This study investigated the process of bereavement in the Xhosa, Zulu and Tswana cultures with participants including three cultural experts and a bereaved family from each ethnic group. Data was collected using semi – structured interviews mainly in the participants’ homes. Analysis was used by comparing and contrasting the information gathered. Empirical research findings revealed that the process in the African culture specifically in these three ethnic groups is different from the western culture as stated in the literature. The literature review findings show that the western culture’s processes of bereavement seem focused in the intrapersonal processes. However, the African Black cultures seem to be focused more on interpersonal processes of bereavement. Recommendations are made in the study on how a western trained Educational Psychologist can approach a bereaved client coming from these ethnic groups. Recommendations are also made for Educators and Parents. / Educational Studies / M. Ed. (Guidance and Counselling)

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Cette thèse s’insère dans la lignée des recherches sur la résilience chez les adultes et surtout des enseignants et vise à mieux comprendre le vécu intérieur des personnes dites résilientes. Le concept de résilience se prête très bien à la problématique individuelle du stress au travail pour tenter de trouver ce qui fonctionne bien et permet aux enseignants de rester en poste versus ce qui fonctionne mal et laisse nos enseignants démunis. Cependant, lorsqu’il s’agit de santé psychologique, certaines questions et doutes subsistent dans la mesure où la résilience pourrait être de l’ordre d’une adaptation sociale de surface où l’intériorité de l’individu n’est pas assez pris en compte. Cela se traduirait par des personnes résilientes, mais en mauvaise santé psychologique. Sur ce dernier point, la motivation autodéterminée ainsi que la satisfaction des trois besoins psychologiques de base qu’elle sous-tend sont des concepts recevant beaucoup d’appuis pour expliquer la santé psychologique. De plus, la description des personnes résilientes laisse penser à des caractéristiques de l’ordre de la motivation autodéterminée. Cette motivation nous servira de pivot pour proposer que la résilience devrait s’accompagner de santé psychologique adéquate grâce à elle. Elle sera mise en rapport avec l’adaptation interne de la résilience qui se traduirait par des ressources inter et intra-personnelles. De fait, nous émettons les hypothèses d’une médiation des motivations et de la satisfaction des trois besoins sur la relation entre la résilience et la santé psychologique. Nous proposons également qu’il y a des profils distincts de résilients quant aux variables de santé psychologique et que, sur cette base, des différences de motivations et de satisfaction des trois besoins psychologiques de base sont également observables selon les groupes déterminés. Des analyses statistiques de médiation et de mise en profils auprès d’enseignants des grandes commissions scolaires de la grande région de Montréal et du Saguenay (N=534) montrent des médiations partielles des motivations autonomes et des trois besoins. Des profils distincts sont repérables de même que des différences de motivation et de satisfaction des trois besoins selon les groupes. Tous les résilients au travail ne sont donc pas égaux. Les motivations autonomes sont importantes dans le processus, de même que la satisfaction des trois besoins psychologiques de base. Les différences au niveau des ressources intra-personnelles confirment l’importance de tenir compte du vécu intérieur des personnes résilientes. Des recommandations sont proposées à la fin de cette étude notamment pour travailler sur certains leviers afin de favoriser les ressources de résilience chez les enseignants. / This thesis takes its place in the lineage of research on resilience among adults and particularly teachers. The aim is to better understand the lived experience of the persons identified as resilient. The concept of resilience lends itself well to the individual’s issues with stress at work and the attempt to find what succeeds in helping teachers remain on the job versus what does not succeed, leaving the teachers helpless. However, in terms of psychological well-being, questions and doubts remain because resilience could be a surface social adaptation where the interior aspect of the individual is not sufficiently considered. This results in persons who are resilient but in poor psychological health. On this last point, self-determined motivation and the satisfaction of the three basic needs which it underlies are concepts which receive strong support in the attempt to explain psychological health. Moreover, the description of resilient persons suggests characteristics of the order of self-determined motivation. This motivation will serve as a pivot allowing us to propose that, because of it, resilience should be accompanied by an adequate psychological health. It will be linked with the internal adaptation of resilience which could be seen in terms of inter- and intrapersonal resources. In fact, we propose the hypothesis of a mediation of the motivations and of the three basic needs in the relation between resilience and psychological health. We also propose that there are distinct profiles of resilient persons in regard to the variables of psychological health and that, on this basis, differences in motivation and in the satisfaction of the basic needs can be observed among the defined groups. Analyses of mediation and the creation of clusters among teachers from large school commissions in the Montreal and Saguenay regions (N = 534) show partial mediations of the autonomous motivations and of the three basic needs. Distinct profiles as well as differences in motivation and in the satisfaction of the basic needs can be identified among the groups. The persons who are resilient at work are not all equal. The autonomous motivations are important in the process of resilience, as is the satisfaction of the basic needs. The differences in intrapersonal resources confirm the importance of taking into account the interior life of the resilient person. Recommendations are proposed at the end of this study to utilize certain levers in order to promote the resources of resilience for teachers.

