The global spread of HIV and Aids has greatly exceeded the most pessimistic projections. Infection rates are not declining and human tragedy is escalating. South Africa is a nation in mourning. If one is not infected, one is affected. Notwithstanding the catastrophic effects that are already being experienced, the full consequences of the pandemic seem yet to be felt. Developmental psychology and ecological systems theory were used in this study to examine the research problem. It has become necessary to determine the level of knowledge that adolescents have of HIV and Aids and whether Life Skills programmes stimulate any change in behaviour. This initially took the form of a quantitative study in which questionnaires were administered. A combination of quantitative and qualitative research (focus group interviews) was applied for verification. The goals of the research were achieved, providing valuable findings, confirming that there has been no behaviour change and adolescent knowledge remains inadequate. South African adolescents have insufficient knowledge of responsible sexual behaviour. Recommendations with regard to the content and course of the programme as well as further research are formulated as a result of the conclusions. / Educational Studies / M.Ed. (Socio-Education)

The global spread of HIV and Aids has greatly exceeded the most pessimistic projections. Infection rates are not declining and human tragedy is escalating. South Africa is a nation in mourning. If one is not infected, one is affected. Notwithstanding the catastrophic effects that are already being experienced, the full consequences of the pandemic seem yet to be felt. Developmental psychology and ecological systems theory were used in this study to examine the research problem. It has become necessary to determine the level of knowledge that adolescents have of HIV and Aids and whether Life Skills programmes stimulate any change in behaviour. This initially took the form of a quantitative study in which questionnaires were administered. A combination of quantitative and qualitative research (focus group interviews) was applied for verification. The goals of the research were achieved, providing valuable findings, confirming that there has been no behaviour change and adolescent knowledge remains inadequate. South African adolescents have insufficient knowledge of responsible sexual behaviour. Recommendations with regard to the content and course of the programme as well as further research are formulated as a result of the conclusions. / Educational Studies / M.Ed. (Socio-Education)

