Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 70-79).

Text in Afrikaans / Die doel van hierdie studie was om die aard van betekenisgewing in die identiteitsvestiging van adolessente met probleme, veral ten opsigte van die realiteit en by die aanleer van sekere lewensvaardighede, te ondersoek. Die ondersoek bestaan uit 'n literatuurstudie sowel as 'n eie empiriese ondersoek. Die betekenisgewingsfenomeen is vanuit 'n empiries-pedagogiese perspektief ondersoek, veral met die implikasies daarvan vir identiteitsvestiging. Die adolessent met probleme is geneig om op 'n onrealistiese wyse betekenisse aan sy verskillende relasies toe te ken. In kort bestaan die probleem daarin dat die adolessent met probleme nie oor die vermoe beskik om die eie 'self' objektief waar te neem nie. Die adolessent se gebrekkige insig en begrip van die realiteit lei dikwels tot irrasionele of onlogiese betekenisgewing. Irrasionele denkwyses veroorsaak by sommige adolessente gevoelens soos angs, vrees, emosionele opwelling, selfverwyt, minderwaardigheid en rigiditeit. Hierdie emosionele probleme manifesteer in 'n identiteitskrisis en word sigbaar in die adolessent se gedrag. Adolessente wat irrasionele betekenisse toeken en nie tot realistiese identiteitsvestiging kom nie, leef dikwels hulle probleme uit deur te steel, seksueel losbandige lewens te lei, dwelmmiddels te gebruik en selfs van die huis weg te loop. In die literatuurstudie is verder ook aandag gegee aan die volgende: • Terapievorme wat van toepassing is in die hulpverlening aan adolessente wat irrasionele betekenisse toeken, • Hulpverlening in groepsverband en • Kommunikasie in groephulpverleningsgebeure. Die empiriese ondersoek is 'n idiografiese ondersoek wat aan die hand van 'n model, volgens Dryden, wat gestruktureer en aangepas is, uitgevoer is. Die model is gebaseer op rasionele-emotiewe-terapie (RET) soos voorgestaan deur Ellis. Vyf adolessente is in die ondersoek betrek. Aan een adolessent is op individuele basis hulp verleen terwyl die ander vier adolessente groepshulpverlening ontvang het. Dit blyk uit die idiografiese ondersoek dat die model en werkswyse wat toegepas is, wel 'n bydrae kan lewer tot die wysiging van onrealistiese betekenisgewing by adolessente met probleme. Deur die hulpverlening verwerf die adolessent 'n lewensvaardigheid waardeur oorgegaan word tot realistiese betekenisgewing en -identiteitsvestiging. Uit die bevindinge van die ondersoek word enkele aanbevelings met betrekking tot verdere navorsing en praktykvoering gemaak. / The aim of the study was to investigate the nature of meaning attribution by which adolescents with problems establish their identity. The following aspects were focussed on: the reality and acquiring certain life-skills. The investigation comprises a literature study as well as an empirical investigation. An empirical-pedagogic perspective was used to examine the phenomenon of significance attribution and the implications thereof in establishing identity. The adolescent with problems tends to attribute unrealistic meaning to his various relationships. Briefly the problems exist because of the lack of ability to perceive the 'self' objectively. This inadequate perception of the adolescent with problems, causes him to attribute irrational or illogical meaning. The tendency of some adolescents, to attribute irrational meaning, causes feelings of anxiety, fear, emotional ebullition, self-blame, inferiority and rigidity. These emotional problems are manifested in an identity crisis and show in the actions of the adolescent. The adolescents, who attribute unrealistic meaning and who do not arrive at realistic self-definition, often act out their problems by stealing, living promiscuous lives, abusing drugs and absconding from home. In the study of literature the following aspects were also focussed on: • Types of therapy applicable in rendering assistance to the adolescent who attributes unrealistic meaning. • Group therapy. • Communication in group therapy events. The empirical research comprises an idiographic investigation, structured on an adapted form of Dryden's model. The model is based on rational-emotive therapy, (RET) as advocated by Ellis. five adolescents were used in this investigation. Individual therapy was given to one adolescent while the other four adolescents received group therapy. From the idiographic investigation it has become evident that the model and the procedure followed, can make a contribution to the adolescent with problems, in changing his tendency to attribute unrealistic meaning to his relationships. He can make successful use of the model as an acquired life-skill to attribute significant meaning in his efforts to arrive at a realistic self-definition. He is thus able to actualise his defined self. Based on the findings of this investigation certain recommendations, concerning further research, as well as counselling in practice, were proposed. / Psychology of Education / D. Ed. (Empiriese Opvoedkunde)

