M.A. / South Africa has an exceptionally high divorce rate. The stressful nature of parental separation and divorce results in higher susceptibility of children to psychological, social, academical and health problems. Parental ability to deal with the divorce transition largely influences the long term adjustment of children after divorce. An effective empirically researched based parentfocused educational programme which addresses the most essential divorce related issues and the effects thereof on children, can be of exceptional value. Supplying parents with sufficient knowledge and information regarding divorce as a process, as well as the way it effects children of different ages en developmental stages, will assist the parents in making better choices concerning the children. By educating parents about the effect of prolonged interparental conflict on children and by supplying them with constructive conflict management skills, the negative consequences of divorce on children may be minimised or even eliminated. In this study an educational programme (k.i.d.s.) was assessed by using a one group pretest- postest design. K.i.d.s. is a short, informative and user friendly educational programme. It comprises two, two hour sessions, scheduled two weeks apart. Statistical significance was achieved when pretest-posttest results were compared regarding knowledge on conflict and the divorce process. Participants also reported a significant decline regarding negative conflict behaviour. An overall high level of consumer satisfaction with the program was reported. Despite the small study sample, the positive results of this study proves the k.i.d.s. program to be a potential promising preventative and intervention method for use with divorcing parents.

AFRIKAANS: Die doel van die onderhawige studie is tweeledig van aard, te wete om ondersoek in te stel na die wyse waarop die onderskeie opvoedingsgedragspatrone van ouers die prestasieverwante belewinge, gedraginge en persoonlikheidseienskappe van die adolessent beïnvloed, asook om ondersoek in te stel na die wyse waarop hierdie prestasieverwante adolessent-veranderlikes op hulle beurt 'n invloed op die akademiese prestasie van die adolessent uitoefen. 'n Teoretiese ondersoek met toeligtende empiriese navorsing het aan die lig gebring dat daar kousale verbande bestaan tussen ouerlike opvoedingsgedrag en die akademiese prestasie van die adolessent. 'n Aantal opvoedingsmodelle is ondersoek en die volgende ouerlike opvoedings-gedragspatrone is geïdentifiseer as basisvorme van die opvoeding: warm opvoeding, koue opvoeding, dominante opvoeding, toegeeflike opvoeding, demokratiese opvoeding, outokratiese opvoeding, betrokke opvoeding en onverskillige opvoeding. Daar is gefokus op die konsep adolessent-veranderlikes as uitkomsveranderlikes met betrekking tot die onderskeie opvoedingsgedragspatrone van ouers, en belewinge, gedraginge en persoonlikheidseienskappe is uitgelig as prestasie¬verwante adolessent-veranderlikes. In hierdie studie word ouerlike opvoedingsgedrag beskou as 'n faktor wat die akademiese prestasie van die adolessent beïnvloed. Dit is egter nie die enigste faktor wat 'n invloed uitoefen op die akademiese prestasie van die adolessent nie en daarom is ook verwys na ander faktorgroepe wat werksaam is by prestasieverwante adolessent-veranderlikes, te wete biologiese faktore, kulturele faktore, sosiale leerervaringe en situasiefaktore. By 'n ontleding en deurskouing van elk van die basisvorme van die opvoeding is telkens gepoog om kousale verbande tussen 'n bepaalde ouerlike opvoedings¬gedragspatroon en prestasieverwante adolessent-veranderlikes aan te toon, asook om kousale verbande tussen prestasieverwante adolessent-veranderlikes en die akademiese prestasie van die adolessent aan te toon. Die emplrlese ondersoek, 'n kwalitatiewe verkenning aan die hand van eksemplariese gevallestudies, het die bevindinge van die teoretiese ondersoek toegelig. Uit die ondersoek blyk dit dat ouers wat 'n gunstige opvoedingstyl verwerklik die adolessent se belewinge, gedraginge en persoonlikheidseienskappe positief beïnvloed en dat hierdie gunstige prestasieverwante adolessent-veranderlikes die adolessent tot optimale selfaktualisering ten opsigte van akademiese prestasie predisponeer. Ouerlike opvoedingsgedrag werk hier prestasiebevorderend. Wanneer ouers egter 'n ongunstige opvoedingstyl verwerklik, beïnvloed dit die adolessent se belewinge, gedraginge en persoonlikheidseienskappe negatief en hierdie ongunstige prestasieverwante adolessent-veranderlikes werk prestasie¬belemmerend en predisponeer die adolessent tot onderaktualisering ten opsigte van akademiese prestasie. Die sentrale teoretiese stelling van die studie word dus geverifieer, naamlik dat die opvoedingsgedrag van die ouer In kragtige en betekenisvolle invloed uitoefen op prestasieverwante belewinge, gedraginge en persoonlikheidseienskappe van die adolessent, en dat hierdie prestasieverwante adolessent-veranderlikes op hulle beurt op betekenisvolle wyse ‘n invloed op die akademiese prestasie van die adolessent uitoefen. ENGLISH: The purpose of this study is twofold, namely to investigate the manner in which the various