Thesis (MEd.) -- Stellenbosch University, 1993. / Bibliography / ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the Department of Education and Culture (Administration: House of Representatives) and the extent to which these are being addressed by existing educational structures. The investigatior: consists of two parts, a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. An analysis of South African and international school guidance programmes aimed at meeting the needs and solving possible problems is included and an overview is given of the role that the school, both nationally and internationally, can, is and should be playing to meet these needs and help solve these problems. The empirical investigation examined standard six pupils' problems and needs concerning extra-mural activities, relationships with peers and older pupils, teachers and parents and personal adjustment. A questionnaire to determine these needs and problems was administered to a representative random sample of secondary school pupils in the Cape Peninsula. To determine what is being done to address these needs and problems, a second questionnaire was sent to the 58 dual-medium state controlled schools in thE~ Cape Peninsula for standard Six guidance teachers. A third questionnaire was sent to the Department of Education and culture (Administration: House of Representatives) to determine whether the Department agreed that the school guidance programme for Standard six pupils had been adequately applied by the school guidance teachers. Both South African and internati.onal research indicates that many adolescents experience adjustment problems on entering secondary school. Education authorities worldwide address these problems in various ways. In South l~frica, guidance and counselling services are available through elll the education departments, but their effectiveness and implementation need to be clarified because uniform control is not being exercised. The present research showed that most of the secondary schools in the survey do not have an orientation programme to assist pupils to bridge the gap between the primary and the secondary schools. Although this research does not offer conclusive evidence that Standard Six pupils are adversely affected by their present circumstances, the following needs were established: pupils • need to belong, supported by their opinion that extra-mural activities should be compulsory pupils' need for parent~; to be more lnvolved in school activities pupils' need for satisfactory relationships with teachers pupils' need for satisfactory peer relationships. Bas~~ on the~e findings, a number of recommendations have been made. These include: a sound orientation programme and the Careful selection of teachers who are sensitive to the needs of standard six 1Jupils an extra-mural programme where teachers and senior pupils can play a significant role to enhance the formation of constructive social groups and engender a sense of belonging a guidance programme incorporating group work and which teaches coping and problem-solving skills one non-racial education department with equal financing for all pupils and a uniform system of examination and certifica.tion the establishment of "mini-schools" or "middle schools" and the adoption of extended support for pupils to reduce adjustment problems. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om die behoeftes en probleme van Standerd Ses-Ieerlinge in skole onder die Departement van Onderwys en Kultuur (Administrasie: Huis van Verteenwoordigers) te bepaal asook die mate waarin hierdie behoeftes en probleme deur bestaande onderwysstrukture aangespreek word. Die ondersoek bestaan uit twee dele, 'n literatuurstudie en empiriese ondersoek. Die literatuurstudie bestaan uit 'n ondersoek van relevante suidAfrikaanse en internasionale navorsing. Dit sluit ook in 'n ontleding van beide Suid-Afrikaanse en internasionale skoolvoorligtingsprogramme wat op behoeftebevrediging asook probleemoplossing gemik is. 'n Oorsig word ook gegee van die rol wat die skool, op nasionale asook internasionale vIak, kan, moet en reeds speel om behoeftebevrediging teweeg te bring. Die empiriese ondersoek het standerd Ses-leerlinge se behoeftes en probleme met betrekking tot hul houding jeens die skool, akademiese prestasie, buitemuurse aktiwiteite, verhouding met die portuurgroep en ouer leerlinge, onderwysers en ouers, en persoonlike aanpassing ondersoek. 'n Vraelys om hierdie behoeftes en probleme vas te stel is deur 'n verteenwoordigende ewekansige monster van sekondêre skool leerlinge in die Kaapse Skiereiland ingevul. Om vas te stel wat reeds gedoen word om hierdie behoeftes en probleme aan te spreek, is vraelyste aan standerd Sesvoorligtingonderwysers van die 58 dubbelmedium staatsbeheerde skole in die Kaapse Skiereiland gestuur. 'n Derde vraely- is aan die Departement van Onderwys (Administrasie: Huis van Verteenwoordigers) gestuur met die doel om vas te stel of die skoolvoorligtingsprogram vir standerd sesleerlinge doeltreffend aangewend is deur die skoolvoorligtingsonderwysers. Beide suid-Afrikaanse en internasionale navorsing toon dat baie adolessente aanpassingsprobleme ondervind by toetrede tot die sekondAre skool. Onderwysowerhede wêreldwyd spreek hierdie probleme verskillend aan. In suid-Afrika is voorligtings- en raadgewende dienste deur middel van al die onderwysdepartemente beskikbaar, maar hul effektiwiteit en implementering moet ondersoek word aangesien eenvormige kontrole nie uitgeoefen word nie. Die onderhawige navorsing het getoon dat die meeste sekondere skole in die opname nie oor 'n orienteringsprogram beskik om leerlinge te help om die gaping tussen die primere en die sekondere skool te oorbrug nie. Alhoewel hierdie ondersoek nie afdoende bewys lewer dat Standerd Ses-leerlinge deur hul huidige omstandighede benadeel word nie, is die volgende behoeftes vasgestel: - leerlinge se behoefte om in te skakel, wat ondersteun word deur hul mening dat buitemuurse aktiwiteite verpligtend behoort te wees - leerlinge se behoefte dat ouers meer betrokke moet wees by skoolaktiwiteite - leerlinge se behoefte aan bevredigende verhoudings met hul onderwysers - leerlinge se behoefte aan In bevredigende verhouding met hul portuurgroep. 