Summaries in English and Afrikaans / Text in Afrikaans / Die doel van hierdie studie was soos volg: Om te bepaal of daar 'n verband bestaan tussen selfkonsepontwikkeling en suksesbelewing by die kinderhuiskind; (ii) Om te bepaal of daar 'n verskil is tussen die selfkonsep van die kinderhuiskind en die selfkonsep van die kind wat by sy ouers woon. Die ontwikkelingsvlak van die adolessent is in terme van die ontwikkelingskrisisse volgens Erikson bespreek. Die liggaamlike, fisiologiese en sosiale ontwikkeling het aandag geniet. Die morele ontwikkeling van die adolessent volgens Kohlberg asook die kognitiewe ontwikkeling volgens Piaget, is bespreek. Enkele begrippe, faktore wat die selfkonsep beinvloed en die ontwikkeling van die selfkonsep van die kinderhuiskind, is bespreek. Veertien leerders van Abraham Kriel Kinderhuis in Langlaagte, Johannesburg en veertien leerders van Hoerskool Vorentoe in Johannesburg het ingewillig om deel van die proefgroep te vorm. Hieruit is een kinderhuiskind geselekteer, op wie 'n diepte-ondersoek uitgevoer is. Ten slotte is daar tot die gevolgtrekking gekom dat daar wei 'n verband bestaan tussen selfkonsepontwikkeling en die belewing van sukses. Daar is ook bevind dat die kinderhuisgroep 'n laer algemene selfkonsep as die ouerhuisgroep het. / The objectives of the study were as follows: (i) To establish whether there is a relationship between self concept development and experiencing of success of a foster home child; (ii) To establish whether there are differences between the self concept of a foster home child and a child residing in his parents' home. The level of development of the adolescent was addressed in terms of the developmental crises a~cording to Erikson. The physical, physiological as well as social development were also addressed. The moral development of the adolescent was addressed in terms of Kohlberg, while cognitive development were also addressed in terms of the Piaget's theory of cognitive development. Certain ideas and factors that influence the self concept, as well as the development of the self concept, were addressed. Fourteen learners from the Abraham Kriel Foster Home in Langlaagte, Johannesburg and fourteen learners from Vorentoe High School in Johannesburg declared themselves willing to partake as members of the test group. One learner from the foster home group was selected for a in-depth study. In conclusion it was found that there is a relationship between self concept development and the experience of success. It was furthermore found that the foster home group had a lower general self concept compared to the own parents group. / Thesis (M.Ed.)--University of South Africa, 2000

D.Litt. et Phil. (Sociology) / Inquiry that seeks to understand young people’s engagement in risk behaviours is numerous. Concern for and interest in young people has stimulated a wide range of debates about what makes young people do the things they do. Despite the plethora of research in this area there are still gaps in our knowledge, primarily because much of the research has sought to understand young people by looking at their decision making from the outside. This study departs from what has gone before by applying a youth development approach to understanding youth risk. In order to do so it sought to delve into the worlds and lives of a few young people living in an informal settlement in Gauteng, South Africa. The key question that the study poses pertains to how young people understand and negotiate risk as an aspect of their everyday identity-work. It is thus important to note that youth in this study is not understood simply as a particular age range or a phase that exists between childhood and adulthood. Rather it is understood as a life stage that carries with it particular experiences, needs and processes. In particular for the purposes of this study identity-work is understood to be an intensive process during the life stage of youth that involves drawing on culturally and socially available labels (McCall, 2003), definitions and markers of identity and testing them in their social networks in a process of reflexivity towards developing a self-identity (Giddens, 1991). In order to generate a deep understanding of the lives and worlds of young people, this study employed a critical ethnographic design, combining the usual methods of ethnography such as observation and interviews, with innovative methods that sought to challenge commonly held perceptions of research that young people might have had, and to encourage them to participate in the research. The study found that risk is understood in multiple ways. Young people understand and internalise the risk prevention messaging that is often targeted at them but they also have other perceptions of risk that ‘experts’ tend to overlook. Most important of these were their perceptions of risk that were influenced by their socio-economic surroundings – risks that were foremost in their lives because of their day-to-day struggles to manage them. The study also demonstrates the ways in which risk is negotiated as a feature of identity-work in three ways – in identity-work that has to do with masculinity and femininity, in identity-work pertaining to who one is within a family, and in identity work that involves their roles in the community. One of the main recommendations arising from this research is the need for integrated interventions that combine the prevention models that are currently employed, with locally specific interventions aimed at enhancing the protection and preparedness of young people in order to reduce their vulnerability. By conceptualising young people and the phase of ‘youth’ differently, and applying a youth development approach to understanding youth risk, it is hoped that an innovative way of considering how young people make decisions regarding risk has been opened for future consideration in research.

