Resistant behaviour is a serious reality in South African primary schools. South Africa’s teachers strive to be agents of positive change amidst the multiple challenges they and their learners encounter, yet they admittedly experience daily frustration at addressing resistant behaviour. Considering the harsh external realities which many learners encounter, resistant behaviour cannot be expected to disappear at the introduction of specific techniques. The research consequently aimed to examine and describe Grade 5 teachers’ perceptions of resistance with the objective of improving teacher-learner relationships. A phenomenological paradigm structured this qualitative study to determine how grade 5 teachers perceive resistance through their direct experiences. The research involved focus group discussions and interviews. Fourteen teachers participated, representing three private and three public schools in Gauteng. Selection criteria included: a recognised teaching qualification, teaching experience of minimum two years, currently teaching Grade 5 learners, a commitment to teach demonstrated through course attendance and enhancement of the school’s curriculum, and the ability to speak English. During each focus group discussion, one introductory question was asked: “Please share your perceptions of resistant behaviour shown by children in your Grade 5 classes”. Additional funnelling and probing questions were utilized. Prior to data gathering, one participant per school was requested to volunteer to participate in an individual interview, in addition to the focus group discussion. During the interview, two introductory questions were asked: “How did you experience the focus group discussion pertaining to teacher perceptions of the resistant behaviour displayed by children in Grade 5?” and “What is your view of the conclusion/s reached during the discussion?” These questions were followed by funnelling questions. Content analysis was used with Interpretative phenomenological analysis to understand meanings ascribed to coded texts. Emerging findings were depicted visually to identify data patterns as part of thematic analysis until themes crystallised. Amongst findings understood from a causal, contextual and developmental perspective, unique findings emerged revealing that a relationship exists between teachers’ perceptions of resistant behaviour and the school ethos, that resistance can reveal creativity and divergent thinking processes, and that considering resistant behaviour from a future-minded perspective can enable teachers to see resistant behaviour as indicative of underlying skills needed by society, if developed as strengths. The findings support international research with one marked exception: that the examples provided in the literature affect the resistant learner personally, whereas the examples provided by the participants affect the other learners, teachers and the school itself. The findings contribute meaningfully to the debate regarding how to manage school resistance. The researcher recommends further studies be carried out to determine if the findings are reflective of most Grade 5 teachers. If so, it is advised that the findings be shared so that teachers become aware of alternate ways to interpret resistance and possibly to enhance their professional development by reformulating their current thought processes around resistance. The researcher recommends that the relationship between school ethos and resistant behaviour be explored to assist teachers in contextualising their management of resistance. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Resistant behaviour is a serious reality in South African primary schools. South Africa’s teachers strive to be agents of positive change amidst the multiple challenges they and their learners encounter, yet they admittedly experience daily frustration at addressing resistant behaviour. Considering the harsh external realities which many learners encounter, resistant behaviour cannot be expected to disappear at the introduction of specific techniques. The research consequently aimed to examine and describe Grade 5 teachers’ perceptions of resistance with the objective of improving teacher-learner relationships. A phenomenological paradigm structured this qualitative study to determine how grade 5 teachers perceive resistance through their direct experiences. The research involved focus group discussions and interviews. Fourteen teachers participated, representing three private and three public schools in Gauteng. Selection criteria included: a recognised teaching qualification, teaching experience of minimum two years, currently teaching Grade 5 learners, a commitment to teach demonstrated through course attendance and enhancement of the school’s curriculum, and the ability to speak English. During each focus group discussion, one introductory question was asked: “Please share your perceptions of resistant behaviour shown by children in your Grade 5 classes”. Additional funnelling and probing questions were utilized. Prior to data gathering, one participant per school was requested to volunteer to participate in an individual interview, in addition to the focus group discussion. During the interview, two introductory questions were asked: “How did you experience the focus group discussion pertaining to teacher perceptions of the resistant behaviour displayed by children in Grade 5?” and “What is your view of the conclusion/s reached during the discussion?” These questions were followed by funnelling questions. Content analysis was used with Interpretative phenomenological analysis to understand meanings ascribed to coded texts. Emerging findings were depicted visually to identify data patterns as part of thematic analysis until themes crystallised. Amongst findings understood from a causal, contextual and developmental perspective, unique findings emerged revealing that a relationship exists between teachers’ perceptions of resistant behaviour and the school ethos, that resistance can reveal creativity and divergent thinking processes, and that considering resistant behaviour from a future-minded perspective can enable teachers to see resistant behaviour as indicative of underlying skills needed by society, if developed as strengths. The findings support international research with one marked exception: that the examples provided in the literature affect the resistant learner personally, whereas the examples provided by the participants affect the other learners, teachers and the school itself. The findings contribute meaningfully to the debate regarding how to manage school resistance. The researcher recommends further studies be carried out to determine if the findings are reflective of most Grade 5 teachers. If so, it is advised that the findings be shared so that teachers become aware of alternate ways to interpret resistance and possibly to enhance their professional development by reformulating their current thought processes around resistance. The researcher recommends that the relationship between school ethos and resistant behaviour be explored to assist teachers in contextualising their management of resistance. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Fighting sexual violence against women and children in South Africa is regarded as a priority. The aim of this study is to explore the reasons for the reluctance to disclose sexual abuse by middle childhood children. Some of the factors that were highlighted that cause the reluctance to disclose sexual abuse by middle childhood children were: threats made by the perpetrator, the relationship with the perpetrator, stigmatization and talking about sexual related matters were seen as a taboo. The study reveals that there is lack of parental support especially when the perpetrator is a family member as they want to avoid embarrassment. It was also discovered that it is difficult for those parents who have unresolved issues of sexual abuse to handle their children’s disclosure. The study further shows that people do not understand the justice process especially the bail conditions. They lose faith in the system especially when they see the perpetrator outside and they do not understand that the investigation is still in process. It was discovered that FCS (Family Violence, Child Protection and Sexual Offences Unit) and FSW (Forensic Social Work) offices/environment should be better equipped and child friendly to put sexually abused children at ease. It was indicated that parents should supervise their children at all times. Children should be assured that it is not their fault and they do not deserve to be sexually abused. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Fighting sexual violence against women and children in South Africa is regarded as a priority. The aim of this study is to explore the reasons for the reluctance to disclose sexual abuse by middle childhood children. Some of the factors that were highlighted that cause the reluctance to disclose sexual abuse by middle childhood children were: threats made by the perpetrator, the relationship with the perpetrator, stigmatization and talking about sexual related matters were seen as a taboo. The study reveals that there is lack of parental support especially when the perpetrator is a family member as they want to avoid embarrassment. It was also discovered that it is difficult for those parents who have unresolved issues of sexual abuse to handle their children’s disclosure. The study further shows that people do not understand the justice process especially the bail conditions. They lose faith in the system especially when they see the perpetrator outside and they do not understand that the investigation is still in process. It was discovered that FCS (Family Violence, Child Protection and Sexual Offences Unit) and FSW (Forensic Social Work) offices/environment should be better equipped and child friendly to put sexually abused children at ease. It was indicated that parents should supervise their children at all times. Children should be assured that it is not their fault and they do not deserve to be sexually abused. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

Summary With the rise of the divorce rate and the decline of the nuclear family, boys are more frequently being deprived of a father-presence in their homes. The aim of this study was to qualitatively explore and describe boys' experiences of their relationships with their absent fathers. Three boys from different racial and cultural groups were chosen as case studies and worked with from a Gestalt Play Therapy Perspective. Data was gathered from the therapeutic sessions, as well as from semi structured interviews with the childcare workers of the boys. The findings of the study appear to concur with existing literature, namely that boys with absent fathers experience difficulties in the areas of emotional, social, cognitive and moral development. Recommendations are made as to how boys with absent fathers may best be supported. Opsomming Met die toename in egskeidings en die afname van nukleêre gesinne, word daar gevind dat seuns meer dikwels die teenwoordigheid van die vader in die huis ontneem word. Die doel van hierdie studie is `n kwalitatiewe ondersoek en beskrywing van seuns se ervaring van hulle verhouding met hulle afwesige vaders. Drie seuns van erskillende rasse- en kulturele groepe is gekies vir die gevallestudies en vanuit `n Gestalt Spelterapeutiese perspektief is met hulle gewerk. Data is versamel vanuit die terapeutiese sessies sowel as vanuit semigestruktureerde onderhoude met die seuns se kinderoppassers. Die bevindinge van die studie blyk ooreen te stem met bestaande literatuur, naamlik dat seuns met afwesige vaders probleme ondervind ten opsigte van emosionele, sosiale, kognitiewe en morele ontwikkeling. Aanbevelings word gemaak oor hoe om dié seuns ten beste te ondersteun. / SOCIAL WORK / MDIAC (PLAY THERAPY)

Summary With the rise of the divorce rate and the decline of the nuclear family, boys are more frequently being deprived of a father-presence in their homes. The aim of this study was to qualitatively explore and describe boys' experiences of their relationships with their absent fathers. Three boys from different racial and cultural groups were chosen as case studies and worked with from a Gestalt Play Therapy Perspective. Data was gathered from the therapeutic sessions, as well as from semi structured interviews with the childcare workers of the boys. The findings of the study appear to concur with existing literature, namely that boys with absent fathers experience difficulties in the areas of emotional, social, cognitive and moral development. Recommendations are made as to how boys with absent fathers may best be supported. Opsomming Met die toename in egskeidings en die afname van nukleêre gesinne, word daar gevind dat seuns meer dikwels die teenwoordigheid van die vader in die huis ontneem word. Die doel van hierdie studie is `n kwalitatiewe ondersoek en beskrywing van seuns se ervaring van hulle verhouding met hulle afwesige vaders. Drie seuns van erskillende rasse- en kulturele groepe is gekies vir die gevallestudies en vanuit `n Gestalt Spelterapeutiese perspektief is met hulle gewerk. Data is versamel vanuit die terapeutiese sessies sowel as vanuit semigestruktureerde onderhoude met die seuns se kinderoppassers. Die bevindinge van die studie blyk ooreen te stem met bestaande literatuur, naamlik dat seuns met afwesige vaders probleme ondervind ten opsigte van emosionele, sosiale, kognitiewe en morele ontwikkeling. Aanbevelings word gemaak oor hoe om dié seuns ten beste te ondersteun. / SOCIAL WORK / MDIAC (PLAY THERAPY)