Adolescents face many challenges in their communities, families and individually during the complex developmental stage of adolescence. It is during this time that their sense of self and an identity apart from their parents become more strongly developed and they become more autonomous. As adolescents separate more and more from their parents they move progressively towards their peer relationships, which is an important part of identity formation. However, during this period they are exposed to many healthy and unhealthy influences in the community, especially when engaging with their peers and other social structures outside of the family. During childhood they were less likely to engage in undesirable or risk behaviour for fear of disapproval and rejection from their parents but during adolescence there is a strong need for approval from their peers, who might engage in and encourage risk behaviour. Effective coping strategies can be an important protective factor aiding them in making the right choices and decisions and resisting peer pressure. Previously, many models of adolescent coping have been taken from coping studies done with adults, which have not accounted for the developmental differences between adults and adolescents. Now as literature on coping with regards to adolescence is growing, the studies often ignore religious coping strategies and their potential impact on functioning. Yet, recent data suggests that religious behaviour and beliefs have a protective influence that moderates the impact of adverse interpersonal life events and social adversity as well as physical and mental health. Thus, this qualitative study applied case study methods to explore and describe the different coping strategies used by a group of church-going adolescents from branches of a non-denominational church in Durban. Ethical approval for the study was obtained from the North-West University and informed consent was obtained from the parents and the adolescent minors before they participated in the study. Data was collected using a visual representation technique, two individual interviews and a focus group discussion with twelve participants. The data was analysed using thematic analysis and three main themes and various subthemes emerged. The first theme was understanding of coping as indicated by participants while the second theme identified the sources of their coping strategies and the third theme involved their specific coping strategies, which included religion, leisure activities, physical coping, social support systems, creativity and behaviour. These findings provide a greater understanding of the coping strategies and modalities used by church-going adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Adolescents face many challenges in their communities, families and individually during the complex developmental stage of adolescence. It is during this time that their sense of self and an identity apart from their parents become more strongly developed and they become more autonomous. As adolescents separate more and more from their parents they move progressively towards their peer relationships, which is an important part of identity formation. However, during this period they are exposed to many healthy and unhealthy influences in the community, especially when engaging with their peers and other social structures outside of the family. During childhood they were less likely to engage in undesirable or risk behaviour for fear of disapproval and rejection from their parents but during adolescence there is a strong need for approval from their peers, who might engage in and encourage risk behaviour. Effective coping strategies can be an important protective factor aiding them in making the right choices and decisions and resisting peer pressure. Previously, many models of adolescent coping have been taken from coping studies done with adults, which have not accounted for the developmental differences between adults and adolescents. Now as literature on coping with regards to adolescence is growing, the studies often ignore religious coping strategies and their potential impact on functioning. Yet, recent data suggests that religious behaviour and beliefs have a protective influence that moderates the impact of adverse interpersonal life events and social adversity as well as physical and mental health. Thus, this qualitative study applied case study methods to explore and describe the different coping strategies used by a group of church-going adolescents from branches of a non-denominational church in Durban. Ethical approval for the study was obtained from the North-West University and informed consent was obtained from the parents and the adolescent minors before they participated in the study. Data was collected using a visual representation technique, two individual interviews and a focus group discussion with twelve participants. The data was analysed using thematic analysis and three main themes and various subthemes emerged. The first theme was understanding of coping as indicated by participants while the second theme identified the sources of their coping strategies and the third theme involved their specific coping strategies, which included religion, leisure activities, physical coping, social support systems, creativity and behaviour. These findings provide a greater understanding of the coping strategies and modalities used by church-going adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This study is an in-depth description of the application of Cognitive Control Therapy (CCT) in regard to an adolescent with Down syndrome. The literature review revealed a dearth of knowledge on the cognitive development and functioning of adolescents with Down syndrome. The interpretivist research paradigm was used as a philosophical basis for