'n Aantal aanbevelings is op grond van hierdie bevindinge gedoen. Dit sluit in: - 'n goeie orienteringsprogram en die omsigtige seleksie van onderwysers wat sensitief is vir die behoeftes van Standerd Ses-leerlinge - 'n buitemuurseprogram waar onderwysers en senior leerlinge 'n doeltreffende rol kan speel om konstruktiewe sosiale groepe te bevorder sowel as In gevoel van samehorigheid - 'n voorligtingsprogram wat groepwerk insluit en wat lewens-en probleemoplossingsvaardighede onderrig - een nie-rassige onderwysdepartement met gelyke finansiering vir aIle leerlinge asook In uniforme eksamen- en sertifiseringstelsel - die oprig van "miniskole" of "middelskole" en die daarstel van aanvullende ondersteuning vir leerlinge om aanpassingsprobleme te verminder

This study focuses on the feasibility of inculcating resilience skills in adolescents using the forum of group therapy. Resilience equals the ability to surmount life's obstacles and continue towards self-actualisation, regardless. The study was initiated by the writer's masters thesis, which delineated the profile and characteristics of resilient adolescents. The writer believed that an intervention programme to effect resilience was overdue. Adolescents were generally afforded therapy re-actively. If intervention was to be an exercise in wellness, rather than in repair, a pro-active intervention programme targeting resilience had to be designed. This study focuses on the provision of such a programme. The intervention programme is semi-structured and spans twelve one hour sessions. The intervention programme specifically targets adolescents, given the amplified vulnerability associated with this developmental phase. Should resilience be sabotaged during this phase of life, the repercussions are thought to be lasting. Group therapy was chosen as the forum for intervention, given its suitability to adolescents. Adolescents are peer-group-minded, suggesting that therapeutic intervention by means of group work, would be ideal, if competently lead. The personal attributes impacting on the ability to surmount life's challenges are targeted as an interrelated whole by the group therapy intervention programme involving an experimental group of six adolescents, who appear to have turned their backs on self- actualisation. A control group, which receives no intervention, provides a contrasting profile. The study aims to provide educational psychologists with an intervention programme and an in-depth understanding of the phenomenon of resilience, so that vulnerable youngsters might ultimately be therapeutically assisted to choose a more resilient attitude and behaviour. The results of the study suggest the feasibility of inculcating resilience skills. Four of the six group members in the experimental group show marked improvement. Of the remaining two members, one shows some amelioration of vulnerability. Furthermore, results suggest that personal choice underlies resilience, implying that resilience can be coached. Additionally, it would seem that schools can play a leading role in this coaching by facilitating intervention groups. / Psychology of Education / D. Ed. (Psychology of Education)

This study focuses on the feasibility of inculcating resilience skills in adolescents using the forum of group therapy. Resilience equals the ability to surmount life's obstacles and continue towards self-actualisation, regardless. The study was initiated by the writer's masters thesis, which delineated the profile and characteristics of resilient adolescents. The writer believed that an intervention programme to effect resilience was overdue. Adolescents were generally afforded therapy re-actively. If intervention was to be an exercise in wellness, rather than in repair, a pro-active intervention programme targeting resilience had to be designed. This study focuses on the provision of such a programme. The intervention programme is semi-structured and spans twelve one hour sessions. The intervention programme specifically targets adolescents, given the amplified vulnerability associated with this developmental phase. Should resilience be sabotaged during this phase of life, the repercussions are thought to be lasting. Group therapy was chosen as the forum for intervention, given its suitability to adolescents. Adolescents are peer-group-minded, suggesting that therapeutic intervention by means of group work, would be ideal, if competently lead. The personal attributes impacting on the ability to surmount life's challenges are targeted as an interrelated whole by the group therapy intervention programme involving an experimental group of six adolescents, who appear to have turned their backs on self- actualisation. A control group, which receives no intervention, provides a contrasting profile. The study aims to provide educational psychologists with an intervention programme and an in-depth understanding of the phenomenon of resilience, so that vulnerable youngsters might ultimately be therapeutically assisted to choose a more resilient attitude and behaviour. The results of the study suggest the feasibility of inculcating resilience skills. Four of the six group members in the experimental group show marked improvement. Of the remaining two members, one shows some amelioration of vulnerability. Furthermore, results suggest that personal choice underlies resilience, implying that resilience can be coached. Additionally, it would seem that schools can play a leading role in this coaching by facilitating intervention groups. / Psychology of Education / D. Ed. (Psychology of Education)