child-rearing behaviour patterns of parents influence the achievement-related lived-experiences, behaviours and personality characteristics of the adolescent, and to investigate the way in which these achievement-related adolescent variables impact on the academic achievement of the adolescent. A theory-based investigation, supported by elucidatory empirical research, brought to light the fact that causal relationships exist between parental child-rearing behaviour and the academic achievement of the adolescent. A number of child-rearing models were investigated and the following parental child-rearing behaviour patterns were identified as basic forms of parenting: warm parenting, cold parenting, dominant parenting, permissive parenting, tolerant parenting, intolerant parenting, involved parenting and indifferent parenting. The author focused on the concept of adolescent variables as outcome variables with regard to the various parental child-rearing behaviour patterns and identified lived-experiences, behaviours and personality characteristics as achievement-related adolescent variables. In this study parental child-rearing behaviour is regarded as a factor that influences the academic achievement of the adolescent. However, it is not the only factor that exercises an influence with regard to the academic achievement of the adolescent and therefore reference was also made to other groups of factors which exercise an influence with regard to achievement-related adolescent variables, namely biological factors, cultural factors, social learning experiences and situational factors. By investigating and analysing each of the basic forms of parenting, the researcher endeavoured in each case to indicate causal relationships between a particular parental child-rearing behaviour pattern and achievement-related adolescent variables, as well as causal relationships between achievement-related adolescent variables and the academic achievement of the adolescent. The empirical investigation, a qualitative exploration based on a selection of case studies, elucidated the results of the theory-based study. From the investigation it is evident that when parents realise a favourable child-rearing style, it has a positive impact on the adolescent's lived-experiences, behaviours and personality characteristics and that these favourable achievement-related adolescent variables predispose the adolescent toward optimal self-actualisation with regard to academic achievement. In this case, parental child-rearing behaviour promotes achievement. However, when parents realise an unfavourable child-rearing style, it impacts negatively on the adolescent's lived-experiences, behaviours and personality characteristics and these adverse achievement-related adolescent variables impair achievement and predispose the adolescent toward under-actualisation with regard to academic achievement. The central theoretical statement of this study has therefore been verified, namely that the child-rearing behaviour of parents impacts powerfully and significantly on the achievement-related lived-experiences, behaviour and personality characteristics of the adolescent, and that, in turn, these achievement-related adolescent variables impact significantly on the academic achievement of the adolescent. / Dissertation (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Text in Afrikaans / Gevorderde skoolsillabusse, die medta en 'n ekonomtes-politiessosiaal- georienteerde gemeenskap, lei daartoe dat dte adolessent op 'n vroee ouderdom sy potensiaal ten opsigte van sy verstandelike, emosionele, fisiese, morele en sosiale ontwikkeling optimaal kan realiseer. Daarvoor is die adolessent aangewese op die steun van die ouer. Dit bring mee dat hoer eise ook aan die ouer as opvoeder gestel word. Die sukses van opvoeding in die ouerhuis word bepaal deur die kwaliteit van die gesagsverhouding tussen die ouer en die adolessent.' Die ouer se hantering van gesag is bepalend vir die adolessent se belewing van gesag. Die stel van reels en regulastes en die wyse waarop dissipline en straf toegepas word, lei tot die adolessent se aanvaarding, verwerping of uitoefening van gesag. Ten einde 'n toereikende ouer-adolessent-relasie daar te stel, moet adolessensie as 'n tydperk van besfnnfng oor nuwe regte en verantwoordelikhede in plaas van 'n tydperk van konflik oor norme beskou word. / Advanced school syllabi, the media and communlties that are economically, politically and socially orientated result In adolescents' early realisation of optimal potential regarding intellectual, emotional, physical, moral and social development. Such accelerated development requires the support of parents which results ln higher expectations being made of parents as educators. The success of education In the home ls determined by the quality of the relationship of authority between the parent and the adolescent. The parent's style of authority determines the adolescent's experience of authority. The formulation of rules and regulations and the manner of disciplining and punishing leads to the adolescent's rejection or acceptance of a~thorlty and own exercising of authority.· In order to establish an adequate parent-adolescent relationship, adolescence should be regarded as a time to review rights and responsibilIities rather than a period of conflict over norms. / Psychology of Education / M.Ed. (Sielkundige Opvoeding)