the qualitative case study that created an opportunity for close observation and critical reflection. The primary method of enquiry consisted of interliking therapeutic sessions during which CCT was applied as an intervention technique. The data generated through this process were verified in terms of recent literature, interviews and observations. The data analysis served to highlight the interactive relationship between such aspects as the adolescent’s genetic predisposition, as well as physical and psychological factors which to a large extent, influence the cognitive functioning and development, and therefore also the learning ability of the adolescent with Down syndrome. The findings show that the application of CCT resulted in an improvement (although limited) in the adolescent’s metacognitive abilities and distractibility and that there was a measure of transference in regard to the social and emotional domains. In conclusion, it appears that CCT was an effective intervention strategy for this adolescent because it accommodated his specific learning style. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The aim of this study was to explore and describe the Grade 7 adolescents’ meaning of the phenomenon of trauma to gain a more comprehensive understanding of their perceptions in order to contribute to dialogue and discourse. Current literature was used to provide an overview of the theoretical underpinnings of this study which included a summary of the key tenets as well as an overview of the relevant core theoretical assumptions of Gestalt Therapy theory, early adolescence as a developmental stage, and the concept of trauma. A qualitative instrumental case study was used to provide a comprehensive description of the subjective perceptions of the participants, using phenomenological one–on–one semi–structured interviews and documents in the form of drawings. The sample consisted of a selected group of nine early adolescents from one Northern suburb school. The common thread that ran throughout this study was that trauma is perceived as a negative experience that is unique for each individual. The findings indicated that individuals who have been exposed to a trauma are affected on levels of contact and awareness. Lack of support was found to lead to the use of inappropriate contact styles which led to incomplete Gestalts, resulting in unresolved traumatic responses, which affected their social skills and academic development. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study was to explore and describe the Grade 7 adolescents’ meaning of the phenomenon of trauma to gain a more comprehensive understanding of their perceptions in order to contribute to dialogue and discourse. Current literature was used to provide an overview of the theoretical underpinnings of this study which included a summary of the key tenets as well as an overview of the relevant core theoretical assumptions of Gestalt Therapy theory, early adolescence as a developmental stage, and the concept of trauma. A qualitative instrumental case study was used to provide a comprehensive description of the subjective perceptions of the participants, using phenomenological one–on–one semi–structured interviews and documents in the form of drawings. The sample consisted of a selected group of nine early adolescents from one Northern suburb school. The common thread that ran throughout this study was that trauma is perceived as a negative experience that is unique for each individual. The findings indicated that individuals who have been exposed to a trauma are affected on levels of contact and awareness. Lack of support was found to lead to the use of inappropriate contact styles which led to incomplete Gestalts, resulting in unresolved traumatic responses, which affected their social skills and academic development. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

When people hear the word "nurse," they often think of qualities such as compassion and patience. While these are essential characteristics, nurses must go even further when striving for professionalism. Nurses also need strong morals and ethics and the commitment to always act in the best interests of their patients. The term professionalism embraces a set of attitudes, skills and behaviours, attributes and values which are expected from those to whom society has extended the privilege of being considered a professional. The core values of professionalism include: honesty, integrity, altruism, respect, responsibility, accountability, compassion, empathy, dedication, self-improvement, competency of clinical skills and knowledge. Professional nursing practice is a commitment to compassion, caring and strong ethical values, continuous development of self and others, accountability and responsibility for insightful practice, demonstrating a spirit of collaboration and flexibility. Rapid changes in the nursing sector have recently occurred across all areas and settings, making for a chaotic and seldom unstable work environment. All of these changes have impacted the ability of ENA learners to maintain high levels of professionalism and collaboration. In particular, the researcher, as an educator within a private NEI responsible for teaching ENA learners, experienced a lack of professionalism amongst ENA learners during the course of their training, as well as after their enrolment with the South African Nursing Council (SANC). Currently, there seems to be a difference between the professionalism portrayed by ENA learners and that which is expected of them. The overall aim of this research is to enhance the professionalism of ENA learners in a private NEI in Potchefstroom, North West. The following objectives have been identified in order to reach this aim: * To explore and describe professionalism amongst ENA learners