Le rôle joué par les interactions sociales dans le cadre de l‘enseignement n‘est plus à démontrer tant sont nombreuses les recherches qui partant d‘approches théoriques diverses ont démontré leur importance relativement aux acquisitions des élèves. Au travers de la littérature consacrée au rôle joué par les interactions dans les apprentissages se dessine un concept nomade qui, au-delà de sa polysémie, présente des caractéristiques de complexité. Plus précisément, nous définissons les interactions d‘enseignement-apprentissage comme des processus co-actionnelle susceptible de contribuer à construire aussi bien l‘expérience de l‘élève que celle de l‘enseignant. Dans ce travail, nous questionnons les dynamiques de fonctionnement cette interaction d‘enseignement-apprentissage en Éducation Physique et Sportive (EPS) en natation et les effets constructifs sur l‘expérience de l‘élève comme de l‘enseignant dans le cadre de l‘enseignement de la natation sportive. Dans le cadre d‘une modélisation énactive de l‘interaction, nous mobilisons la psycho-phénoménologie comme discipline permettant de documenter l‘expérience engagée et construite dans l‘interaction d‘enseignement-apprentissage. Les résultats montrent une organisation relativement typique organisée en trois séquences et associés à quatre formes de dynamique de fonctionnement. Les effets utiles à la transformation des pratiques sont associés à la construction d‘une intersubjectivité dans l‘interaction. Cette construction est à relier à la mobilisation par l‘enseignant d‘une compétence empathique à se mettre à la place de l‘autre. Trois niveaux d‘empathie sont mis en évidence et agissent différemment sur la dynamique de l‘interaction. Enfin, les effets constructifs apparaissent différenciés chez l‘enseignant et chez l‘élève relativement à la dynamique de fonctionnement de l‘interaction d‘enseignement-apprentissage / The part played by social interactions within the framework of teaching is not any more to show so much are numerous research which on the basis of various theoretical approaches showed their importance in acquisitions of pupils. Through the literature devoted to the part played by the interactions in the apprenticeship takes shape a wandering and polysemous concept witch present characteristic of complexity. More precisely, we define teaching-learning interactions as a co-actionnal process witch contributes to build as well the experience of pupil as that of the teacher. In this work, we study the dynamic of these teaching-learning interactions and also constructive effects on the experience of the pupils as of the teacher in Physical education and Sporting (EPS), especially in teaching sporting swimming. Within the framework of an enactive modeling of the interaction, we mobilize psycho-phenomenology witch allowing us to document the experiences engaged and built in teaching-learning interactions. The results show a relatively typical structure organized in three sequences and associated with four forms of emergent dynamics of functioning. The useful effects for the transformation of experience are associated with construction of intersubjectivity in interaction. This construction is to be connected to the mobilization by the teacher of an empathic competence to put itself instead of the other. Three levels of empathy are highlighted and act differently on the dynamics of interaction. Lastly, the constructive effects appear differentiated in the teacher and the pupil compared to dynamics of teaching-learning interaction