Adolescence is a time when individuals begin to explore and examine psychological characteristics of the self in order to discover who they really are and how they fit in the social world in which they live. It is during this time of self-exploration that adolescents at risk for Huntington's Disease often learn of their risk status and witness the debilitating symptoms of the disease in their parents. Huntington Disease (HD) is an autosomal dominant neuropsychiatric disorder characterized by mid-life onset, involuntary movements, cognitive impairment, and depression. This dissertation investigated how adolescents experience living in a family with Huntington's Disease and therefore at risk for Huntington's Disease, and how this impacts their self-understanding and self-identity. The method of inquiry was based on a phenomenological approach. In-depth interviews were conducted with each of the adolescents. The data were analyzed using Van Manen's (1980) and Cochran and Claspell's (1987) format, resulting in an extraction of three themes. These themes are: (1) Naming the Legacy: Understanding and Misunderstanding; (2) Experiencing the Legacy: Huntington's Disease in Relation to Relationships; and (3) Integrating the Legacy: At the Crossroads of Self and Future Self. The analysis emphasizes that the at-risk adolescents' exploration of self-identity and future self was an individual process influenced by the cognitive, developmental, and socio-cultural contexts of the adolescents' lives. The process of learning about Huntington's Disease occurred through intuition and practical and experiential learning. The adolescents found support outside their family through friends and adult mentors. They engaged in complicated coping strategies and demonstrated a capacity for decision-making that displayed maturity beyond what would be expected for their age group. These findings led to specific recommendations for theory, research, and clinical practice in the area of the adolescent experience of HD. The research underscores the need for healthcare professionals to re-evaluate their view of adolescent autonomy and capacity for decision-making. / Graduate and Postdoctoral Studies / Graduate

No description available.

The purpose of this study was to evaluate the types of communication activities adolescents reported as important and used most frequently, and how these communication preferences were reflected in adolescents' identity development status. Participants were approximately 600 new university students who completed a survey regarding 18 communication activities, along with the Erikson Psychosocial Stage Inventory identity subscale. Data analysis was conducted in two phases. To reduce the frequency and importance data to a manageable size, exploratory factor analyses and confirmatory factor analyses were conducted. Two identical factors were identified and validated related to the importance and the frequency of communication activities. The first factor comprised four items related to online ''performance": online gaming, participation in virtual reality settings, live chat with strangers, and live chat with groups unknown to the individual. The second factor comprised four communication activities that occurred on social networking sites as individuals created lasting "exhibits" of themselves: updating a personal profile, viewing the profiles of others, posting status messages, and sharing pictures or other content (articles, jokes, videos) with others. Analysis of means indicated that the three communication activities rated as most important and frequently used were face-to-face interaction, voice calls and text messaging. These were followed by social networking activities, and then writing activities such as blogging. The performative activities identified in the exploratory factor analysis were ranked as least important and least frequently used. Regression analysis revealed small but statistically significant negative relationships between the reported importance of performative activities and identity development status, and between the reported frequency of performative activities and identity development status. Small positive relationships were also identified between the importance of face-to-face interaction and identity development status, and the importance of voice phone calls and identity development status. Small positive relationships were also identified between the frequency of face-to-face communication and identity development, between the frequency of voice phone calls and identity development, and between the frequency of email use and identity development.