The major focus of this study was to investigate the association between adolescent attachment styles and types of parent-adolescent conflict and anger. The study used adolescent respondents (n=214, females=136, males=78), 95% of whom were aged 14 or 15. The methodology was a one-off survey design. An adapted adult attachment scale with two dimensions, anxiety and avoidance, measured attachment. This scale was used to form four adolescent attachment styles, secure, preoccupied, fearful and dismissive. Family conflict was assessed in a range of ways, including general measures of self-reported family conflict and abuse at home. Also measured were general anger-proneness and depression-proneness. As well, adolescents responded to four specific, hypothetical parent-adolescent conflict scenarios. The responses to these vignettes included their reported emotions, conflict resolution strategies, expected endings and post-conflict coping/risk behaviours. Results indicated the presence of one major healthy and functional conflict-anger pattern associated with a secure attachment style, and two major types of harmful and dysfunctional conflict-anger patterns. Healthy conflict and anger involved secure adolescents reporting they would experience negative emotions in conflict but would still expect the conflict to be resolved well for everyone. Secure adolescents were also less anger-prone and depression-prone generally than other adolescents, possibly indicating their ability to regulate their negative emotions. The first harmful conflict pattern, associated with preoccupied and fearful attachment styles, included relatively higher levels of family conflict involving poor conflict endings, and even moderate levels of violence. Preoccupied and fearful adolescents may have poor emotional regulation, as indicated by their higher levels of general anger-proneness and depression-proneness. The second harmful conflict-anger pattern was associated with a dismissive attachment style and involved conflict with emotional distance and coolness in the family, as well as lower levels of reported problem solving strategies and good conflict endings. Results are discussed in terms of adolescent attachment style profiles and the need to distinguish and assess attachment styles in families in order to devise appropriate and effective interventions. Examples of primary, secondary and tertiary preventative interventions are described to assist mildly to severely conflicted, distressed or disengaged families.

This study examined whether the widely reported positive relation between "authoritative" parenting and adolescent adjustment among middle class white American families was also present among Cuban Americans, and whether this relationship was moderated by various degrees of parents' acculturation, including biculturalism. A sample of 112 adolescents of Cuban origin who attended high schools in South Florida was included in the study, along with their mothers and fathers, for a total of 336 participants. Three different standardized measures were employed—the Parental Authority Questionnaire (PAQ), the Bicultural Involvement Questionnaire (BIQ), and the Child Behavior Checklist/6-18 (CBCL/6-18)—as well as a Demographic Information Sheet (DIS). Scores from the PAQ and the BIQ were examined first to determine any relationship between parenting styles and parents' level of acculturation/biculturalism. Parenting styles and level of acculturation/biculturalism scores were later analyzed to predict adolescents' developmental outcomes as measured by the Total Competence and Total Problem scales of the CBCL/6-18. Multiple Regression Analyses revealed that no significant relationship was present between parenting styles and parents' level of acculturation/biculturalism, and that these two variables in turn did not significantly predict adolescents' developmental outcomes. Given that participants resided in an area with unique cultural characteristics as compared to the rest of the United States, the possibility of the acculturation/biculturalism variable masking the true effects of parenting styles was considered. Therefore, additional analyses were conducted without including the acculturation/biculturalism variable. In this case, results indicated that the positive correlates of authoritative parenting transcend the middle class white American culture and can be found in the population of Cuban Americans studied. According to these findings, as adolescents perceived their parents to be more authoritative, parents rated their adolescents as demonstrating higher levels of competence and lower levels of behavioral and emotional problems. In addition, as adolescents perceived their parents to be more authoritarian, parents found more behavioral and emotional problems in their children. Limitations in the study, and implications for future research and practice were also discussed. / Department of Counseling Psychology and Guidance Services