目的：本研究探討乳癌患者從受苦到經驗正向改變的轉化，以王韋婷（2014）研究為基礎進行探討。該研究於術後一日、三個月、六個月與一年，追蹤測量乳癌患者的創傷後成長（PTG），並依量表分數變化將參與者分為四種軌跡發展組別，分別為高穩定組、中間組、上升組與下降組。本研究以訪談方式進行後續追蹤。 方法：研究採取雙盲設計，抽取王韋婷（2014）研究參與者樣本，共有五位參與者，平均罹癌年齡35.6歲，接受單次訪談。資料分析以現象學心理學方法進行，並對應其受創傷成長發展軌跡組別（分別為高穩定組三位、中間組兩位），進行討論。 結果與討論：研究結果發現，參與者的主題置身結構包括：「癌症療程是溢出常態的受苦經驗」、「受苦經驗中的照顧倫理行動」、「反求諸己的受苦意涵」、「在世牽掛的流變」，並由此帶出「生活是日常與非日常的背景-前景辯證歷程」。本研究顯示PTG高穩定組的參與者，從焦慮過渡到操煩，朝向生活世界的歷程，是打開此在與生活世界、社會的交往。PTG中間組的兩位參與者，試圖領會身體限制的存在意義，仍在尋求身體的安居。只有身體的返家意識，在安居中獲得熟悉感，才能夠出發朝向世界，因此在未來的時間流變中，仍有持續邁向成長的可能性。 結論：PTG高維持組受訪者以釋放控制，帶出了「朝死而生」的本真活動，是「在己生命」開展了生活世界。PTG中間組以固守控制，將現今未能解除的困境寄望未來，是他人束縛下求全的「為己生命」。最後，提出研究限制與未來研究建議。 / Objectives: The study aims to explore how the young breast cancer survivors perceived psychological growth since operation treatment, focusing on their transformative experiences of interpersonal situatedness and sense of future temporality. Methods: Based on the dissertation by Wang (2014), the participants are recruited from Wang’s research the subjects were divided into four groups (stable high, middle stable, low increasing, and sharp decreasing) by the patterns of their posttraumatic growth(PTG) scores assessed at 1day, 3, 6, 12 months after surgery. There are five participants whose mean age 35.6 at diagnosis were interviewed and data transcribed, and analyzed by phenomenological psychology approach. Results: Four themes emerged from the data analysis, including: (1) Enduring suffering out of daily order under cancer treatment. (2) Ethical act to care for suffering experiencing. (3) Meaning transformation of the suffering. (4) Different solicitude modes of being-in-the-world. Participants belonging to stable high group turn their state of mind from anxiety (Angst) into care (Sorge), facing the life situation and engage in life world. Participants belonging to middle stable group try to realize existential meaning and the sense of uncanny body, seeking for the dwelling of the habitual body. The ill life is an unhomelike being-in-the-world in which the lived body, the central vehicle of this being-in of Da-sein, takes on alien and uncanny qualities. Health, in contrast to this frustrating unhomelikeness, is a homelike being-in-the-world in which the lived body in most cases has a transparent quality as the point of access to the world in understanding activities. Conclusion: Participants belonging to stable high group carry on limited lifetime and take authentic mode of being toward death, illustrating ‘being-in-itself’, and the experience of illness underlines our homeless predicament, but it can also serve as a springboard to addressing and living with existential uncertainty in a more authentic way. Participants belonging to middle stable group hold on limited lifetime and take future temporality as a hope to leave the predicament, illustrating ‘being-for-itself’, and it projects the possibilities of the future, on the basis of the care pattern of meaning constituting its past, as a means of constructing its present. In Heidegger’s words, ‘‘The totality of being of Dasein as care means: ahead-of-itself-already-being-in (a world) as being-together-with beings encountered in the world”. The outcome implication and further research agenda are discussed.

