Text in Afrikaans / The aim of this study was to determine the effect of labeling on a person's being from an educational-psychological perspective. The focus was therefore placed mainly on the following: § Labeling as a phenomenon, with specific reference to what labeling is and its effect on a person's being. § The use of the Edu-Psychological Relation Theory as a theoretical basis for determining the effect of labeling on a person's being. § The compilation of a diagnostic questionnaire within the framework of the Edu-Psychological Relation Theory that was used in the empirical study. It was found that the consequences of labeling are generally permanent and irreversible, and that they result in isolation of the individual. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and was used to determine the effect of labeling. / Educational Studies / M. Ed. (Guidance)

Text in Afrikaans / The aim of this study was to determine the effect of labeling on a person's being from an educational-psychological perspective. The focus was therefore placed mainly on the following: § Labeling as a phenomenon, with specific reference to what labeling is and its effect on a person's being. § The use of the Edu-Psychological Relation Theory as a theoretical basis for determining the effect of labeling on a person's being. § The compilation of a diagnostic questionnaire within the framework of the Edu-Psychological Relation Theory that was used in the empirical study. It was found that the consequences of labeling are generally permanent and irreversible, and that they result in isolation of the individual. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and was used to determine the effect of labeling. / Educational Studies / M. Ed. (Guidance)

Afrikaans text / Hierdie studie het ten doel gehad om die Opvoedkundig-Sielkundige Relasieteorie te gebruik in die identifisering van 'n middeljarekrisis by middeljariges. Met die oog hierop is daar hoofsaaklik op die volgende gekonsentreer: Die middeljare as fenomeen, met spesifieke verwysing na die belewing van krisis­ elemente tydens hierdie lewensfase, wat op 'n middeljarekrisis sou kon dui Die gebruik van die Opvoedkundig-Sielkundige Relasieteorie as gefundeerde teoretiese vertrekpunt in die identifisering van 'n middeljarekrisis Die daarstel van •n diagnostiese vraelys binne die raamwerk van die Opvoedkundig- Sielkundige Relasieteorie wat in die empiriese studie gebruik is om 'n middeljarekrisis te identifiseer Daar is bevind dat, aJhoewel nie aile middeljariges 'n krisistydperk ervaar nie, daar tien verskillende krisis-elemente is wat op 'n middeljarekrisis sou kon dui. 'n Diagnostiese vraelys is in terme van die Opvoedkundig-Sielkundige Relasieteorie veroperasionaliseer, en gebruik in die identifisering van 'n middeljarekrisis. / The aim of this study was to use the Edu-Psychological Relation Theory in the identification of a midlife crisis in middle aged persons. The researcher concentrated on the following main aspects: The middle years as phenomenon, with specific reference to the experience of crisis - elements during this life phase, which could lead to a crisis The use of the Edu-Psychological Relation Theory as well-grounded theoretical point of departure in the identification of a midlife crisis The compilation of a diagnostic questionnaireusing the Edu-Psychological Relation Theory as framework, which was used in the empirical study to identify a midlife crisis It was found that, although not all middle aged persons experience a crisis during this time, there are ten different crisis elements which could indicate a midlife crisis. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and used in the identification of a midlife crisis. / Psychology of Education / M. Ed. (Voorligting)

Afrikaans text / Hierdie studie het ten doel gehad om die Opvoedkundig-Sielkundige Relasieteorie te gebruik in die identifisering van 'n middeljarekrisis by middeljariges. Met die oog hierop is daar hoofsaaklik op die volgende gekonsentreer: Die middeljare as fenomeen, met spesifieke verwysing na die belewing van krisis­ elemente tydens hierdie lewensfase, wat op 'n middeljarekrisis sou kon dui Die gebruik van die Opvoedkundig-Sielkundige Relasieteorie as gefundeerde teoretiese vertrekpunt in die identifisering van 'n middeljarekrisis Die daarstel van •n diagnostiese vraelys binne die raamwerk van die Opvoedkundig- Sielkundige Relasieteorie wat in die empiriese studie gebruik is om 'n middeljarekrisis te identifiseer Daar is bevind dat, aJhoewel nie aile middeljariges 'n krisistydperk ervaar nie, daar tien verskillende krisis-elemente is wat op 'n middeljarekrisis sou kon dui. 'n Diagnostiese vraelys is in terme van die Opvoedkundig-Sielkundige Relasieteorie veroperasionaliseer, en gebruik in die identifisering van 'n middeljarekrisis. / The aim of this study was to use the Edu-Psychological Relation Theory in the identification of a midlife crisis in middle aged persons. The researcher concentrated on the following main aspects: The middle years as phenomenon, with specific reference to the experience of crisis - elements during this life phase, which could lead to a crisis The use of the Edu-Psychological Relation Theory as well-grounded theoretical point of departure in the identification of a midlife crisis The compilation of a diagnostic questionnaireusing the Edu-Psychological Relation Theory as framework, which was used in the empirical study to identify a midlife crisis It was found that, although not all middle aged persons experience a crisis during this time, there are ten different crisis elements which could indicate a midlife crisis. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and used in the identification of a midlife crisis. / Psychology of Education / M. Ed. (Voorligting)