in a private NEI in Potchefstroom, North West, and * To formulate recommendations to advance professionalism amongst ENA learners in a private NEI in Potchefstroom, North West. This study was conducted by means of a case study approach as the selected topic focuses only on a private nursing education institution situated in Potchefstroom, North West. From the qualitative instrumental case study approach, a qualitative, explorative, contextual research design was followed. The population in the study was all the ENA learners of a private NEI in Potchefstroom, North West. A sample was selected through non-probable, purposive sampling according to inclusion criteria (n=25). Data collection was conducted by means of a ―World Café‖ method and a focus group. The data collected through the World Café method was recorded and transcribed and reconstructed by means of thematic analysis. The main theme that crystallised from data analysis was that ENA learners viewed professionalism as a set of behaviours that are displayed in their external environment. The behaviours are grouped into the following five subgroups, namely punctuality versus absenteeism, adhering to scheduling and duty hours, responsibility of observations and awareness, the role of dress code and the image of nursing and finally obedience to organisational rules and regulations and tolerance towards others. The World Café and focus group results were integrated with case records according to repetitive themes. From the results and conclusions, recommendations were formulated for nursing practice, nursing education and nursing research to enhance professionalism amongst ENA learners in general. / MCur, North-West University, Potchefstroom Campus, 2014

This dissertation serves as a report on the qualitative exploration of best practices in animal-assisted therapy (AAT) with children. The aim of the study was to explore and describe best practices in the field of AAT with children in the Western Cape. The research made use of the case study design, which offered the researcher the opportunity to interact with a small number of individuals and look for patterns in the research participants’ words and experiences. Four participants, who were trained mental health professionals and had offered AAT to children, were selected to participate in the research. A literature review of animal-assisted therapy and best practice provided a theoretical basis for the research. The history of AAT, the uses and benefits of AAT and the animals incorporated in AAT were explored. The term “best practice” and its application in mental health and AAT were also discussed. The verbatim transcriptions of the audiotaped data were analysed and interpreted using Interpretative Phenomenological Analysis (IPA) and an AAT conceptual framework (brought about by the literature review). Themes were developed from the empirical data and substantiated by the literature review. Five main themes emerged as a result of the analysis. The first theme, Training of the animal-assisted therapist, focused on both the mental health training and the AAT training of the therapist. The second theme, Training of animals incorporated in animal-assisted therapy, revealed the importance of training the animal to be included in AAT. The third theme, Different client populations in animal-assisted therapy, looked at which populations should be included, excluded or included and carefully managed during AAT. The fourth theme, Ethical considerations in animal-assisted therapy, revealed the importance of considering both the child’s and the animal’s welfare. The fifth theme, Regulation of animal-assisted therapy, gave a more in-depth description of the current regulation of AAT in the Western Cape and provided suggestions for the regulation of AAT. Based on the findings of the five themes, recommendations were made for best practice in AAT with children in the Western Cape. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

When people hear the word "nurse," they often think of qualities such as compassion and patience. While these are essential characteristics, nurses must go even further when striving for professionalism. Nurses also need strong morals and ethics and the commitment to always act in the best interests of their patients. The term professionalism embraces a set of attitudes, skills and behaviours, attributes and values which are expected from those to whom society has extended the privilege of being considered a professional. The core values of professionalism include: honesty, integrity, altruism, respect, responsibility, accountability, compassion, empathy, dedication, self-improvement, competency of clinical skills and knowledge. Professional nursing practice is a commitment to compassion, caring and strong ethical values, continuous development of self and others, accountability and responsibility for insightful practice, demonstrating a spirit of collaboration and flexibility. Rapid changes in the nursing sector have recently occurred across all areas and settings, making for a chaotic and seldom unstable work environment. All of these changes have impacted the ability of ENA learners to maintain high levels of professionalism and collaboration. In particular, the researcher, as an educator within a private NEI responsible for teaching ENA learners, experienced a lack of professionalism amongst ENA learners during the course of their training, as well as after their enrolment with the South African Nursing Council (SANC). Currently, there seems to be a difference between the professionalism portrayed by ENA learners and that which is expected of them. The overall aim of this research is to enhance the professionalism of ENA learners in a private NEI in Potchefstroom, North West. The following objectives have been identified in order to