Made available in DSpace on 2017-06-01T18:08:29Z (GMT). No. of bitstreams: 1 dissertacao_maria_danielly.pdf: 977180 bytes, checksum: 0d205b9a7de6f617fc21323616b52fa5 (MD5) Previous issue date: 2009-08-31 / This research intends to comprehend the experience of psychologists who develop the existential phenomenological perspective in their clinical activity and holds up specific objectives as describing the trajectory of the academic and professional process until the choice of existential phenomenological approach. It also tries apprehend the existential phenomenological assumptions that lead the clinical activity of these psychologists and understand how psychologists who take this view realize their possibilities and limits. The methodology is focused on a clinical intervention with a qualitative approach. The instrument of the research will be held through psychologists testimonials (collaborators characters). The narratives, based on Benjamin and Schmidt as a possibility of life experience, are undergone subject to further to analytical sense proposed by Critelli as a procedure investigation and phenomenological analysis. The results showed that all interviewed based on a dissatisfaction of what was offered to them, in a quiet or more intense way, slowly or suddenly, they felt themselves more deeply taken by the prospect of their choice. The sensation of a meeting, lived through great emotion, marked each one of the narrators that despite the passage of time brought with great liveliness and freshness the lived moment from their lives. Lives, existences that have felt in harmony, integrity, coherency, speaking about their points of views, man s view, as they strongly emphasized at the prospect of clinical activity of existential phenomenology. The requirement for a professional choice is deeply intertwined with the history of each one, that was really the fact of their motivation. In our region, the existential phenomenological conception was introduced by contemporary psychologies that promoted existential humanist ideals. All of the interviewed identified themselves with this perspective. Themes to this movement were often cited as essential during the action of our collaborators characters: freedom-responsibility, singularity, multiplicity, clinical and empathy listening , sense, meaning, openness to new, anguish and death. However, except for one of our interviewed, who considering himself into the transition process, and due this particular moment, shows critically the conceptions of several authors and movements of the highlighted field. The other ones openly associate existential concepts of humanism with the analytical existence. The certainly of the correct choice, and the satisfaction with the clinical effort offered different ways to the interviewed group. Certainly, it is through this mood that they assessed the limits of their own clinical activity. So, in a general way, they believe that the difficulties are related to inadequacy of the professionals, that is, the difficulties may be linked to their own history, to the examination of themselves or to the deep learning of the concepts proposed by existential phenomenology / Esta pesquisa tem como objetivo geral compreender a experiência de psicólogos que adotam a perspectiva fenomenológica existencial em sua ação clínica, e tem como objetivos específicos: descrever como se deu o percurso acadêmico - profissional até a escolha da linha fenomenológica existencial; apreender os pressupostos fenomenológicos existenciais que norteiam a ação clínica desses psicólogos e compreender como os psicólogos que adotam essa perspectiva percebem suas possibilidades e limites. A metodologia tem um enfoque qualitativo numa perspectiva clínico interventiva. O instrumento será o depoimento (com pergunta disparadora) dos psicólogos (sujeitos colaboradores). As narrativas consequentes, fundamentadas como possibilidade de elaboração da experiência vivida, a partir de Benjamin e Schmidt, serão submetidas posteriormente à analítica do sentido proposta por Critelli, como procedimento de investigação e análise fenomenológica. Os resultados apontaram que todos os entrevistados partiram de uma insatisfação do que lhes era oferecido, para, de maneira tranquila ou mais intensa, lenta ou subitamente, sentirem-se profundamente tomados pela perspectiva que escolheram. A sensação de um encontro vivido com profunda emoção marcou a cada um dos narradores, que, apesar da passagem do tempo, traziam com muita jovialidade e frescor esse momento de suas vidas. Vidas, existências que se sentiram em harmonia, integridade, coerência, comumente comentando a união de seus pontos de vista, visão de homem, como frisaram insistentemente com a perspectiva de ação clínica da fenomenologia existencial. A todos movia a