The research dealt with the influence that gestalt group therapy may have on the emotional development of deprived toddlers. The research consisted of a literature study and an empirical study. The literature study contains information on groupwork and emotional development of the toddler. The empirical research was conducted by involving six toddlers in a group. They were identified by means of purposive sampling. A pre-test was done with each child to determine their emotional development. After six group sessions of 30 minutes each, a post-test (using the same test as for the pre-test) was done with each child. The pre-test and post-test results were compared with each other. The content of each session were examined and also included in the findings. Empirical data revealed that gestalt group therapy can stimulate the emotional development of deprived toddlers. The conclusion can thus be made that gestalt group therapy can stimulate the emotional development of deprived toddlers. As a result of this study, conclusions and recommendations for future research were formulated. AFRIKAANS : Die ondersoek was daarop gerig om te bepaal of die benutting van gestaltgroepspelterapie die emosionele ontwikkeling van die gedepriveerde kleuter kan stimuleer. Die ondersoek het bestaan uit 'n literatuurstudie sowel as empiriese navorsing. Die literatuurstudie is gedoen ten opsigte van groepwerk en die kleuter se emosionele ontwikDie empiriese deel van die ondersoek is uitgevoer deur ses kleuters deur middel van doelgerigte steekproeftrekking by die groep in te sluit. 'n Voortoets om die emosionele ontwikkeling van die kleuters te bepaal, is gedoen. Daarna is ses gestaltgroepwerksessies van 30 minute elk uitgevoer. Dieselfde toets as wat vir die voortoets benut is, is weer aan die kleuters gegee en die resultate is met mekaar vergelyk. Die inligting uit die sessies is ook genoteer en benut. Uit die empiriese gegewens het dit geblyk dat daar wel emosionele ontwikkeling by die kleuters plaasgevind het. Die gevolgtrekking kan dus gemaak word dat gestaltgroepspelterapie benut kan word om gedepriveerde kleuters se emosionele ontwikkeling te stimuleer. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is na aanleiding van die studie geformuleer. keling. Copyright / Dissertation (MSW)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

The objective of this study is to explore the impact of a social group work programme in the lives of adolescent orphans in foster care in the North–West province who are also affected by HIV and AIDS, and to enhance their social functioning. Keywords: Adolescent, foster care, foster parent, social work, social group work, empower, family, orphan, HIV and AIDS There are a growing number of children in need of care in South Africa who are placed with foster parents. The biggest reason for foster placement is due to the rising mortality rate of biological parents due to HIV and AIDS. Section A refers to the problem statement, research objectives, research procedures and research methodology. The limitations of the research are also investigated and the definitions of key words. The research was conducted in two phases. The needs assessment was conducted in phase one and the planning, implementation, and evaluation of the social group work programme in phase two. The problem statement in section A is based upon the following: It was found that insufficient research is being conducted on the problems and circumstances of adolescent orphans in South Africa. It is evident that the physical and emotional needs of adolescent orphans are not being fulfilled. The HIV and AIDS pandemic have a negative effect on the quality of daily life for orphans under foster care. The problem statement gave rise to five research aims. The overarching research design conformed to the Development and Utilization Research model. The model was divided into five phases that guided the research. The single–system design was used to gather quantitative and qualitative data. A literature study was conducted around the themes of foster care, foster parents, social group work, and circumstances of the foster care situation. Section B consists of the four articles that form the report on the research outcomes Each article is dealt with as a self–contained unit focusing on specific research objectives that were achieved via specific research methods. These methods were employed to collect the necessary data for the design and evaluation of the social group work programme. Article 1: The circumstances and needs of the adolescent orphan in foster care. The aim of this article is to identify the circumstances and needs through a self–designed and structured schedule. Thirty adolescent orphans in foster care from the researcher's case load were identified to take part in the research. Twenty adolescent orphans were selected by means of accidental sampling. Ten (N = 10) were selected for the experimental group and ten (N = 10) were selected for the control group. The results indicated the problems and needs experienced by adolescent orphans. These could be used for discussion during a social group work programme designed to provide knowledge, teach skills, and improve the social functioning of the group. Article 2: The role of the social worker during service delivery to adolescent orphans in foster care. The nature and extent of foster care in the