Human rights education is a much-investigated area of research; however, what teachers understand about human rights and the Life Skills explicit, enacted and supplementary curriculum seems to be vague. The vagueness related to the understanding of human rights emanated from multiple understandings of human rights that could be adhered to. Meta-theoretical underpinnings for the understanding of human rights have been discussed in the human rights body of scholarship. These meta-theoretical underpinnings of human rights were philosophically clustered to develop an analytical construct to guide this inquiry. This inquiry was focused on a contribution regarding teachers’ understanding of human rights education to augment the infusion of a human rights culture in diverse educational contexts. This inquiry was done, firstly, to explore the [in]consistencies between the meta-theoretical underpinnings of human rights and how they were reflected in the explicit, enacted and supplementary curriculum. Secondly, it was to explore how these influenced the way in which human rights were enacted in the curriculum. These consistencies and inconsistencies were deemed to be important because they affect the way human rights are understood and dealt with in the classroom directly. The aims of the research were to determine the meta-theoretical underpinnings of human rights in the intermediate phase Life Skills explicit, enacted and supplementary curriculum; the language(s) that emerged regarding the meta-theoretical underpinnings of human rights in the Life Skills enacted curriculum; and how the enacted and supplementary curriculum of human rights were influenced by teachers’ understandings of the meta-theoretical underpinnings. A qualitative study situated in an interpretivist paradigm was undertaken, using a shadowing methodology. Participants were purposefully selected. Data were generated by means of a document analysis as data generation strategy of the National Curriculum Statement Curriculum and Assessment Policy Statement document, as well as the accompanying learning study materials, classroom observations through silent shadowing and a semi-structured one-on-one interview with each teacher. Data were analysed by means of discourse analysis. It was empirically found that the supplementary curriculum directly related to the explicit curriculum. The enacted curriculum revealed consistencies and inconsistencies within the explicit curriculum. Regarding teachers’ understanding of the explicit Life Skills curriculum, it was found that the teachers participating in this inquiry experienced limitations and restrictions regarding their own interpretations of the explicitly provided curriculum. Even when the teachers understood human rights slightly differently from the explicit and supplementary curriculum, they still only enacted what was provided in the explicit curriculum. My recommendations highlight the need to inquire about the way(s) in which teachers could be effectively supported by the Life Skills curriculum in terms of human rights enactment. A future essential study should inquire about the responsibility of each teacher with regard to human rights education and the ethical implications and considerations thereof. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Human rights education is a much-investigated area of research; however, what teachers understand about human rights and the Life Skills explicit, enacted and supplementary curriculum seems to be vague. The vagueness related to the understanding of human rights emanated from multiple understandings of human rights that could be adhered to. Meta-theoretical underpinnings for the understanding of human rights have been discussed in the human rights body of scholarship. These meta-theoretical underpinnings of human rights were philosophically clustered to develop an analytical construct to guide this inquiry. This inquiry was focused on a contribution regarding teachers’ understanding of human rights education to augment the infusion of a human rights culture in diverse educational contexts. This inquiry was done, firstly, to explore the [in]consistencies between the meta-theoretical underpinnings of human rights and how they were reflected in the explicit, enacted and supplementary curriculum. Secondly, it was to explore how these influenced the way in which human rights were enacted in the curriculum. These consistencies and inconsistencies were deemed to be important because they affect the way human rights are understood and dealt with in the classroom directly. The aims of the research were to determine the meta-theoretical underpinnings of human rights in the intermediate phase Life Skills explicit, enacted and supplementary curriculum; the language(s) that emerged regarding the meta-theoretical underpinnings of human rights in the Life Skills enacted curriculum; and how the enacted and supplementary curriculum of human rights were influenced by teachers’ understandings of the meta-theoretical underpinnings. A qualitative study situated in an interpretivist paradigm was undertaken, using a shadowing methodology. Participants were purposefully selected. Data were generated by means of a document analysis as data generation strategy of the National Curriculum Statement Curriculum and Assessment Policy Statement document, as well as the accompanying learning study materials, classroom observations through silent shadowing and a semi-structured one-on-one interview with each teacher. Data were analysed by means of discourse analysis. It was empirically found that the supplementary curriculum directly related to the explicit curriculum. The enacted curriculum revealed consistencies and inconsistencies within the explicit curriculum. Regarding teachers’ understanding of the explicit Life Skills curriculum, it was found that the teachers participating in this inquiry experienced limitations and restrictions regarding their own interpretations of the explicitly provided curriculum. Even when the teachers understood human rights slightly differently from the explicit and supplementary curriculum, they still only enacted what was provided in the explicit curriculum. My recommendations highlight the need to inquire about the way(s) in which teachers could be effectively supported by the Life Skills curriculum in terms of human rights enactment. A future essential study should inquire about the responsibility of each teacher with regard to human rights education and the ethical implications and considerations thereof. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

This study investigates the role of resilience in women coping with the life transition of divorce. Five women were interviewed and an in-depth qualitative analysis undertaken, in order to explore the subjective experience of resilience during the period of separation and divorce, and its effect on post-divorce adjustment. In addition, the usefulness of formal divorce support groups to enhance resilience was examined. It was found that the most important aspects of resilience as reported by the women were social support; spirituality; personality traits such as optimism, courage and resourcefulness; an orientation toward the future; and competence/mastery of one's environment (including mastery of one's thoughts and emotions). It appeared that resilience facilitated adjustment in several ways; notably in providing a sense of purpose, control and competence resulting in an experience of personal growth. All of the women felt that they had developed a sense of their own identity and greater self-determination through the process of divorce. Support groups might be potentially effective in providing assistance in dealing with emotional issues such as anger and forgiveness; with skills development such as emotion regulation and cognitive techniques like reframing; as well as practical and informational support. Such groups might also provide a temporary community of social support where divorced women can interact with other people who are experiencing the same things. The study illuminated the subjective, often unique experience of separation and divorce; this emphasises the challenge for divorce groups to offer support which addresses this uniqueness. / Psychology / D.Litt. (Psychology)