exigência de uma escolha profissional profundamente entrelaçada com a historicidade de cada um. Em nossa região, a concepção fenomenológica existencial foi introduzida pelas psicologias contemporâneas que incorporam o ideário humanista existencial. Entre nossos entrevistados todos se identificam com essa perspectiva. Temáticas muito caras a esse movimento foram frequentemente citadas como fundamentais à ação clínica de nossos sujeitos colaboradores: liberdade-responsabilidade, singularidade-multiplicidade, escuta clínica-empática, sentido, significado, abertura ao novo, angústia e morte. Entretanto, exceto em um de nossos entrevistados, que se sente em transição, e em função desse momento particular, expõe criticamente as concepções dos diversos autores e movimentos que transitam no campo, os demais associam livremente conceitos do humanismo existencial, com analítica da existência. A certeza da escolha correta, a satisfação no trabalho clínico matizou o grupo de entrevistados. Certamente é com esse estado de humor que avaliaram os limites de sua própria ação clínica. De maneira unânime, acreditam que as dificuldades estão relacionadas a insuficiências dos próprios profissionais, sejam ligadas a sua própria história, ao exame de si mesmo ou de apreenderem com mais profundidade as concepções que a fenomenologia existencial propõe

Made available in DSpace on 2017-06-01T18:08:20Z (GMT). No. of bitstreams: 1 Virginia_9307.pdf: 487519 bytes, checksum: c495ea9ea1d699798af36b71567cc40b (MD5) Previous issue date: 2006-04-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study discuss how non-graduated Psychology trainees live deeply the experience of becoming clinical psychologists, having as reference the interchange between a practical knowledge, anchored in the personal experience, and theoretical knowledge. The legitimation of this research is to evidence the necessity of reformulation in clinical psychologists formation, that go beyond the suggest ones for the curricular reforms. In other words, the contribution comes from showing the incongruence on the formation of a professional that treats, but when considering the formal and official institutes, is neglected. Existential phenomenology is the methodological reference for this research, using verbal reports as resource. Two respected education institutions, Universidade Federal da Paraíba / UFPB and Centro Universitário de João Pessoa / UNIPÊ, both located in João Pessoa PB, were used as scenery. Eight trainees from these institutions, which were already initiated in both clinical psychological practice and supervision, act as collaborators on this research. The field research occurs in two different moments: first, a discussion group was organized in each institution; second, individual interviews were performed with the trainees trying to authenticate what was revealed on group discussions. The harvested testimony indicates pertinent aspects for understanding the proposed objective: the evident split of lived experience that comes from the graduation course structure itself; the extension of supervision in clinical formation; the importance of practice on formation context; the urgent necessity of evaluating the psychologists formation / O presente estudo versa sobre como estagiários do curso de psicologia vivenciam a experiência de se tornarem psicólogos clínicos, tendo como referência o trânsito entre um modo de saber prático, ancorado na experiência pessoal, e um modo de saber advindo de teorias. A legitimação desta pesquisa está em tornar evidente a necessidade de reformulações na formação do psicólogo clínico, que vão além das sugeridas pelas reformas curriculares. Dito de outro modo, a contribuição está em apontar para a incongruência da formação de um profissional que cuida, mas que, pelo instituído formal e oficial, é descuidado. A pesquisa tem como referência metodológica a fenomenologia existencial, utilizando como recurso a metodologia de relatos orais. Como contexto, optou-se por duas instituições de ensino superior localizadas em João Pessoa - PB, a saber, a Universidade Federal da Paraíba/ UFPB e o Centro Universitário de João Pessoa/ UNIPÊ. Os colocutores foram oito estagiários que já haviam se iniciado na prática psicológica e clínica e que estavam em supervisão. A pesquisa em campo ocorreu em dois momentos: primeiramente; em cada instituição foi realizado um grupo de discussão; posteriormente, foram realizadas entrevistas individuais com os participantes, no intuito de possibilitar a autenticação do que foi revelado no momento do grupo. Os depoimentos colhidos indicam aspectos pertinentes para a compreensão do objetivo proposto, como a cisão da experiência vivenciada através da própria estrutura do curso; o espaço que a supervisão ocupa na formação clínica; a importância da prática no contexto da formação; a necessidade premente de se avaliar a formação do psicólogo