North–West province was investigated by means of the completion of questionnaires. The role of the social worker regarding services to adolescent orphans in foster care was also investigated. A self–structured questionnaire was used for data collection purposes and 85 questionnaires were sent to social workers in the North–West province. The results show the state of existing programmes and the opinions of social workers on topics that could be included in a social group work programme. The data was used in Article 2. Article 3: A social work intervention programme for adolescent orphans in foster care. The programme was developed according to the data received from the 30 (N=30) adolescent orphans in foster care and the 85 (N=85) social workers in the North–West province. The programme was presented to 30 (N=30) adolescent orphans in foster care. Social group work was used as method to present the programme. The group gained knowledge and received skills training, both of which served to enhance their social functioning. Article 4: The evaluation of a social group work programme for adolescent orphans in foster care The purpose of this article is to evaluate the social group work programme. Three standardized measuring instruments were used. The Generalized Contentment Scale, the Index of Family Relations, and the Personal Self–esteem Profile were used. These instruments were used three times: once before intervention, once during intervention and once after intervention. The control group 10 (N=10) also completed the questionnaire three times but did not attend the social group. A self–developed questionnaire was completed before and after each session. A self–developed evaluation was completed after the final session to assess the effectiveness of the programme. Section C - Summary, conclusions and recommendations. Section D - contains the appendices with the results of the three standardized measuring instruments that were used for data collection. Section E - Contains the Bibliography. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The objective of this study is to explore the impact of a social group work programme in the lives of adolescent orphans in foster care in the North–West province who are also affected by HIV and AIDS, and to enhance their social functioning. Keywords: Adolescent, foster care, foster parent, social work, social group work, empower, family, orphan, HIV and AIDS There are a growing number of children in need of care in South Africa who are placed with foster parents. The biggest reason for foster placement is due to the rising mortality rate of biological parents due to HIV and AIDS. Section A refers to the problem statement, research objectives, research procedures and research methodology. The limitations of the research are also investigated and the definitions of key words. The research was conducted in two phases. The needs assessment was conducted in phase one and the planning, implementation, and evaluation of the social group work programme in phase two. The problem statement in section A is based upon the following: It was found that insufficient research is being conducted on the problems and circumstances of adolescent orphans in South Africa. It is evident that the physical and emotional needs of adolescent orphans are not being fulfilled. The HIV and AIDS pandemic have a negative effect on the quality of daily life for orphans under foster care. The problem statement gave rise to five research aims. The overarching research design conformed to the Development and Utilization Research model. The model was divided into five phases that guided the research. The single–system design was used to gather quantitative and qualitative data. A literature study was conducted around the themes of foster care, foster parents, social group work, and circumstances of the foster care situation. Section B consists of the four articles that form the report on the research outcomes Each article is dealt with as a self–contained unit focusing on specific research objectives that were achieved via specific research methods. These methods were employed to collect the necessary data for the design and evaluation of the social group work programme. Article 1: The circumstances and needs of the adolescent orphan in foster care. The aim of this article is to identify the circumstances and needs through a self–designed and structured schedule. Thirty adolescent orphans in foster care from the researcher's case load were identified to take part in the research. Twenty adolescent orphans were selected by means of accidental sampling. Ten (N = 10) were selected for the experimental group and ten (N = 10) were selected for the control group. The results indicated the problems and needs experienced by adolescent orphans. These could be used for discussion during a social group work programme designed to provide knowledge, teach skills, and improve the social functioning of the group. Article 2: The role of the social worker during service delivery to adolescent orphans in foster care. The nature and extent of foster care in the North–West province was investigated by means of the completion of questionnaires. The role of the social worker regarding services to adolescent orphans in foster care was also investigated. A self–structured questionnaire was used for data collection purposes and 85 questionnaires