During the past decade increased attention has been directed toward alcoholism as a family system problem. Recent publications have identified characteristics of the "alcoholic family" system and a model of psychosocial development specific to children of alcoholics. Both theoretical frameworks proposed that family and individual growth and development were delayed or stagnated by the effects of parental alcoholism. This study explored possible effects of problem parental alcohol use or alcoholism on adolescent development. The variables studied were differentiation from family, identity achievement, and intimacy in close relationships. Two data collection methods were used: a mailed questionnaire and an interview with a subgroup of respondents who returned the questionnaire. Respondents were classified as children of alcoholics (COAs) or children of nonalcoholics (NCOAs) based on answers to one of two questions posed in the demographics' section. Questionnaires were distributed at a four-year college to sophomores, juniors, and seniors residing on-campus. A total of 160 questionnaires were returned. Twenty-four percent of the respondents reported one or more problem drinking parents. Interviews were completed with ten students, four of whom were in the COA group. Student's t tests, analysis of variance and multiple regression tests were performed an the data between and within groups. Results from the between groups analyses indicated that differentiation From family was more developed for the NCOA group. Overall development did not appear affected by parental problem drinking. The within group analysis tested for differences based on gender of problem drinking parent. ANOVA results indicated no significant differences among mean scores on the measures of differentiation, identity, and intimacy. The results of multiple regression analyses indicated that differentiation and identity were statistically significant in the prediction of intimacy, although the model best explained intimacy for the COA group. Results suggested that development is most delayed for daughters of alcoholic mothers. / Ph. D.

This study examined the nature and prevalence of ego strength among early adolescent learners in grade nine attending an independent school. An in-depth literature review was conducted in order to explore the role and theories of ego development. Thereafter, theories and key aspects of various dimensions of adolescent development were highlighted. The empirical investigation included both quantitative and qualitative research methodology. A questionnaire was administered to one hundred and ten grade nine learners in order to obtain a broad measure of the respondents' ego and superego strength. Thereafter, two learners were selected in order to explore their experiential life worlds. The findings of the empirical investigation were compared with information that emerged from the literature study. The study was concluded by offering recommendations to parents, educators and professionals working in the field of psychology of education in empowering them in addressing the phenomenon of ego development among early adolescent learners. / Educational Studies / M. Ed. (Guidance and Counselling)

The deseg regation of schools in the post-1994 era in South Africa has led to an exodus of African children from township schools to multicultural suburban and inner city schools. This migration places African children in a multicultural school environment where the dynamics pose challenges for coping and adaptation if these children are to succeed academically. The challenge is even greater for adolescents who are also wrestling with critical developmental issues of adolescence in their quest for identity development and consolidation. Goleman (1995: 34) asserts that in order to succeed in any aspect of living, an individual requires emotional intelligence. Likewise, African adolescents who attend school in multicultural environments need to be emotionally literate to cope successfully and to adapt to the demands of the new schooling environment. In the light of this assertion, this study aimed to determine the extent to which emotional intelligence mediates the identity development of African adolescents in multicultural schools. The five domains of emotional intelligence investigated in this respect were: self-awareness, self-regulation, self-motivation, empathy and effective relationships. Six schools were selected for the empirical investigation: three from the townships and three from the suburbs. 226 African adolescents from suburban and 240 from township schools participated: a total of 466 participants. The findings revealed that self-awareness, empathy and effective relationships play stronger mediating roles in the identity development of African adolescents in township schools while self-regulation plays a stronger mediating role for African adolescents in suburban multicultural schools. The two groups did not, however, differ significantly regarding the mediating role of self-regulation in their identity development. Further mediating roles of emotional intelligence to the identity development of African adolescents were investigated according to gender, stage of adolescence and a preferred language for learning and teaching. Finally, a model was proposed for developing empathy among African adolescents who attend schools in suburbs. / (D.Ed. (Psychology of Education))