The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)

Text in English / An increasingly recognised prevention approach for substance use entails reduction in risk factors and enhancement of promotive or protective factors in individuals and the environment surrounding them during their growth and development. However, in order to enhance the effectiveness of this approach, continuous study of risk aspects targeting different cultures, social groups and mixture of society has been recommended. This study evaluated the impact of potential risk and protective factors associated with family management and relations on adolescent substance abuse in South Africa. Exploratory analysis and cumulative odds ordinal logistic regression modelling was performed on the data while controlling for demographic and socio-economic characteristics on adolescent substance use. The most intensely used substances were tobacco, cannabis, cocaine, heroin and alcohol in decreasing order of use intensity. The specific protective or risk impact of family management or relations factors varied from substance to substance. Risk factors associated with demographic and socio-economic factors included being male, younger age, being in lower education grades, coloured ethnicity, adolescents from divorced parents and unemployed or fully employed mothers. Significant family relations risk and protective factors against substance use were classified as either family functioning and conflict or family bonding and support. Several family management factors, categorised as parental monitoring, discipline, behavioural control and rewards, demonstrated either risk or protective effect on adolescent substance use. Some factors had either interactive risk or protective impact on substance use or lost significance when analysed jointly with other factors such as controlled variables. Interaction amongst risk or protective factors as well as the type of substance should be considered when further considering interventions based on these risk or protective factors. Studies in other geographical regions, institutions and with better gender balance are recommended to improve upon the representativeness of the results. Several other considerations to be made when formulating interventions, the shortcomings of this study and possible improvements as well as future studies are also suggested. / Psychology / M. A. (Psychology)

Text in English / An increasingly recognised prevention approach for substance use entails reduction in risk factors and enhancement of promotive or protective factors in individuals and the environment surrounding them during their growth and development. However, in order to enhance the effectiveness of this approach, continuous study of risk aspects targeting different cultures, social groups and mixture of society has been recommended. This study evaluated the impact of potential risk and protective factors associated with family management and relations on adolescent substance abuse in South Africa. Exploratory analysis and cumulative odds ordinal logistic regression modelling was performed on the data while controlling for demographic and socio-economic characteristics on adolescent substance use. The most intensely used substances were tobacco, cannabis, cocaine, heroin and alcohol in decreasing order of use intensity. The specific protective or risk impact of family management or relations factors varied from substance to substance. Risk factors associated with demographic and socio-economic factors included being male, younger age, being in lower education grades, coloured ethnicity, adolescents from divorced parents and unemployed or fully employed mothers. Significant family relations risk and protective factors against substance use were classified as either family functioning and conflict or family bonding and support. Several family management factors, categorised as parental monitoring, discipline, behavioural control and rewards, demonstrated either risk or protective effect on adolescent substance use. Some factors had either interactive risk or protective impact on substance use or lost significance when analysed jointly with other factors such as controlled variables. Interaction amongst risk or protective factors as well as the type of substance should be considered when further considering interventions based on these risk or protective factors. Studies in other geographical regions, institutions and with better gender balance are recommended to improve upon the representativeness of the results. Several other considerations to be made when formulating interventions, the shortcomings of this study and possible improvements as well as future studies are also suggested. / Psychology / M. A. (Psychology)

DCur / Department of Advanced Nursing Science / See the attached abstract below

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)