Thesis (doctoral)--Flinders University of South Australia. / Includes bibliographical references (p. 343-350).

Thesis (Ph. D.): Freie Universität Berlin. / Vita. Includes bibliographical references (p. 273-279).

Doel: Die studie het gepoog om vaders se persepsie en ervaring van uitdagings in hulle verhouding met hul leergestremde kind te verken en te beskryf. Agtergrond: Leergestremdheid is ’n baie algemene probleem by kinders en is bekend vir die negatiewe effek wat dit op die kind self en op die ouers van die kinders uitoefen. Dit blyk dat ’n leergestremde kind addisionele spanning op die ouers plaas. Hierdie studie fokus alleenlik op die vader van ’n leergestremde kind omrede die meeste studies slegs op die moeder-kind-verhouding fokus, aangesien die moeder as die primêre versorger van die kind beskou word. Die navorsingsmetode wat vir hierdie studie gebruik is, was ’n kwalitatiewe navorsingsontwerp. Die populasie het bestaan uit vaders met leergestremde kinders in die ouderdomsgroep van 13 tot 18 jaar en wat as gevolg van intrinsieke oorsake leergestremd is. Die data is aan die hand van semigestruktureerde onderhoude met vyf vaders, asook met ’n groepsgesprek bekom. Die doel was om die vaders se ervaring van hulle verhouding met hul leergestremde kind te ondersoek, waarna tematiese analises gebruik is om data saam te stel. Die elemente van kwalitatiewe verkennende en beskrywende teorie het as breër raamwerk vir die studie gedien. Bevindings: Die vaders het hulle verhouding met hul leergestremde kind as baie frustrerend beskryf en gesê dat hulle ook nie ’n goeie verhouding met hul kind het nie. Gevoelens van teleurstelling het primêr betrekking op die onvoldoende verwagtinge wat die vaders vir hulle kind koester. Hulle gevoel dat hulle geen ondersteuning van die skole en van die breër gemeenskap ontvang nie, het ook tot ’n negatiewe ervaring met die leergestremde kind gelei. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Parent alienation is an important phenomenon of which family care workers and legal professionals need to take cognisance of and understand. Parent alienation occurs when one parent undermines or prejudices the contact and relationship between the child and the other parent without well-founded reasons. The phenomenon parent alienation mainly occurs in the high-conflict divorce and is often accompanied by care- and contact disputes. The aim of this research is to investigate the father’s experience and perceptions of parent alienation due to high-conflict divorce so that it can lead to social workers providing the targeted father with more appropriate assistance. In this qualitative study the exploratory and interpretative research design was used. Six fathers were selected by means of purposive sampling. Data was collected by means of an in-depth interview with each participant individually as well as field notes made by the researcher. The qualitative data obtained was transcribed and processed by hand in themes. Eight themes were identified from the fathers’ experience and perceptions of parent alienation due to high-conflict divorce. The themes are: Theme 1: Perception of intense pain Theme 2: Unparalleled rage Theme 3: Loss of self-esteem Theme 4: Distrust in women Theme 5: Parental responsibilities and rights Theme 6: Consistent concern about their children’s physical and social well-being Theme 7: Distrust in the court system Theme 8: Supervision and contact It is clear from the research that fathers experience parent alienation in several levels of functioning as traumatic or negative. It appeared from the findings that parent alienation is a reality and the necessity for further research on this phenomenon clearly came to the fore. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Doel: Die studie het gepoog om vaders se persepsie en ervaring van uitdagings in hulle verhouding met hul leergestremde kind te verken en te beskryf. Agtergrond: Leergestremdheid is ’n baie algemene probleem by kinders en is bekend vir die negatiewe effek wat dit op die kind self en op die ouers van die kinders uitoefen. Dit blyk dat ’n leergestremde kind addisionele spanning op die ouers plaas. Hierdie studie fokus alleenlik op die vader van ’n leergestremde kind omrede die meeste studies slegs op die moeder-kind-verhouding fokus, aangesien die moeder as die primêre versorger van die kind beskou word. Die navorsingsmetode wat vir hierdie studie gebruik is, was ’n kwalitatiewe navorsingsontwerp. Die populasie het bestaan uit vaders met leergestremde kinders in die ouderdomsgroep van 13 tot 18 jaar en wat as gevolg van intrinsieke oorsake leergestremd is. Die data is aan die hand van semigestruktureerde onderhoude met vyf vaders, asook met ’n groepsgesprek bekom. Die doel was om die vaders se ervaring van hulle verhouding met hul leergestremde kind te ondersoek, waarna tematiese analises gebruik is om data saam te stel. Die elemente van kwalitatiewe verkennende en beskrywende teorie het as breër raamwerk vir die studie gedien. Bevindings: Die vaders het hulle verhouding met hul leergestremde kind as baie frustrerend beskryf en gesê dat hulle ook nie ’n goeie verhouding met hul kind het nie. Gevoelens van teleurstelling het primêr betrekking op die onvoldoende verwagtinge wat die vaders vir hulle kind koester. Hulle gevoel dat hulle geen ondersteuning van die skole en van die breër gemeenskap ontvang nie, het ook tot ’n negatiewe ervaring met die leergestremde kind gelei. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Parent alienation is an important phenomenon of which family care workers and legal professionals need to take cognisance of and understand. Parent alienation occurs when one parent undermines or prejudices the contact and relationship between the child and the other parent without well-founded reasons. The phenomenon parent alienation mainly occurs in the high-conflict divorce and is often accompanied by care- and contact disputes. The aim of this research is to investigate the father’s experience and perceptions of parent alienation due to high-conflict divorce so that it can lead to social workers providing the targeted father with more appropriate assistance. In this qualitative study the exploratory and interpretative research design was used. Six fathers were selected by means of purposive sampling. Data was collected by means of an in-depth interview with each participant individually as well as field notes made by the researcher. The qualitative data obtained was transcribed and processed by hand in themes. Eight themes were identified from the fathers’ experience and perceptions of parent alienation due to high-conflict divorce. The themes are: Theme 1: Perception of intense pain Theme 2: Unparalleled rage Theme 3: Loss of self-esteem Theme 4: Distrust in women Theme 5: Parental responsibilities and rights Theme 6: Consistent concern about their children’s physical and social well-being Theme 7: Distrust in the court system Theme 8: Supervision and contact It is clear from the research that fathers experience parent alienation in several levels of functioning as traumatic or negative. It appeared from the findings that parent alienation is a reality and the necessity for further research on this phenomenon clearly came to the fore. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.