Made available in DSpace on 2017-06-01T18:08:23Z (GMT). No. of bitstreams: 1 Jose Antonio.pdf: 357061 bytes, checksum: 5decbf3eaeef4d5fb7144f2dcaba121f (MD5) Previous issue date: 2006-04-05 / The present work make deeper of the depression, summon the existence questions of the individual and your world relation, how the possibility for the better to comprehend your psychic pain and yours report with the modern social. With inspiration in the existential phenomenologic approach, what help me too much in my depression reflection, - how the crise of life sense symptom to did realize a intersections with the social transit this individual how being-in the-world. The questions rise in to know how the man in actuality answer a the actuals ontics conditions of your exist marked for the social what bring mark well delineated in the work and what did nominated depressivist mechanism.The mode of affectation this individual for the contemporary psychological-social aspects it may be understanding how a answer for the mode how the world appear to him; may to characterize how a desistance manner when the depressed deny the life, negating yourself, condition at miscarriage sentiment, personal insufficience, guilt and frustration; or the resistance, when the depressed answer for the world how the protest act living in self- punishment. In despite of, this a sterile protest because paralyze the individual in front of another possibility in your exist. The work travelling about in the problematic of the depression what may be comprise how a resistance or desistance of live. At last, the work disembogue in the psychological clinic how a place where this individual may be change your life sense, at the same time, propose a reflection for the depression clinic in the actuality how much the importance at a existential phenomenologic approach this individual what insert in your analytical a look more accurate not other than individual ontological questions, but how this individual being-in the-world pass by historical-cultural-social in your subjectivation mode / O presente estudo realiza um aprofundamento da depressão, convocando as questões existenciais do indivíduo e sua relação com o mundo como uma possibilidade de melhor compreender o seu sofrimento psíquico e suas imbricações com o social hodierno. Inspirando-me na abordagem fenomenológica existencial que muito contribuiu para minha reflexão sobre a depressão, - entendida como um sintoma de crise de sentido da vida - realizei um cruzamento com o trânsito social deste sujeito - como ser-nomundo. A questão se levanta em saber como o homem responde às atuais condições ônticas de seu existir, marcadas por aspectos sociológicos que trazem traços bem delineados no trabalho e que foram nomeados de mecanismos depressivizadores. O modo de afetação deste indivíduo aos aspectos psicossociais da contemporaneidade pode ser entendido como uma resposta à forma como o mundo se lhe apresenta. Desta forma, pode se caracterizar como um modo de desistência - quando o deprimido nega a vida, negando a si mesmo, condicionado a sentimentos de fracasso, insuficiência pessoal, culpa e frustração ou de resistência, quando o deprimido responde ao mundo como um ato de protesto - vivendo em auto-punição, não obstante, estéril, porque paralisa o sujeito diante de outras possibilidades de seu existir. O estudo faz uma peregrinação perquiridora na problematização da depressão que pode ser compreendida, como comentado acima, a partir de uma resistência ou de uma desistência de viver. Finalmente, o estudo desemboca na clínica psicológica como um lugar onde esse indivíduo pode ressignificar seu sentido de vida, ao mesmo tempo em que propõe uma reflexão da clínica da depressão na atualidade. Acredito na importância de uma abordagem fenomenológica existencial deste sujeito, que deve inserir, em sua analítica, um olhar mais acurado, não somente quanto às questões ontológicas do homem, mas, como este indivíduo sendo ser-no-mundo passa a ser atravessado pelos aspectos histórico, cultural e social em seu modo de subjetivação