reach this aim: * To explore and describe professionalism amongst ENA learners in a private NEI in Potchefstroom, North West, and * To formulate recommendations to advance professionalism amongst ENA learners in a private NEI in Potchefstroom, North West. This study was conducted by means of a case study approach as the selected topic focuses only on a private nursing education institution situated in Potchefstroom, North West. From the qualitative instrumental case study approach, a qualitative, explorative, contextual research design was followed. The population in the study was all the ENA learners of a private NEI in Potchefstroom, North West. A sample was selected through non-probable, purposive sampling according to inclusion criteria (n=25). Data collection was conducted by means of a ―World Café‖ method and a focus group. The data collected through the World Café method was recorded and transcribed and reconstructed by means of thematic analysis. The main theme that crystallised from data analysis was that ENA learners viewed professionalism as a set of behaviours that are displayed in their external environment. The behaviours are grouped into the following five subgroups, namely punctuality versus absenteeism, adhering to scheduling and duty hours, responsibility of observations and awareness, the role of dress code and the image of nursing and finally obedience to organisational rules and regulations and tolerance towards others. The World Café and focus group results were integrated with case records according to repetitive themes. From the results and conclusions, recommendations were formulated for nursing practice, nursing education and nursing research to enhance professionalism amongst ENA learners in general. / MCur, North-West University, Potchefstroom Campus, 2014

This dissertation serves as a report on the qualitative exploration of best practices in animal-assisted therapy (AAT) with children. The aim of the study was to explore and describe best practices in the field of AAT with children in the Western Cape. The research made use of the case study design, which offered the researcher the opportunity to interact with a small number of individuals and look for patterns in the research participants’ words and experiences. Four participants, who were trained mental health professionals and had offered AAT to children, were selected to participate in the research. A literature review of animal-assisted therapy and best practice provided a theoretical basis for the research. The history of AAT, the uses and benefits of AAT and the animals incorporated in AAT were explored. The term “best practice” and its application in mental health and AAT were also discussed. The verbatim transcriptions of the audiotaped data were analysed and interpreted using Interpretative Phenomenological Analysis (IPA) and an AAT conceptual framework (brought about by the literature review). Themes were developed from the empirical data and substantiated by the literature review. Five main themes emerged as a result of the analysis. The first theme, Training of the animal-assisted therapist, focused on both the mental health training and the AAT training of the therapist. The second theme, Training of animals incorporated in animal-assisted therapy, revealed the importance of training the animal to be included in AAT. The third theme, Different client populations in animal-assisted therapy, looked at which populations should be included, excluded or included and carefully managed during AAT. The fourth theme, Ethical considerations in animal-assisted therapy, revealed the importance of considering both the child’s and the animal’s welfare. The fifth theme, Regulation of animal-assisted therapy, gave a more in-depth description of the current regulation of AAT in the Western Cape and provided suggestions for the regulation of AAT. Based on the findings of the five themes, recommendations were made for best practice in AAT with children in the Western Cape. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of my study was to explore and describe the possible effects of family rituals as an asset during the process through which children give meaning to their experiences. I undertook an empirical study of limited extent. My study was qualitative by nature and conducted from the interpretivist paradigm. I used an instrumental case study as research design and employed educational psychological assessment, semi-structured interviews, informal conversations, reflective journals by the participants and myself, visual data (photographs), observation and field notes as data collection and documentation methods. I selected two Afrikaans-speaking primary school children and their parents from a nuclear family as participants in the study. The findings of my empirical study are supported by relevant literature with regard to the main concepts guiding the study, namely family, ritual, routine and family ritual, asset, meaning giving and children. The main findings were that the five dimensions of family rituals (structure, meaning, persistence and commitment, adaptability and gender relations), as identified in existing literature, were present in the family’s rituals with the possibility of adding other dimensions to these mentioned, such as task completion, communication, roles, affective management, affective involvement and behaviour management. Furthermore I found that the family’s rituals, with some exceptions, positively impacted on the children’s giving of meaning to themselves and the family rituals. Asset-based outcomes were also evident in the meaning the children gave to their experiences following the practicing of family rituals. Lastly I found that the family’s rituals served as an asset within the family. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted