M.A. / Little is known about how police officers who are exposed to daily traumatic stressors in their working environment cope with these experiences, or how the coping strategies that they utilize mediate the levels of psychological distress and possible development of Posttraumatic Stress Disorder (PTSD). Focusing on 109 Brixton Flying Squad members of the South African Police Service, this exploratory study assessed the coping strategies and levels of psychological distress reported by these officers following traumatic exposure. The study examined the relative frequency of using eight ways of coping (as assessed by the Ways of Coping Checklist-Revised) with traumatic policing experiences and the association between the use of those coping strategies and subsequent development of symptomatologies and PTSD. Consistent with previous studies with combat veterans, police officers predominantly used emotion-focused coping strategies to cope with traumatic stressors. Nearly a third of the police officers met psychometric criteria for a positive screening diagnosis for PTSD. Results indicated that PTSD positive subjects tended to use relatively more escape –avoidance in coping with trauma, as opposed to PTSD negative subjects. Significantly higher levels of psychological distress, especially depression were also found for PTSD positive subjects, and the use of emotion-focused strategies was positively related to greater PTSD symptom severity and elevated levels of psychological distress. Findings demonstrated the mediating role of coping strategies that have the potential to become either adaptive or maladaptive to occupational and psychological functioning. These preliminary findings are discussed in-relation to methodologic and clinical issues.

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The emotional aspect of caregiving is extremely complex and caregivers face tremendous emotional challenges as they react to the reality of their loved one's increasing disability. When it comes to making the placement decision, caregivers have frequently reached a burnout point in making decisions.

The purpose of this study is to conduct an outcome assessment of emancipated foster youth, who have completed aftercare services with the agency, Cameron Hill Associates.

The purpose of this project was to develop a career workshop curriculum for the Church of Jesus Christ of Latter Day Saints - Welfare Services in the Inland Empire Area. The major steps involved in job search will be covered including: goal setting, networking, resumes and cover letters, interviewing, salary negotiations, and follow-up.

The purpose of this study was to examine the County of San Bernardino's Independent Living Program's (ILP's) efforts to prepare ILP participants for self-sufficiency. These efforts were evaluated from the perspective of foster youth who are currently participating in an Indepent Living Program. The study utilized quantitative and qualitative research methods to assess the ILP participants' preparedness for independence.

Philosophiae Doctor - PhD / The school environment presents a valuable opportunity for the identification, monitoring and support of children made vulnerable by HIV/AIDS and poverty. Many children are caring for parents suffering from AIDS-related illnesses and/or they are the main breadwinner of the household. As a result of HIV/AIDS and poverty therefore, children might be dropping out of school, or their ability to perform adequately at school might be significantly reduced. The aim of this study was to use a case study approach to explore and describe support provision in a South African formal school, examining, in particular, the relative significance of leadership, organisational development and gender-related matters in addressing the needs of children made vulnerable by HIV/AIDS and poverty. The availability and quality of this support is analysed within the context of the Western Cape Education Department (WCED) transforming itself from a system focused on controlling schools to a system focused on supporting schools. The reflexive qualitative research approach was decided upon m order to describe and understand how, and to what extent, the teachers and the principal of a poverty-stricken primary school might benefit from the WCED's systemic change processes when addressing issues related to HIV/AIDS and poverty. The methodological rationale for this qualitative research approach forms part of a search for meaning within the cultural context(s) of the school in an effort to understand issues related to HIV/AIDS in schools. The research's second aim was to establish principles for an approach to educational support, which would be applicable in similar situations elsewhere. In the case study, the focus is on the WCED supporting the principal and teachers at a poverty-stricken primary school in carrying out their roles as leaders, teachers and caregivers. In order for the principal and teachers to provide quality support to the learners, they themselves need to receive appropriate forms of support from the education system. For this research to be contextually grounded, questions around HIV/AIDS and the growing number of orphans and vulnerable children in many communities were considered. One of the central questions was: How are the challenges of daily life in the running of a school met where issues related to poverty and health are dominant? Gender-based sexual violence and sexual abuse of children, as well as other social problems affecting learners in the school investigated for this thesis were included in the addressing of the main questions The complexity of the issues involved when exploring the research questions became increasingly more apparent during the research journey of this thesis. I experienced fully the potential of the case study to provide a 'thick' description and contribute significantly to an in-depth understanding of a complex phenomenon from a local and holistic perspective. I was able to focus on how the macro-narratives of support policy connected to the micro-narratives of teachers in primary schools. Based on the findings of the research, I concluded that the problems of HIV/AIDS-affected children, families and communities do not only overlap considerably with the problems related to poverty - a widely held view among researchers - but that poverty-related problems may, indeed, conceal the very existence of HIV/AIDS. The investigation shows that the wide-spread poverty affecting the case school learners, seems to have 'blinded' teachers in terms of 'seeing' the learner in a context of HIV/AIDS. This phenomenon in the case school was observed in spite of the HIV/AIDS Programme Coordinator claiming that the district's teachers had learned to 'see' the learner in ways which they had not prior to the introduction of the WCED's HIV/AIDS Life Skills Programme I trust that the different stakeholders within the field of education and HIV/AIDS will benefit from the findings and recommendations flowing from this investigation. First and foremost, I believe that the lessons learnt from the fieldwork, could be of use to South African stakeholders generally, and, in particular, to the Western Cape Education Department and those working as school support staff at district level (the EMDCs). The findings of the study may provide valuable feedback to the current practices of the school support structures, including the voluntary HIV/AIDS support structure, and form a basis for informed further action by the relevant government departments and other stakeholders in education. In this way, the thesis could contribute to improved formal school support provision in the context of HIV/AIDS, and therefore, serve to enhance the quality of education for all children.

Although addiction is treated by means of different treatment programmes in South Africa, the researcher discovered that the level of self-actualization and changes in addicts relationships, are questionable. A preliminary literature review indicated that the family of origin could be the cause of addiction. The above prompted the researcher to compile a treatment programme that addresses the family of origin as a cause of addiction. The treatment programme was divided into three phases. Phases one and two were included to provide therapists with guidelines on how to assist clients to reach abstinence, as well as how to function effectively in their life-worlds, while phase three addressed the family of origin as a cause of addiction. The family systems and relations theories served as the theoretical framework of the study. Phase three of the treatment programme was implemented by therapists during an empirical investigation to determine the effectiveness of the treatment programme. / Teacher Education / D Ed. (Psychology of Education)

The fundamental aim of education is to empower learners to succeed in their career path and, as such, the future of South African learners depends on the quality of decisions and the progress made by them in respect of their personal and career development needs. The focus of the study was on investigating the awareness of guidance and counselling in Ga-Rankuwa secondary schools, and explore factors influencing career choice. The total number of secondary schools that participated in the study were seven (7), and all public schools from the disadvantaged context, in the Tshwane West Education District. The study was a descriptive survey, and the target population consisted of 859 participants. The data were collected, using two questionnaires; namely the Career Development Questionnaire (CDQ), and the Selfstructured Questionnaire (SSQ). The Statistical Package for Social Sciences (SPSS) was used to generate data, which were used as descriptive statistics of frequency table, percentages and cross-tabulation to “raise awareness on the status of career guidance and counselling in GaRankuwa secondary schools” The findings of the study showed that career guidance and counselling was not effectively implemented in schools, and that inadequate career education was offered to learners during Life Orientation classes. From the findings, it was discovered that learners did not have the accurate, sufficient, informed and practical knowledge to help them make sound career decisions, and that learners’ levels of career maturity were very low. It was evident from the findings that age, gender, parents/guardians educational background did not have any significant influence on learners’ career choices. The researcher, therefore, recommends that Life-Orientation teachers be exposed to extensive career guidance and be offered training in career counselling, and that there should be adequate and accessible career guidance and counselling facilities for learners – and that career guidance strategies and policies should be reviewed. / Psychology / Ph. D. (Psychology)

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