An investigation was undertaken to examine two measures of personality and their utility with adolescent patient populations. The Rorschach, scored using Exner's (1991) Comprehensive System (2nd Ed.), and the Personality Inventory for Youth (PIY; Lachar & Gruber, in press) were explored as to their ability to distinguish inpatients from outpatients, males from females, and diagnostic groups from one another. COP, AG, CDI, DEPI, SCZI, and HVI scores on the Rorschach were utilized, as were the DIS, SOM, FAM, RLTY, WDL, and SSK scores from the PIY.

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in general. / Psychology of Education / D. Ed.

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)