were sent to social workers in the North–West province. The results show the state of existing programmes and the opinions of social workers on topics that could be included in a social group work programme. The data was used in Article 2. Article 3: A social work intervention programme for adolescent orphans in foster care. The programme was developed according to the data received from the 30 (N=30) adolescent orphans in foster care and the 85 (N=85) social workers in the North–West province. The programme was presented to 30 (N=30) adolescent orphans in foster care. Social group work was used as method to present the programme. The group gained knowledge and received skills training, both of which served to enhance their social functioning. Article 4: The evaluation of a social group work programme for adolescent orphans in foster care The purpose of this article is to evaluate the social group work programme. Three standardized measuring instruments were used. The Generalized Contentment Scale, the Index of Family Relations, and the Personal Self–esteem Profile were used. These instruments were used three times: once before intervention, once during intervention and once after intervention. The control group 10 (N=10) also completed the questionnaire three times but did not attend the social group. A self–developed questionnaire was completed before and after each session. A self–developed evaluation was completed after the final session to assess the effectiveness of the programme. Section C - Summary, conclusions and recommendations. Section D - contains the appendices with the results of the three standardized measuring instruments that were used for data collection. Section E - Contains the Bibliography. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Die oorhoofse doelstelling van die navorsing is om behoeftebepalings onder personeel van dienssentrums vir bejaardes sowel as afgetrede vrywilligers te doen ten einde ’n effektiewe bemagtigingsprogram vir beide groepe te kan saamstel. Daar is vasgestel wat die effektiefste kenmerke van ’n personeellid van ’n dienssentrum is. Die studie beoog verder om ’n bemagtigingsprogram vir beide personeel en afgetrede vrywilligers te ontwikkel, aan te bied en te evalueer ten einde afgetrede vrywilligers meer sinvol en effektief tot voordeel van beide die organisasie en ouer persoon self te benut. Die proefskrif bestaan uit vyf afdelings: AFDELING A: Hierdie afdeling bevat onder meer die probleemstelling, navorsingsvrae, navorsingsdoelstelling en doelwitte, die sentraal teoretiese stelling, teoretiese benadering, maatskaplike groepwerk, tydperk van ondersoek, navorsingsmetodologie, beperkings van die studie, omskrywing van begrippe en die keuse en struktuur van die navorsingsverslag. Ten einde die doelstelling te kon bereik, is die volgende doelwitte nagestreef: Doelwit 1 Om ’n behoeftebepaling onder personeel van dienssentrums vir bejaardes te doen ten einde vas te stel of hulle van afgetrede vrywilligers se dienste gebruik maak en watter stremmings hulle ervaar ten opsigte van die benutting van vrywilligers. Doelwit 2 Om ’n behoeftebepaling onder afgetrede vrywilligers betrokke by dienssentrums vir bejaardes te doen ten einde vas te stel wat hulle verwagtinge van die dienssentrum en sy personeel is. Doelwit 3 Om vas te stel hoe die profiel van personeellede lyk wat met die afgetrede vrywilligers werk. bladsyiv Doelwit 4 Om ’n bemagtigingsprogram vir personeel van dienssentrums vir bejaardes te ontwikkel en toe te pas ten einde personeel meer kennis oor afgetrede vrywilligers te gee en met vaardighede toe te rus sodat hulle meer effektief met vrywilligers kan werk. Doelwit 5 Om ’n bemagtigingsprogram vir afgetrede vrywilligers van dienssentrums vir bejaardes te ontwikkel en aan te bied ten einde hulle in te skakel by die dienssentrum waar hulle met volle oorgawe effektief kan funksioneer. Doelwit 6 Om die bemagtigingsprogramme na afloop van die aanbieding daarvan te evalueer ten einde vas te stel of die ontwikkelde bemagtigingsprogramme vir personeel en afgetrede vrywilligers positiewe groei en vordering by die groepe meegebring het ten einde die programme bekend te kan stel aan al die dienssentrums. AFDELING B: Afdeling B bevat die ses artikels waarin verslag gelewer is oor die uitkomste van die navorsing. Artikel 1 het betrekking op die manier waarop die personeel van dienssentrums die afgetrede vrywilligers benut. Artikel 2 handel oor afgetrede vrywilligers se verwagtinge van die dienssentrum en sy personeel. Artikel 3 bevat die profiel van personeel wat met afgetrede vrywilligers werk. Artikel 4 dek die inhoud van ’n bemagtigingsprogram vir personeel wat met afgetrede vrywilligers werk. Artikel 5 behels die inhoud van ’n bemagti–gingsprogram vir afgetrede vrywilligers. Artikel 6 behandel die evaluering van die bemagti–gingsprogramme vir personeel en afgetrede vrywilligers betrokke by ’n dienssentrum vir bejaardes. AFDELING C: Hierdie afdeling is die samevatting van die vernaamste bevindings en gevolgtrekkings ten opsigte van die ondersoek in die geheel. Daarbenewens is aanbevelings gedoen en die bydra van die ondersoek uitgelig. AFDELING D: Die bylaes tot die navorsingsverslag, byvoorbeeld die verskillende meet–instrumente en vraelyste word hier vervat. A FDELING E: Hierdie afdeling sluit die proefskrif af met ’n samevattende bibliografie. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

