuwe staatkundige bedeling en gepaardgaande veranderings op onderwysgebied, het dit noodsaaklik geword om elke leerder die beste moontlike geleenthede tot die kurrikulum te bied. Dit impliseer dat elke leerder sodanig met kennis, vaardighede en waardes toegerus moet word om tot die wêreld van werk te kan toetree ten einde 'n nuttige landsburger te word. Hiermee saam moet ook in gedagte gehou word dat leerders die skoolsisteem vroeër kan verlaat deurdat hulle verpligte onderwys slegs tot graad nege salontvang. Dit bring mee dat leerders alreeds ten minste in graad sewe leiding moet ontvang in terme van skooltipe, vakkeuses en verdere opleiding. Navorsing het ook bevind dat belangstelling die belangrikste faktor by beroepskeuse is. Voorheen was die Kodus die enigste gestandaardiseerde meetmiddel om graad sewe leerders se belangstelling te meet, maar dit was net op die wit leerders gestandaardiseer. Die noodsaak aan 'n meetmiddel wat al die rasgroepe (wit, bruin, swart) sou insluit, blyk 'n groot behoefte te wees. Die doel van die onderhawige ondersoek was om die MB-lOop graad sewe leerders te standaardiseer. In die proses moes daar deeglik met veral die kruiskulturele aspekte soos taal, die verskille tussen die geslagte, die permanentheid en stabiliteit van die belangstelling en die ouderdom van die jong leerders rekening gehou word. Die ondersoek is tweeledig uitgevoer. Eerstens is 710 leerders by 10 skole (stad I platteland) getoets waarna 'n Afrikaanse woordelys sowel as 'n Engelse woordelys saamgestel is om veral swart leerders te akkommodeer wie se moedertaal nie Engels is nie asook om vir streeksvariante in Afrikaans voorsiening te maak. Tweedens is 'n eksperimentele groep, bestaande uit 1923 leerders by 26 skole (stad I platteland), getoets waartydens van die woordelyste soos uit die loodsondersoek saamgestel, gebruik gemaak is. Hierdie eksperimentele groep se resultate is toe statisties verwerk. Uit die ondersoek blyk die volgende: • 'n ontleding van die velde en items toon dat daar 14 items in vier velde is waarvan die betroubaarheid onaanvaarbaar laag is - 'n inhoudelike inspeksie het aangetoon dat dit hoofsaaklik aan gebrek aan woordbetekenis, swak woordbegrip, gebrek aan blootstelling en onbekendheid met die aktiwiteit toegeskryfkan word • dat daar nie beduidende verskille op die tien belangstellingsvelde tussen die rasse wat hulle belangstelling betref bestaan nie, maar dat daar slegs verskille tussen geslagte bestaan • dat die geldigheidsondersoek bevestig dat die MB-lO inderdaad belangstelling meet. Op grond van die ondersoek se resultate is toe voortgegaan om gesamentlike norms vir seuns (wit, bruin, swart) asook vir meisies (wit, bruin, swart) op te stel. Volgens Meyer (1998) is dit nie wenslik om 'n vraelys wat in die geheel betroubaar is, te verander nie omdat dit nie noodwendig tot 'n verbetering lei nie. In hierdie lig beskou, word daar aanbeveel dat die MB-lO onveranderd vir graad sewes saam met die woordelyste wat toegevoeg is, gebruik word. By die betrokke 14 "probleemitems" moet die leerders ook pertinent na die woordelys terug verwys word om die woordbetekenisse na te gaan.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Pregnancy has evolved from being predominantly understood as a medical phenomenon to what psychoanalytic theorists would regard as a holistic experience encompassing both physiological and psychological changes. According to psychoanalytic theorists, pregnancy is a transitional phase and a time of susceptibility and flux for most women. This often results in psychic turmoil where boundaries between conscious and unconscious process become more permeable. The pregnant woman's dreams and fantasies create an inner working model of relationships and this in tum provides a template of how her relationship with her baby will be experienced and conducted. This link to the unconscious increases insight into the process occurring between the woman and her evolving relationship with the fetus and provides the health professional with clues for early intervention. However care should be taken by health-care professionals to communicate the psychological processes during pregnancy within the cultural framework of the pregnancy mother for positive outcomes to be achieved. / AFRIKAANSE OPSOMMING: Die wyse waarop swangerskap verstaan word het ontwikkel vanaf grotendeels mediese verskynsel na wat die psigoanalitiese teoretici sal beskou as 'n holistiese ervaring wat beide die fisiologiese en die sielkundige veranderinge insluit. Die psigoanalitiese teoretici beskou swangerskap as 'n oorgangs fase en 'n periode van vatbaarheid en veranderlikheid vir die meeste vroue. Dit gee dikwels aanleiding tot psigiese wanorde waar die grense tussen bewustelike en onbewustelike prosesse meer deurdringbaar word. Die swanger vrou se drome en fantasië skep 'n innerlike werkende model van verhoudings en op sy beurt voorsien dit templet van hoe haar verhouding met haar baba ervaar en hanteer sal word. Hierdie band met die onbewustelike verleen insig in die proses wat tussen die vrou en haar ontwikkelende verhouding met die fetus voorkom en voorsien die gesondheids werker van leidrade vir vroeë intervensie. Die gesondheids werker moet egter versigtig wees om die sielkundige prosesse gedurende swangerskap binne die kulturele raamwerk van die swanger moeder te interpreteer om sodoende positiewe uitkomste verkry.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study explores the possible alignment between mind style and four specialization categories within the profession of psychology. The Mind Style model of Anthony F. Gregorc, serving as a key to better understand an individuals' constitution, constitutes the theoretical underpinning of the investigation. The model divides specific perceptual and ordering qualities into four mediation channels or mind styles: Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR). The Gregorc Style Delineator, an instrument measuring the perceptual qualities of concreteness and abstractness, and the ordering qualities of sequentialness and randomness, was administered to 68 students registered for the Clinical, Counselling, Educational, and Industrial Psychology masters study programmes at the University of Stellenbosch. The primary research objectives included determining the mind styles of the four specialization groups, and ascertaining whether the four groups displayed distinguishing dominant mind style preferences. Secondary research objectives explored the relationships between and interactions with the words of the Gregorc Style Delineator and the four specialization groups. The reasons of the four groups for studying their chosen specialization fields were also noted. The data was analysed using the SPSS. Findings revealed no significant differences between the mind styles of the four groups. The Abstract Random mind style was found to be the dominant mind style for all four of the specialization groups. The secondary research objectives similarly found no significant evidence in support of clear descriptive delineations between the four specialization groups. Regarding mind style, a perceptual-ordering aspect of personality, it would thus appear that psychologistsin- training, and therefore psychologists, are undifferentiated. On the whole the results of this study indicate that psychologists in various registration categories are more similar than different. Recommendations were made for further study and research. / AFRIKAANSE OPSOMMING: Hierdie studie stelondersoek in na die moontlike verwantskap tussen verstandstyl en vier spesialiseringskategorieë binne die sielkunde professie. Die 'Mind Style' model van Anthony F. Gregorc, wat dien as 'n sleutel na 'n betere insig betreffende 'n persoon se samestelling, vorm die teoretiese onderstutting van die ondersoek. Die model verdeel bepaalde perseptuele- en ordeningskwaliteite in vier bemiddelingskanale of verst and style: Konkreet-Opeenvolgend (CS), Abstrak-Opeenvolgend (AS), Abstrak-Lukraak (AR), en Konkreet-Lukraak (CR). Die Gregorc Style Delineator, 'n instrument wat konkrete en abstrakte perseptuele eienskappe, en opeenvolgende en lukrake ordeningseienskappe meet, is toegepas op 68 studente wat geregistreer was in die Kliniese, Voorligting, Opvoedkundige, en Industriële Sielkunde meesters studieprogramme aan die Universiteit van Stellenbosch. Primêre navorsingsdoelstellings het die vasstelling van die verstandstyle vir die vier groepe ingesluit, asook die bepaling van moontlike onderskeidende dominante verstandstyl voorkeure vir elke groep. Sekondêre navorsingsdoelstellings het die verhoudings en interaksies van die woorde van die Gregorc Style Delineator met die vier spesialiseringsgroepe ondersoek. Die steekproef se redes vir die studie van hul gekose spesialiseringsvelde is ook genoteer. Dataanalise is gedoen met behulp van die SPPS. Bevindings het geen beduidende verskille tussen die verstandstyle van die vier groepe aangedui nie. Die Abstrak-Lukraak verstandstyl was geidentifiseer as die dominante verst andstyI vir al vier spesialiseringsgroepe. Die sekondêre navorsingsdoelstellings het eweneens geen beduidende bewys bevind ter ondersteuning van 'n duidelik omskrywende deliniasie tussen die vier spesialiseringsgroepe nie. Ten opsigte van verstandstyl, 'n perseptueel-ordenings aspek van persoonlikheid, wil dit dus voorkom of sielkundiges-in-opleiding, en dus sielkundiges, ongedifferensieerd is betreffende verstandstyl. In die geheel dui die resultate van die huidige studie aan dat sielkundiges van verskeie registrasiekategorieë meer eenders as verskillend is. Aanbevelings is gemaak ten opsigte van verdere studie en navorsing.

Thesis (MSc)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study examined the effect of a mental training program on the performance of eight-tonine- year-old male gymnasts in the acquisition and execution of a newly learned gymnastic element, namely the headspring. Twenty-five gymnasts, all with one-year experience in gymnastics, were tested on the four prerequisite elements for the headspring. The selected group was randomly assigned to an experimental and a control group respectively. The experimental group received six weekly mental training interventions, consisting of an adapted progressive relaxation approach with deepening techniques and imagery. In addition to the mental training interventions the experimental group took part in the weekly physical training program. The control group only received the physical training. The gymnasts were evaluated on a daily basis to monitor their progress. The headspring was evaluated by means of a post-intervention testing. A pre- and post-intervention interview was also conducted with all the gymnasts to determine qualitatively whether the mental training influenced the gymnasts' physical symptoms, cognitions and emotions during a competition situation. Interjudge reliability coefficients were also calculated for the pre- and posttests in order to establish to what degree the judges evaluated the elements uniformly. The results of the daily-progression testing indicated that the control group performed significantly better than the experimental group on one occasion, namely the session before the first mental training session was introduced to the experimental group. The experimental group, however, performed significantly better than the control group on two occasions just before and just after the third mental training session. The results of the post-intervention testing indicated that the experimental group did not perform significantly better than the control group during the execution of the headspring. The experimental group did, however, show a clear non-significant tendency to perform better than the control group during the daily-progression testing and the post-intervention testing. The pre- and post-intervention interviews indicated that the control group, in comparison with the experimental group, reported the same number of positive physical symptoms, cognitions and emotions before and after the experiment. The experimental group reported fewer positive physical symptoms during a competition situation, but more thoughts about the correct execution of the headspring and more positive emotions during competitions were reported after the experiment. The inter-judge reliability coefficients indicated that the judges evaluated the elements in the pretest more uniformly. / AFRIKAANSE OPSOMMING: Met hierdie studie is gepoog om vas te stel watter effek 'n sielkundige inoefeningsprogram met die aanleer en uitvoering van 'n nuutaangeleerde gimnastiekelement, naamlik die kopwip, op agt- tot nege-jarige seunsgimnaste gehad het. Vyf en twingtig gimnaste, wat almal een jaar gimnastiekondervinding het, is getoets met betrekking tot die vier voorvereistes van die kopwip. Die geselekteerde groep is ewekansig ingedeel in 'n eksperimentele en kontrolegroep onderskeidelik. Die eksperimentele groep het ses weeklike sielkundige inoefeningsessies gehad, bestaande uit 'n gewysigde progressiewe ontspanningsbenadering met verdiepingstegnieke en visualisering. Benewens die sielkundige inoefeningsprogram is hulle weekliks aan die fisiese afrigtingsprogram blootgestel. Die kontrolegroep het slegs die fisiese afrigtingsprogram ontvang. Al die subjekte is op 'n daaglikse basis geëvalueer om hul stapsgewyse vordering te monitor. Die kopwip as geheel is deur middel van 'n natoets geëvalueer. 