Made available in DSpace on 2017-06-01T18:08:34Z (GMT). No. of bitstreams: 1 Barbara Eleonora.pdf: 1994048 bytes, checksum: 3e9c417c9cb2c1626a900928108ed23f (MD5) Previous issue date: 2004-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research had as main objective to open possibilities of an ethical and political meaning for the territorial action in health as an intervention in public health, through the Family´s Health Program, based on the experience of professionals who perform it. The scenery of the study is the public policies field concerning health care. Such investiment was due to rare systematic studies on the theme, in order to deepen some reflection on the professional formation for this kind of intervention. Yet, it showed a possibility to point reflections on the evaluation of the Family´s Health Program. The research is based on the existential phenomenological approach and on the oral narratives methodology. The colaborators were nine public health professionals from Cabo de Santo Agostinho-PE, engaged in the strategy of the territorial action in health through the Family´s Health Program. In order to collect the narratives, two moments were designed: a group discussion and an individual interview, some time after the group. Both procedures provided a situation for the professionals to talk about their practical experience in such a kind of action. The methodology was appropriated to promote experience, making it possible to think out a way of caring in order to produce meaning for their work. In this sense, the procedure presented itself as a way of taking care of who takes care, highlighting a comprehension of research as an intervention act, as pointed by the Clinical Social Psychology referential. The narratives interpretation indicated various aspects about the theme, such as: discrepancy between the objetives of the program and the real/possible action, importance of thinking over the context for professional formation, need to reflect on the acting and difficulties to construct an effective collective job, as required by this kind of territorial action in health / Esta pesquisa teve por objetivo problematizar as possibilidades de um sentido ético e político para a ação territorial em saúde como intervenção em saúde pública, através do Programa Saúde da Família (PSF), a partir da experiência de profissionais que a exercem. O cenário do estudo em questão, portanto, é o da atenção à saúde, no campo das políticas públicas. Tal investimento justificou- se pela existência de poucos estudos sistematizados em torno deste tema, dada a necessidade de aprofundar uma reflexão sobre a formação profissional para tal intervenção. Contudo, apresentou-se, também, como possibilidade de reflexões sobre a avaliação do PSF. Caracterizou-se como uma pesquisa fenomenológica existencial, em que se lançou mão da metodologia de relatos orais. Os interlocutores foram nove profissionais de saúde pública do município do Cabo de Santo Agostinho-PE, envolvidos na estratégia de ação territorial em saúde a partir do PSF. A escuta das narrativas aconteceu em dois momentos: uma discussão grupal com todos os participantes e uma entrevista individual posterior, proporcionando-se espaço para que os profissionais falassem de sua prática e experiência nesse modo de atuação. A própria metodologia revelou-se promotora de experiência, na medida em que propiciou reflexão sobre a forma de cuidar, gerando sentido para o fazer. Mostrou-se, ainda, como uma possibilidade de cuidar do cuidador. Destaca-se seu caráter interventivo de pesquisa, segundo referenciais da Psicossociologia Clínica. A interpretação das narrativas colhidas apontou aspectos diversos sobre o tema, como: a dissonância entre os objetivos propostos do PSF e a ação real/possível, a importância de repensar os contextos de formação profissional, a necessidade de reflexão em torno do fazer e as dificuldades para a realização de um trabalho efetivamente coletivo, requisito dessa ação territorial em saúde

Psychology / M.A. (Clinical Psychology)

The hermeneutic phenomenological study interprets the lived experience of female alcohol dependence. Literature reveals that past research into alcohol dependence has generally used male subjects that formed the standard for theories, and treatment, of alcohol dependence. Researchers realised that alcohol dependent women differ significantly from their male counterparts, leading to an increase in exploratory studies of female alcohol dependence. However, these studies only provided a description of the disorder. How female alcohol dependents experience their disorder and how it makes sense to them has been largely ignored. The philosophy of Martin Heidegger provided the framework for collection, analysis and interpretation of data. Analysis revealed four life-worlds: „The Disheartened One‟, „The Ambivalent Player, „The Contemplator‟ and „The Covert Chauvinist‟. A lived experience typology of female alcohol dependence was proposed, namely „The Condemned‟, „The Utopian‟ and „The Realist‟. Implications of the findings on treatment and recommendations for future research are discussed. / Psychology / M.A. (Psychology)