Die oorhoofse doelstelling van die navorsing is om behoeftebepalings onder personeel van dienssentrums vir bejaardes sowel as afgetrede vrywilligers te doen ten einde ’n effektiewe bemagtigingsprogram vir beide groepe te kan saamstel. Daar is vasgestel wat die effektiefste kenmerke van ’n personeellid van ’n dienssentrum is. Die studie beoog verder om ’n bemagtigingsprogram vir beide personeel en afgetrede vrywilligers te ontwikkel, aan te bied en te evalueer ten einde afgetrede vrywilligers meer sinvol en effektief tot voordeel van beide die organisasie en ouer persoon self te benut. Die proefskrif bestaan uit vyf afdelings: AFDELING A: Hierdie afdeling bevat onder meer die probleemstelling, navorsingsvrae, navorsingsdoelstelling en doelwitte, die sentraal teoretiese stelling, teoretiese benadering, maatskaplike groepwerk, tydperk van ondersoek, navorsingsmetodologie, beperkings van die studie, omskrywing van begrippe en die keuse en struktuur van die navorsingsverslag. Ten einde die doelstelling te kon bereik, is die volgende doelwitte nagestreef: Doelwit 1 Om ’n behoeftebepaling onder personeel van dienssentrums vir bejaardes te doen ten einde vas te stel of hulle van afgetrede vrywilligers se dienste gebruik maak en watter stremmings hulle ervaar ten opsigte van die benutting van vrywilligers. Doelwit 2 Om ’n behoeftebepaling onder afgetrede vrywilligers betrokke by dienssentrums vir bejaardes te doen ten einde vas te stel wat hulle verwagtinge van die dienssentrum en sy personeel is. Doelwit 3 Om vas te stel hoe die profiel van personeellede lyk wat met die afgetrede vrywilligers werk. bladsyiv Doelwit 4 Om ’n bemagtigingsprogram vir personeel van dienssentrums vir bejaardes te ontwikkel en toe te pas ten einde personeel meer kennis oor afgetrede vrywilligers te gee en met vaardighede toe te rus sodat hulle meer effektief met vrywilligers kan werk. Doelwit 5 Om ’n bemagtigingsprogram vir afgetrede vrywilligers van dienssentrums vir bejaardes te ontwikkel en aan te bied ten einde hulle in te skakel by die dienssentrum waar hulle met volle oorgawe effektief kan funksioneer. Doelwit 6 Om die bemagtigingsprogramme na afloop van die aanbieding daarvan te evalueer ten einde vas te stel of die ontwikkelde bemagtigingsprogramme vir personeel en afgetrede vrywilligers positiewe groei en vordering by die groepe meegebring het ten einde die programme bekend te kan stel aan al die dienssentrums. AFDELING B: Afdeling B bevat die ses artikels waarin verslag gelewer is oor die uitkomste van die navorsing. Artikel 1 het betrekking op die manier waarop die personeel van dienssentrums die afgetrede vrywilligers benut. Artikel 2 handel oor afgetrede vrywilligers se verwagtinge van die dienssentrum en sy personeel. Artikel 3 bevat die profiel van personeel wat met afgetrede vrywilligers werk. Artikel 4 dek die inhoud van ’n bemagtigingsprogram vir personeel wat met afgetrede vrywilligers werk. Artikel 5 behels die inhoud van ’n bemagti–gingsprogram vir afgetrede vrywilligers. Artikel 6 behandel die evaluering van die bemagti–gingsprogramme vir personeel en afgetrede vrywilligers betrokke by ’n dienssentrum vir bejaardes. AFDELING C: Hierdie afdeling is die samevatting van die vernaamste bevindings en gevolgtrekkings ten opsigte van die ondersoek in die geheel. Daarbenewens is aanbevelings gedoen en die bydra van die ondersoek uitgelig. AFDELING D: Die bylaes tot die navorsingsverslag, byvoorbeeld die verskillende meet–instrumente en vraelyste word hier vervat. A FDELING E: Hierdie afdeling sluit die proefskrif af met ’n samevattende bibliografie. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not been addressed by the people involved with the upliftment of disadvantaged students. The aspect which was addressed was the personal growth of the adult learner within the academic situation with consideration of his own personal circumstances and ideals. This means that a micro level approach was generated by creating the Academic Enhancement Programme (AEP). The purpose of the programme is to give adult learners the opportunity to understand themselves and their own value systems better on a micro, meso and macro level, to experience personal growth or self-actualisation and to see how these factors influence the adult learners' interaction with the tertiary academic situation. Eight possible value systems were discussed and introduced to the adult learners who participated in the Academic Enhancement Programme. The adult learners were given the opportunity to measure themselves against the value systems and to evaluate how these influenced their realistic academic self-actualisation. The psycho-andragogical categories were utilised during the application of the programme as criteria to evaluate the effectiveness of the programme. The following recommendations were made • the creation of a faculty specific induction programme • linking study packages directly to the context of adult learners • organising personal academic contact • giving personal academic support • making the evaluation procedures transparent • creating and supporting informal study groups Although the study has certain limitations, it should be of great value to the university system during the transformation phase that it is experiencing at present. The main aim of the study is, however, the contribution to the academic growth of the adult learner in the tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed. Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program as kriteria gebruik om die effektiwiteit van die program te bepaal. Die volgende aanbevelings is gemaak: • dat 'n fakulteit-spesifieke induksieprogram geskep meet word, • dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk gekoppel meet word, • dat persoonlike akademiese ondersteuning gebied meet word, • dat persoonlike kontak op akademiese gebied bewerkstellig moet word, • dat evalueringsprosedures deursigtig gemaak meet word, • dat informele studiegroepe tot stand gebring en onderhou meet word. Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)