'n Voor- en na-onderhoud is met elke gimnas gevoer om kwalitatief vas te stelof die eksperiment 'n verandering m die gimnaste se rapportering van fisiese simptome, kognisies en emosies tydens 'n kompetisie teweeggebring het. lnterbeoordelaarbetroubaarheidskoeffisiënte is bereken vir beide die voor- en natoets om te bepaal tot watter mate die drie beoordelaars se punte ooreengestem het. Die resultate van die daaglikse evaluering toon dat die kontrolegroep tydens een toetsgeleentheid, naamlik die sessie voor die eerste sielkundige inoefeningsessie op die eksperimentele groep toegepas is, beduidend beter as die eksperimentele groep gevaar het. Die eksprimentele groep het egter by twee toetsgeleenthede, naamlik dié net voor en net na die derde sielkundige inoefeningsessie beduidend beter as die kontrolegroep gevaar. Die resultate van die natoets toon dat die eksperimentele groep nie beduidend beter as die kontrolegroep tydens die uitvoering van die kopwip as geheel gevaar het nie. Die eksperimentele groep het 'n nie-beduidende tendens getoon om beter te presteer tydens die daaglikse evaluering en tydens die natoets. Die voor- en na-onderhoude het getoon dat die kontrolegroep, in vergelyking met die eksperimentele groep, dieselfde hoeveelheid positiewe fisiese simptome, kognisies en emosies na die eksperiment gerapporteer het. Die eksperimentele groep het minder positiewe, fisiese simptome na afloop van die eksperiment gerapporteer, maar verbreding van hul kognisies rakende die korrekte uitvoering van die kopwip en die toon van meer positiewe emosies tydens kompetisies is na afloop van die ondersoek gerapporteer. Die interbeoordelaar-betroubaarheidskoeffisiënte het getoon dat die beoordelaars meer eenvormig tydens die voortoets beoordeel het.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Assuming a postmodern perspective, this literature study attempts to address unprivileged dichotomies in an endeavour to make audible the silence surrounding women, emotion and anger. In alignment with the postmodern assumptions of relativity, the tracing of anger involves acknowledging the physiological, social, intrapersonal, interpersonal, behavioural, cognitive and phenomenological propensities thereof. In a postmodern attempt to contextualise the discussion and to trace the relation of women and the female gender stereotype to anger, a selection of etiological perspectives and theories on anger are viewed within the cultural contexts thereof. Juxtaposed in a Western culture privileging reason to emotion, individuality and autonomy to relationship centeredness, a hypothetical understanding of the association between women and emotion is construed. The gender stereotypical erasure of anger from the female repertoire is also addressed. Integrating these assumptions with the possible positive and negative outcomes of anger, a preliminary understanding of the mechanism of and the silence surrounding women and anger is offered. / AFRIKAANSE OPSOMMING: Met 'n postmodernistiese aanslag poog die literatuurstudie om ongepriviligeerde dichotome aan te spreek en die stilte in die literatuur rondom vroue en woede hoorbaar te maak. In pas met die postmodernistiese aannames van relatiwiteit, vereis die beligting van woede erkenning aan die fisiologiese, sosiale, intrapsigiese, interpersoonlike, kognitiewe en fenomenologiese manifestasies daarvan. In 'n postmodernistiese poging om die bespreking te kontekstualiseer en om die verhouding tussen vroue en woede na te speur, is 'n seleksie van etiologiese perspektiewe en teoriëe oor woede binne die relevante sosio-kulturele konteks bespreek. Geposioneer in 'n Westerse kultuur, wat rede bo emosie en individualiteit en outonomie bo verhoudingsgerigtheid stel, is 'n hipotetiese verstaan van die verhouding tussen vroue en emosie gekonstrueer. Die beperkings wat geslagsrolstereotipes op vroue se uitdrukking van woede plaas, is ook aangeraak. Deur die gegewe te integreer met die moontlike positiewe en negatiewe impak van woede, is 'n voorlopige verstaan daarvan, asook van die stilte rondom vroue en woede gebied.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This review begins by tracing the history and initial formulations of codependency, followed by the presentation of ten main themes distilled from the feminist critique of codependency: disparate and problematic definitions of codependency; viewing codependency as a disease; the use of codependency as a label; codependency as blaming the victim; codependency as a plot against women; codependency has an attack on femininity and traditional female roles; issues of individualism, narcissism and interdependence; lack of research in the field; over simplification of complex realities; and codependency as big business. These themes are presented along with recent developments and other perspectives in the field. The review