Although women increasingly contribute their labour to an ever-burgeoning workplace, little is understood about their roles and sense of identity at work. Adopting a phenomenological approach to this study will allow the researcher to discover what women’s experience of their sense of identity at work encompasses. Furthermore, a review of the contemporary literature, and a phenomenological approach to the study employing semi-structured interviews and an explication of the protocols using the ‘modified’ Stevick-Colaizzi-Keen method (Creswell, 1998), may be used to explore women’s experience of their sense of identity in the workplace. Recommendations may be made for future research and organisational practice. The main findings indicated, inter alia, that the participants expressed their sense of identity at work from a ‘collective’ or social identity orientation. This finding also supports various feminist researchers’ viewpoints that women may develop a unique sense of identity relative to the environment in which they find themselves (Ely, 1994; Hakim, 1996). Themes that arose from the interviews with the participants included the concerns women express universally to a greater extent, yet included their interests, abilities, traits and material characteristics to a lesser extent (Ashforth & Mael, 1989; Hogg & Turner, 1987). The study findings also questioned psychology-based “person-centred” ideas about women’s relationships with other women at work, and added credence to the supposition that the demographic composition of an organisation may influence an individual’s experiences at work (Ely, 1994, p. 203). Furthermore, as social v identities are more significant in organisations, due to the incidence of social groups (Fisher, 1986; Mortimer & Simmons, 1978; Van Maanen, 1976), it would appear that as fewer women are employed in management and the upper echelons of organisations, they would therefore not benefit from being involved in the social environment of work, and would therefore not be in a position to adopt the identity of their counterparts (Becker & Carper, 1956). The contribution of this research to understanding women’s experience of their sense of identity, and the provision of a basic framework in this regard, may assist female employees, and their employers and managers, in their relationships at work, and in this way improve the employment prospects and retention of women. / Industrial & Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: South African adolescents live in a transitional society during a life stage in which they seek to stabilise their identity. They face a heritage of widespread violence and poverty, the lived impact of HIV/AIDS and substance abuse, incessant bombardment by media modelling leisure and vice, an erratic education system, and strained family and social bonds. Noting these challenges South African psychology seeks to become more socially relevant and provide formalised opportunities for positive youth development, supporting the growth of strengths and virtues, and making high human potential actual. Psychologists should seek to provide interventions that can turn the tide of social degeneration towards individual and community flourishing. Schools provide an optimal context for such interventions, with adventure programmes providing a valuable mechanisms by which holistic development, flow, interdependence, competence, and modelling of pro-social values can be experienced. This study sought to investigate the different ways in which one such school-based wilderness adventure programme was experienced and the specific aspects of the programme responsible for variation in outcomes using the methodology of phenomenography. Phenomenography is a research method used to map the qualitatively different ways in which people understand, perceive, or experience various aspects of a specific phenomenon. By understanding the different ways a phenomenon can be experienced, and identifying the critical aspects responsible for more or less powerful ways of experiencing the phenomenon, phenomenography provides a powerful tool for improving educational delivery but had yet to be used as a method to study psychological interventions. Phenomenographic analysis of the descriptions of the 27 day adventure programme, in which participants covered 360km on foot, bicycle and canoe, and engaged in group debriefs, journalling, and a 30 hour solo, revealed four conceptions of the programme: (a) long gruelling school hike, (b) school initiation / rites of passage programme, (c) once-in-a-lifetime group adventure, or (d) multifaceted learning and development opportunity. These categories of description are structured hierarchically, from least to most powerful, and are directly related to the perceived outcomes of the programme. At the lowest level, perceived processes and outcomes are largely physical, whereas at the highest level participants descriptions are more complex, and focused more on learning and developmental change that was accrued during the