Text in Afrikaans / Egskeidings en daaropvolgende hersaamgestelde gesinne neem toe. Die literatuur sowel as praktykervaring van die navorser het bewys dat die aanpassing in 'n hersaamgestelde gesin veral vir die adolessent traumaties is. Uit 'n literatuurstudie is bepaal watter probleme/behoeftes adolessente in hersaamgestelde gesinne ervaar. Die nominale groepstegniek is gebruik ten einde probleme/behoeftes te verfyn. Dit het uitgewys dat probleme in hersaamgestelde gesinne voortspruitend is uit kommunikasieprobleme. Die groepwerkproram met stiefadolessente is dus daarvolgen opgestel. Psigodrama word beskou as die mees ideale benadering in groepwerk met adolessente. Twee meetskale is gebruik, te wete 'n kommunikasievraelys en die Hudson-indeks wat gewysig is vanaf ouerlike verhoudings na stiefouerlike verhoudings. 'n Voorondersoek groep is met vyf stiefadolessente oor vyf byeenkomste en 'n eksperimentele groep met tien stiefadolessente oor tien byeenkomste aangebied. Voor- en nameting is gedoen. Op beide meetskale is groei in vaardighede gemeet en is die navorser se doelstelling bereik / Divorces and remarriages are increasing. The literature study and practical experience of the researcher, has shown that the adaption to remarriage is the most traumatic for adolescents. A literature study was done to determine the problems/needs of adolescents in remarried families. The nominal group technique was then used to refine the problems/needs. The results showed clearly that problems in remarried families are a result of communication problems. The group work programme with stepadolescents was therefore composed. Psychodrama is the most ideal method in working with adolescents. Two measuring instruments were used, namely the communication questionnaire and the Hudson-index which was modified from parentchild relationships to step-parental relationships. A pilot study group with five step-adolescents over five meetings and an experimental group was then held with ten step-adolescents over a period of ten meetings were held. Measurement was done before and after the group meetings. Both measuring instruments recorded growth in skills and the researcher's objective was reached / Social Work / M.A. (Sosiale Wetenskappe)

Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not been addressed by the people involved with the upliftment of disadvantaged students. The aspect which was addressed was the personal growth of the adult learner within the academic situation with consideration of his own personal circumstances and ideals. This means that a micro level approach was generated by creating the Academic Enhancement Programme (AEP). The purpose of the programme is to give adult learners the opportunity to understand themselves and their own value systems better on a micro, meso and macro level, to experience personal growth or self-actualisation and to see how these factors influence the adult learners' interaction with the tertiary academic situation. Eight possible value systems were discussed and introduced to the adult learners who participated in the Academic Enhancement Programme. The adult learners were given the opportunity to measure themselves against the value systems and to evaluate how these influenced their realistic academic self-actualisation. The psycho-andragogical categories were utilised during the application of the programme as criteria to evaluate the effectiveness of the programme. The following recommendations were made • the creation of a faculty specific induction programme • linking study packages directly to the context of adult learners • organising personal academic contact • giving personal academic support • making the evaluation procedures transparent • creating and supporting informal study groups Although the study has certain limitations, it should be of great value to the university system during the transformation phase that it is experiencing at present. The main aim of the study is, however, the contribution to the academic growth of the adult learner in the tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed. Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program as kriteria gebruik om die effektiwiteit van die program te bepaal. Die volgende aanbevelings is gemaak: • dat 'n fakulteit-spesifieke induksieprogram geskep meet word, • dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk gekoppel meet word, • dat persoonlike akademiese ondersteuning gebied meet word, • dat persoonlike kontak op akademiese gebied bewerkstellig moet word, • dat evalueringsprosedures deursigtig gemaak meet word, • dat informele studiegroepe tot stand gebring en onderhou meet word. Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)