Part of my responsibilities as Life Orientation teacher at Sagewood School is the Community Outreach Programme. In particular encouraging participation and ensuring that learners enjoy a life giving and reciprocal experience as they focus beyond themselves in the wider community. Information for this research was gathered from other independent schools, parents and learners from Sagewood. Sources included answers to questionnaires, class discussions and feedback from past experiences. My focus included a study of the history of outreach, works on postmodernism, social construction, practical theology and my position of co-constructor with the learners. Important outcomes included ensuring that the voices of the learners are heard in decision making and planning for future outreach activities. Given the constantly changing nature of society such activities need to be evaluated regularly. Lastly, people care in different ways and about different things and we need to encourage learners to care, in their own unique way. / Practical Theology / M.Th. (Specialisation in Pastoral Therapy)

The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)

Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking. Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe benadering m hierdie proefskrif aangedui. Hulpverlening met geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf, word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van 'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The purpose is to create age related opportunities for the pre-school child to experience exposure and participation in listening-, vocal-, reading- and writing abilities on an informal basis which serves as a point of departure. Early awareness of literacy abilities as a component of cognitive development of the pre-school child has proved to be essential - not only in respect of school readiness, but also with regard to ultimate selfactualisation. The aim therefore goes beyond the mere training of the pre-school child to an adequate level of competence to be well prepared for formal schooling. Contrary to the well established policy in South Africa which determined that pre-school education should be limited to the exclusive teaching of perceptual abilities, an alternative approach has been considered in this thesis. Assistance with a view to literacy development probably encompasses a more inclusive scenario in order to address the requirements of the emotional, cognitive and social developing pre-school child. Exposure to a new world of knowledge through which norms, attitudes and abilities are acquired, has a direct influence on the quality of his total life. Outcomes based education provides an excellent opportunity to acquire already at pre-school level, literacy skills on an informal basis. The myth that only primary schools have been allotted the privilege to teach learners to read and write, is being critically questioned in this study. The change in emphasis is already evident in the recently announced education policy, namely that the daily learning programme Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously important processes affecting the development of a phonological, semantic and syntactic cognition are discussed. The acquisition of literacy skills appears not only to be important to the development of life skills - it accomplishes access to and the comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The main purpose of this study is to explore the role spirituality plays in the coping of traffic officers within the South African Traffic Services. A sample of ten traffic officers participated in the study, and data was obtained by means of open-ended questions during in-depth and semi-structured interviews. The literature review aimed to conceptualise spirituality, to conceptualise coping, and to theoretically explore the role of spirituality in the coping of traffic officers. Specific aims for the empirical study were: to gain a better understanding of how traffic officers experience the role of spirituality in coping with their role within the South African context; to provide a framework that can assist with creating an understanding of the role spirituality plays in coping as a traffic officer; and to formulate recommendations for possible future research that explores the role of spirituality in the coping of traffic officers within the discipline of Industrial and Organisational Psychology, more specifically in employee and organisational wellness, and career counselling. The research findings showed that traffic officers in the sample all utilised spirituality in the workplace to various extents, and that they exhibited adaptive coping abilities when doing so. They associated less spirituality or a lack of spirituality with weaker coping abilities. It was found that spirituality in the traffic officers is informed by a foundation of spirituality or religion, purpose to their work and life, their connection to their spiritual source, and the fruits of spirituality. Their coping ability was influenced by upbringing and background, by stressors from their work environment and by coping mechanisms. The role of spirituality in the coping of traffic officers culminated in their ability to interpret the meaning of spirituality, and then to implement spirituality in order to cope. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The study attempted to gain insight into the behavioural response to termination/ graduation of a group of ten female graduates from a community intervention programme. The participants, aged between eleven and fourteen years and predominantly from low socio-economic backgrounds, attended the Usiko Girls Youth Community Programme. The eighteen month programme aimed to facilitate their transition from girlhood to womanhood. To this end, the program was conceptualized as having various components including, but not limited to, Initiation, Life skills training, Cultural activities, Camps, and graduation. After the graduation ceremony, which culminated in the termination of the programme for these participants, they returned to the programme, stating different reasons for doing so. A single group, post-test design, utilizing a structured interview was employed with the main focus being the graduation and termination component, to help understand this phenomenon. Thematic analysis and descriptive statistics were used to analyze the data. Results suggest that the participant’s identification with the programme made it difficult for some to terminate.