programme and could be transferred to the participant's home and social context. There are six major dimensions of variations that were identified in the data that help to understand the hierarchical relationships between the four identified categories of description. These include (a) the overall characterisation of the programme, (b) the nature of group interactions and processes, (c) the nature of the interactions and emotional connection participants had with their adult leaders, (d) the depth with which participants engaged with their experiences on the programme, (e) the personal relevance that trials, interactions and accomplishments had for participants, and (f) the type of growth and learning that was perceived to have accrued as a result of the wilderness adventure programme. These findings have important implications for both adventure programming design and implementation, and for research on psychological interventions. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse adolessente leef in ‘n oorgang samelewing gedurende ‘n lewensstadium waarin hulle poog om hul identiteit te stabiliseer. Hulle staar ‘n erfenis van wydverspreide geweld en armoede in die gesig, die geleefde impak van MIV/VIGS en dwelmverslawing, die aanhoudende bombardement deur die media wat ontspanning en onsedelikheid modelleer, ‘n wisselvallige onderwyssisteem, en gespanne gesins- en sosiale verbintenisse. Suid-Afrikaanse sielkunde het kennis geneem van hierdie uitdagings en poog om meer sosiaal relevant te word, en om geformaliseerde geleenthede te verskaf vir positiewe jeugontwikkeling wat die ontwikkeling van sterktes en deugde ondersteun, sowel as om hoë menslike potensiaal te aktualiseer. Sielkundiges behoort te streef om intervensies te verskaf wat sosiale agteruitgang kan verander in individuele- en gemeenskapsflorering. Skole verskaf ‘n optimale konteks vir so ‘n intervensie, met avontuur programme wat ‘n waardevolle meganisme verskaf deur middel waardeur holistiese ontwikkeling, vloei, interafhanklikheid, bevoegdheid, en die modellering van pro-sosiale waardes ondervind kan word. Hierdie studie het gepoog om die verskillende maniere te ondersoek van hoe so ‘n skoolgebaseerde wildernis avontuur program ondervind was, asook die spesifieke aspekte van die program wat verantwoordelik was vir die variasie in uitkomste deur middel van die gebruik van fenomenografiese metodologie. Fenomenografie is ‘n navorsingsmetode wat gebruik word om kwalitatief verskillende maniere te karteer van hoe mense verskillende aspekte van ‘n spesifieke fenomeen begryp, waarneem, of ondervind. Deur die verskillende maniere te verstaan van hoe ‘n fenomeen ondervind kan word, en deur die kritiese aspekte te identifiseer wat verantwoordelik is vir die òf meer òf minder kragtige maniere van hoe die fenomeen ondervind kan word, verskaf fenomenografie ‘n kragtige instrument wat aangewend kan word vir verbeterde onderwyslewering alhoewel die metode tot dusver nog nie aangewend is om sielkundige intervensies te bestudeer nie. Fenomenografiese analise van die beskrywings van ‘n 27-dag avontuur program, waarin deelnemers 360 km te voet, per fiets en kanoe gedek het, en deelgeneem het aan groepontlontings, dagboekhou, en ‘n 30-uur solo, het vier opvattings van die program onthul: (a) ‘n lang, uitmergelende skool staproete, (b) ‘n skool inwyding- / passasierite program, (c) ‘n eenmalige groep avontuur, of (d) ‘n veelsydige leer- en ontwikkelingsgeleentheid. Hierdie beskrywingskategorieë is hierargies gestruktureerd, van die mins tot die mees kragtig, en is direk verwant aan die waargenome uitkomste van die program. Op die laagste vlak is waargenome prosesse en uitkomste grootliks fisies, teenoor die hoogste vlak waar die beskrywings van deelnemers meer kompleks is, en meer gefokus is op leer- en ontwikkelingsverandering wat oploop tydens die program, en oorgedra kan word tot die deelnemer se huis- en sosiale konteks. Daar is ses hoof variasie dimensies wat geïdentifiseer is in die data wat lei tot ‘n beter begrip van die hierargiese verhoudings tussen die vier geïdentifiseerde beskrywingskategorieë. Hierdie sluit in (a) die algehele karakterisering van die program, (b) die aard van die groep interaksies en prosesse, (c) die aard van die interaksies en emosionele verband wat deelnemers gehad het met hulle volwasse leiers, (d) die diepte waarmee deelnemers geskakel het met hul ondervindings van die program, (e) die persoonlike relevansie wat beproewings, interaksies en prestasies gehad het vir die deelnemers, en (f) die tipe groei en leer wat ervaar is en vermeerder het as gevolg van die wildernis avontuur program. Hierdie bevindings het belangrike implikasies vir beide die ontwerp van avontuur programmering, die implementering daarvan, en vir navorsing op sielkundige intervensies.