Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar nie. Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie studie die volwasse mens as verantwoordelike en verantwoordbare wese se motivering vir aggressiewe gedrag van naderby beskou. 'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese hunkeringe van die mens in die kontemporer-moderne wereld, het aan die lig gebring dat mense verskillend optree al sou hulle aan dieselfde samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van pedagogiese verhoudings, blyk 'n groat rol in die vorming van die selfbeeld sowel as belewing en hantering van krisissituasies te speel. Die mens staan nooit alleen in die wereld nie, maar is voortdurend in 'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die self. Defhalwe word die ervaring van verhoudings uit veral die kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende belang by die vorming van die selfbeeld beskou. Die bevindinge van hierdie studie is geverifieer by wyse van 'n idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het, is op vrywillige basis by die navorsing betrek. Na aanleiding van genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys vir die meting van elkeen se selfbeeldstand in te skakel. Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten aansien van die interafhanklikheid van pedagogiese verhoudings, selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is veral gerig op steungewende, terapeutiese begeleiding van die aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature of aggression against the background of increasingly violent behaviour within different population groups and communities. Aggression as a form of deviant behaviour has never been accepted by the various communities in the Republic of South Africa. Researchers have investigated the causes of aggression from a wide range of perspectives. Although the author does not deny the existence of physiological causes of aggressive behaviour, this research focuses on the motivation for aggressive behaviour in the adult as responsible and accountable being. A thorough study of the literature concerning aggression as well as, the basic yearnings of man in the contemporary modern world, revealed a diversity in human behaviour even when people were confronted with the identical demands of society. Past experience, especially in connection with pedagogic relations, appears to have an important impact on not only the formation of the self-image but also how people experience and cope with crisis situations. Man is never in the world in isolation but is continuously involved in relationships. This essentiality of relationships affects him as a social being and is intimately a,ssociated with the experiencing and evaluation of the self. Experiences with relationships, especially in childhood, that is pedagogic relationships, are therefore, of cardinal importance in self-image formation. The findings of this research were verified by means of ideographic studies. Prisoners who had perpetrated violent crimes were included in this research on a voluntary basis. In accordance with the findings it was considered necessary to incorporate a standardized questionnaire to measure the state of the self-image of each prisoner. Recommendations were formulated after obtaining insight arising from research findings which focussed on the interdependence of pedagogic relationships, self-image formation and aggression. These recommendations are mainly directed at the supportive therapeutic guidance of the aggressive transgressor in order that he may acquire skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Crime is as old as mankind. It started with an incident of theft inside Paradise and a murder outside. In order to understand the phenomenon of crime several theories were formulated over time. One fact should be recognized: All forms of trauma can be reduced to a single common factor: Control – or better said: a lack of control. A lack of personal control causes tension; tension leads to desperation; desperation leads to irresponsibility. Then the door to crime is unlocked. Fortunately all irresponsibilities doesn’t lead to crime. In order to understand the offender it is imperative to understand his background. The relationship between childhood trauma and crime cannot be denied. It is a fact that childhood traumas can lead to abnormal brain development in early childhood. For this reason special attention is paid to the processes involved in brain development, both in normal children and in maltreated ones. If not identified and intervened in time, it can lead to a situation where the cycle of frustration and desperation, and eventually crime, cannot be interrupted - not even by prisonization. Management of change (rehabilitation) must reckon with the influence of said traumas on the brain development of children. Efforts to rehabilitate the offender becomes senseless if applied for an hour once a week. Such efforts cannot repair the damage done by negative influences repeated thousands of times over many years. In the same vein it is fruitless to aim therapeutic interventions on the reason of man hoping to repair the emotional damage of his childhood. For this reason the Neurosequential Method of Therapeutics holds promise in the quest for the rehabilitation of the offender and in the fight against crime. / Penology / D. Litt. et Phil. (Penology)

Crime is as old as mankind. It started with an incident of theft inside Paradise and a murder outside. In order to understand the phenomenon of crime several theories were formulated over time. One fact should be recognized: All forms of trauma can be reduced to a single common factor: Control – or better said: a lack of control. A lack of personal control causes tension; tension leads to desperation; desperation leads to irresponsibility. Then the door to crime is unlocked. Fortunately all irresponsibilities doesn’t lead to crime. In order to understand the offender it is imperative to understand his background. The relationship between childhood trauma and crime cannot be denied. It is a fact that childhood traumas can lead to abnormal brain development in early childhood. For this reason special attention is paid to the processes involved in brain development, both in normal children and in maltreated ones. If not identified and intervened in time, it can lead to a situation where the cycle of frustration and desperation, and eventually crime, cannot be interrupted - not even by prisonization. Management of change (rehabilitation) must reckon with the influence of said traumas on the brain development of children. Efforts to rehabilitate the offender becomes senseless if applied for an hour once a week. Such efforts cannot repair the damage done by negative influences repeated thousands of times over many years. In the same vein it is fruitless to aim therapeutic interventions on the reason of man hoping to repair the emotional damage of his childhood. For this reason the Neurosequential Method of Therapeutics holds promise in the quest for the rehabilitation of the offender and in the fight against crime. / Penology / D. Litt. et Phil. (Penology)

Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar nie. Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie studie die volwasse mens as verantwoordelike en verantwoordbare wese se motivering vir aggressiewe gedrag van naderby beskou. 'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese hunkeringe van die mens in die kontemporer-moderne wereld, het aan die lig gebring dat mense verskillend optree al sou hulle aan dieselfde samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van pedagogiese verhoudings, blyk 'n groat rol in die vorming van die selfbeeld sowel as belewing en hantering van krisissituasies te speel. Die mens staan nooit alleen in die wereld nie, maar is voortdurend in 'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die self. Defhalwe word die ervaring van verhoudings uit veral die kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende belang by die vorming van die selfbeeld beskou. Die bevindinge van hierdie studie is geverifieer by wyse van 'n idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het, is op vrywillige basis by die navorsing betrek. Na aanleiding van genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys vir die meting van elkeen se selfbeeldstand in te skakel. Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten aansien van die interafhanklikheid van pedagogiese verhoudings, selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is veral gerig op steungewende, terapeutiese begeleiding van die aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature of aggression against the background of increasingly violent behaviour within different population groups and communities. Aggression as a form of deviant behaviour has never been accepted by the various communities in the Republic of South Africa. Researchers have investigated the causes of aggression from a wide range of perspectives. Although the author does not deny the existence of physiological causes of aggressive behaviour, this research focuses on the motivation for aggressive behaviour in the adult as responsible and accountable being. A thorough study of the literature concerning aggression as well as, the basic yearnings of man in the contemporary modern world, revealed a diversity in human behaviour even when people were confronted with the identical demands of society. Past experience, especially in connection with pedagogic relations, appears to have an important impact on not only the formation of the self-image but also how people experience and cope with crisis situations. Man is never in the world in isolation but is continuously involved in relationships. This essentiality of relationships affects him as a social being and is intimately a,ssociated with the experiencing and evaluation of the self. Experiences with relationships, especially in childhood, that is pedagogic relationships, are therefore, of cardinal importance in self-image formation. The findings of this research were verified by means of ideographic studies. Prisoners who had perpetrated violent crimes were included in this research on a voluntary basis. In accordance with the findings it was considered necessary to incorporate a standardized questionnaire to measure the state of the self-image of each prisoner. Recommendations were formulated after obtaining insight arising from research findings which focussed on the interdependence of pedagogic relationships, self-image formation and aggression. These recommendations are mainly directed at the supportive therapeutic guidance of the aggressive transgressor in order that he may acquire skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Is there meaning in suffering or ts suffering only a soul-destroying experience from which nothing positive can emerge? In seeking to answer this question, a heuristic study was made of the experiences and views of the famous Auschwitz survivor, Viktor Frankl, supplemented by an exploration of the life-worlds of other Nazi concentration camp survivors. The underlying premise was that if meaning can be found in the worst sufferings imaginable, then meaning can be found in every other situation of suffering. Seeking to illuminate the views of Frankl and to gain a deeper grasp of the phenomenon of suffering, the theoretical and personal views of mainstream psychologists regarding the nature of man and the meaning of hi.~ sufferings were studied. Since the focus of this research was on the suffering of the Holocaust survivor, the Holocaust as the context of the present study, was studied as a crisis of meaning and as psychological adversity. In trying to establish the best way to gain entry into the life-world of the Holocaust survivor, the research methods employed in Holocaust survivor studies were reviewed and, for the purposes of this study, found wanting. The choice and employment of a heuristic method yielded rich data which illuminated the fact that, through a series of heroic choices Frankl, and the survivors who became research participants, could attain spiritual triumph in the midst of suffering caused by an evil and inhumane regime. Hitherto unexplored areas of psychological maturity were revealed by these heroes of suffering from which the following conclusions could be drawn: Man attains the peaks of moral excellence through suffering. Suffering can have meaning. Suffering can call us out of the moral apathy and mindlesness of mere existence. The Holocaust, one of the most tragic events in human history, contains, paradoxically, a challenge to humankind. Resisting the pressure to sink to the level of a brute fight for mere survival, Frankl and the research participants continued to exercise those human values important to them and triumphantly maintained their human dignity and self-respect. Evidence was provided that man has the power to overcome evil with good. / Psychology / D. Litt. et Phil. (Psychology)

Is there meaning in suffering or ts suffering only a soul-destroying experience from which nothing positive can emerge? In seeking to answer this question, a heuristic study was made of the experiences and views of the famous Auschwitz survivor, Viktor Frankl, supplemented by an exploration of the life-worlds of other Nazi concentration camp survivors. The underlying premise was that if meaning can be found in the worst sufferings imaginable, then meaning can be found in every other situation of suffering. Seeking to illuminate the views of Frankl and to gain a deeper grasp of the phenomenon of suffering, the theoretical and personal views of mainstream psychologists regarding the nature of man and the meaning of hi.~ sufferings were studied. Since the focus of this research was on the suffering of the Holocaust survivor, the Holocaust as the context of the present study, was studied as a crisis of meaning and as psychological adversity. In trying to establish the best way to gain entry into the life-world of the Holocaust survivor, the research methods employed in Holocaust survivor studies were reviewed and, for the purposes of this study, found wanting. The choice and employment of a heuristic method yielded rich data which illuminated the fact that, through a series of heroic choices Frankl, and the survivors who became research participants, could attain spiritual triumph in the midst of suffering caused by an evil and inhumane regime. Hitherto unexplored areas of psychological maturity were revealed by these heroes of suffering from which the following conclusions could be drawn: Man attains the peaks of moral excellence through suffering. Suffering can have meaning. Suffering can call us out of the moral apathy and mindlesness of mere existence. The Holocaust, one of the most tragic events in human history, contains, paradoxically, a challenge to humankind. Resisting the pressure to sink to the level of a brute fight for mere survival, Frankl and the research participants continued to exercise those human values important to them and triumphantly maintained their human dignity and self-respect. Evidence was provided that man has the power to overcome evil with good. / Psychology / D. Litt. et Phil. (Psychology)