concludes with a number of alternative formulations of codependency, as well as a recommendation of a number of criteria against which to evaluate future conceptualisations of the concept. / AFRIKAANSE OPSOMMING: Hierdie werkstuk begin met h uiteensetting van die geskiedenis en vroeë formuleringe van mede-afhanklikheid, gevolg deur h voorlegging van tien hoof temas gedistilleer uit die feministiese kritiek van mede-afhanklikheid: disparate en problematiese omskrywings van mede-afhanklikheid; die bedinking van mede-afhanklikheid as h siekte; die gebruik van mede-afhanklikheid as h etiket; die gebruik van mede-afhanklikheid om slagoffers te blameer; die gebruik van mede-afhanklikheid om vroue te onderdruk; die gebruik van mede-afhanklikheid teen vroulikheid en die tradisionele vroue-rol; narsisme en interafhanklikheid; gebrek aan navorsing; oor-vereenvoudiging van komplekse realiteit; en mede-afhanklikheid en groot besigheid. Hierdie temas word uiteengesit tesame met huidige ontwikkelinge en ander perspektiewe in hierdie gebied. Hierdie werkstuk word afgesluit met met h aantal alternatiewe formuleringe van mede-afhanklikheid, sowel as aanbeveelings van kriteria wat in die toekoms as h maatstaf gebruik kan word om nuwe konseptualiserings te evalueer.

Thesis (MA) -- Universiteit van Stellenbosch, 2002. / This assignment presents a comprehensive review of the different conceptualizations of emotional intelligence and the debate surrounding the construct. This review article is important since emotional intelligence is a relatively new field and to date no article has been published on the topic in South Africa. The article begins with a brief discussion of the biological bases of emotions. This is followed by a discussion of the development of the concept of emotional intelligence as a type of intelligence that is independent and separate from other related types of intelligence. Emotional intelligence is currently conceptualised within two different schools of thought, namely the Mayer and Salovey school (the aptitude approach) and the Goleman school (the mixed approach). These two schools are discussed in depth. This is followed by a critical discussion of the current instruments used to measure emotional intelligence. Furthermore a brief examination is made of the practical applications of emotional intelligence, particularly with reference to education and criminology. Lastly, recommendations for future research are made. This article concludes that there is much support in the literature for the conceptualization of emotional intelligence as a separate type of intelligence that, together with verbal and practical intelligence, exists as a third type of intelligence that may be a powerful predictor of important life outcomes. / AFRIKAANSE OPSOMMING: Hierdie werkstuk bied 'n omvattende oorsig oor die verskillende konseptualiserings van emosionele intelligensie en die debat daaromheen. Die belangrikheid van hierdie oorsigartikel is daarin geleë dat emosionele intelligensie 'n betreklike nuwe veld is en dat daar tot op datum nog nie 'n artikel van so 'n aard in Suid-Afrika verskyn het nie. In die artikel word daar eerstens kortliks verwys na die biologiese grondslae van emosie. Daarop volg 'n bespreking van die ontwikkeling van die konsep emosionele intelligensie en die daarstelling daarvan as 'n onafhanklike tipe intelligensie wat van ander verwante konstrukte onderskeibaar is. Die huidige konseptualiserings van emosionele intelligensie word verdeel in twee denkskole, naamlik die Mayer en Salovey denkskool (die vermoëbenadering) en die Goleman denkskool (die gemengde benadering). Die inhoude wat binne hierdie twee denkskole vervat word, word volledig uiteengesit. Vervolgens word bestaande meetinstrumente vir emosionele intelligensie krities bespreek. Voorts word daar kortliks aandag gegee aan die toepassingsvelde van emosionele intelligensie, met besondere verwysing na die onderwys en kriminologie. Laastens word aanbevelings vir verdere navorsing gemaak. Die finale gevolgtrekking in die artikel is dat daar sterk steun bestaan vir die konseptualisering van emosionele intelligensie as 'n onafhanklike tipe intelligensie wat as 'n derde tipe intelligensie, saam met verbale en nie-verbale intelligensie, "n kragtige voorspeller van belangrike lewensuitkomste mag wees.