The study undertook to explore the notion of stuckness within interpersonal and intrapersonal relationship dynamics. Stuckness has different presentations and can pertain to an individual’s’ inability to move beyond a particular challenge, or find resolution to one or more persistent problems. Alternatively, the stymied dynamic could manifest as a person becoming consistently highly activated or triggered. This has negative ramifications, within both interpersonal and intrapersonal relationships. Therapeutically, psychological stuckness is frequently encountered, and a lack of resolution of past trauma, is speculated as being a contributory factor. A qualitative, explorative research study was conducted over a period of one year, to collect data. The research design consisted of five case studies of participants who engaged in approximately one year of therapy. Participants were seen fortnightly, by a clinical psychologist, who is also the researcher of the study. The notes taken in the therapy sessions, as well as other qualitative methods, were utilised to collect the data. The data was analysed for themes formulated by the researcher, which themes correlated with the principles of the two schools of thought applied in the study. Logotherapy and somatic experiencing are the therapeutic interventions, which were included in the research method. These approaches were utilised in an endeavour to explore their efficacy, in resolving stuckness, speculated as being due to unprocessed trauma. Participation in the study was voluntary and boundaries of ethical codes, as well as values of psychotherapeutic therapy adhered to. There was no monetary exchange for the therapy received, and no costs incurred to the participants, in the research study. The presence of a long-standing persistent problem, or issue (stuckness) that had belied resolution, was the main criteria for inclusion in the study. The research explored the possible association between unresolved trauma, as well as various types of interpersonal, and intrapersonal stuckness. Impulsivity, explosive tempers, irrationality, emotionality and bizarre acting out behaviours, are some of the presentations, that the study speculated, as being due to unprocessed traumatic energy. A contribution of this research is that there is an absence of any prior studies conducted which explores stuckness and its correlation with unresolved trauma. In addition, no other research assessing the combined, top-down, and bottom-up efficacy of the therapeutic approaches of logotherapy and somatic experiencing were sourced. Payne, et al. (2015 b) state that they could not find evidence of more than five papers which provided case studies on somatic experiencing as a trauma intervention. The number of studies undertaken on somatic experiencing in general, is also significantly limited (Changaris, 2010; Samardzic, 2010). This adds to the value, meaning and purpose of this research, as it is a unique endeavour, motivated by the researcher’s intention to add more value to individuals’ lives, especially when the presenting problem, appears to be unfathomable stuckness. In an absence of any understanding for the reasons for such stuckness, these people may experience significant distress at being stymied, within the self, or in relation to others, as well as feel at a loss for any possible recourse. This study could prompt other researchers to conduct similar investigations, not only of the combined body-based, and cognitive psychotherapuetic interventions, but also of the link between stymied interpersonal, as well as intrapersonal relationship dynamics, and trauma. The application of a mind, body and soul approach in the study, through the inclusion of logotherapy, is also relevant. In reviewing the direction of psychological fields, one can detect that the trends are towards constructs such as meditation, enlightenment, consciousness, meaning, purpose, mindfulness, presence, and spiritual identity. Individuals are seeking more enlightenment, and want to explore more of the noetic dimension, which I believe psychotherapy has to include, in order to meet the needs of an evolving society. / Psychology / D.Phil. (Psychology)

<p>This study focuses on ecofeminist ethical theory. A first aim is to clarify ecofeminist views on five central issues in the field of environmental ethics. These issues are: (1) Views of nature, (2) social constructivism and nature, (3) values of nature, (4) ethical contextualism, and (5) ethical pluralism. A second aim is to compare ecofeminist standpoints with certain standpoints within nonfeminist environmental ethical theory. A third aim is to critically discuss some of the main standpoints in ecofeminism. The analysis focuses on the works of Karen Warren, Sallie McFague, Chris Cuomo, and Carolyn Merchant. Other important sources are the environmental philosophers and ethicists J. Baird Callicott, Paul Taylor, Irene Klaver, Bryan G. Norton, Christopher Stone, Eugene Hargrove, Holmes Rolston III, Per Ariansen, Don E. Marietta, and Bruno Latour.</p><p>The result of this study is that there are no main differences between ecofeminism and nonfeminist environmental ethics regarding the main standpoints on the five issues. Rather, the significant differences are found within these main standpoints. In addition, one important characteristic of ecofeminist ethics is its "double nature," that is, the fact that it is rooted in feminism and environmentalism. The double nature of ecofeminism results in a foundation out of which ecofeminism as an environmental philosophy has a unique potential to handle some of the theoretical tensions that environmental ethics creates.</p><p>From the perspective that environmental problems consist of complex clusters of natureculture- discourse and that environmental ethical theory ought to be action guiding, it is argued that ecofeminist ethical theory has an advantage compared to nonfeminist environmental ethics. This standpoint is explained by the fact that ecofeminism holds a variety of views of nature, kinds of social constructivism and contextualism, and conceptions of values and of the self, and from the presumption that this variety reflects the reality of environmental problems. However, in order for ecofeminist ethical theory to fulfill its promise as an acceptable environmental ethical theory, its theoretical standpoints ought to be explicated and further clarified.</p>

This study focuses on ecofeminist ethical theory. A first aim is to clarify ecofeminist views on five central issues in the field of environmental ethics. These issues are: (1) Views of nature, (2) social constructivism and nature, (3) values of nature, (4) ethical contextualism, and (5) ethical pluralism. A second aim is to compare ecofeminist standpoints with certain standpoints within nonfeminist environmental ethical theory. A third aim is to critically discuss some of the main standpoints in ecofeminism. The analysis focuses on the works of Karen Warren, Sallie McFague, Chris Cuomo, and Carolyn Merchant. Other important sources are the environmental philosophers and ethicists J. Baird Callicott, Paul Taylor, Irene Klaver, Bryan G. Norton, Christopher Stone, Eugene Hargrove, Holmes Rolston III, Per Ariansen, Don E. Marietta, and Bruno Latour. The result of this study is that there are no main differences between ecofeminism and nonfeminist environmental ethics regarding the main standpoints on the five issues. Rather, the significant differences are found within these main standpoints. In addition, one important characteristic of ecofeminist ethics is its "double nature," that is, the fact that it is rooted in feminism and environmentalism. The double nature of ecofeminism results in a foundation out of which ecofeminism as an environmental philosophy has a unique potential to handle some of the theoretical tensions that environmental ethics creates. From the perspective that environmental problems consist of complex clusters of natureculture- discourse and that environmental ethical theory ought to be action guiding, it is argued that ecofeminist ethical theory has an advantage compared to nonfeminist environmental ethics. This standpoint is explained by the fact that ecofeminism holds a variety of views of nature, kinds of social constructivism and contextualism, and conceptions of values and of the self, and from the presumption that this variety reflects the reality of environmental problems. However, in order for ecofeminist ethical theory to fulfill its promise as an acceptable environmental ethical theory, its theoretical standpoints ought to be explicated and further clarified.

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

This study investigated the process of bereavement in the Xhosa, Zulu and Tswana cultures with participants including three cultural experts and a bereaved family from each ethnic group. Data was collected using semi – structured interviews mainly in the participants’ homes. Analysis was used by comparing and contrasting the information gathered. Empirical research findings revealed that the process in the African culture specifically in these three ethnic groups is different from the western culture as stated in the literature. The literature review findings show that the western culture’s processes of bereavement seem focused in the intrapersonal processes. However, the African Black cultures seem to be focused more on interpersonal processes of bereavement. Recommendations are made in the study on how a western trained Educational Psychologist can approach a bereaved client coming from these ethnic groups. Recommendations are also made for Educators and Parents. / Educational Studies / M. Ed. (Guidance and Counselling)

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