Verhandeling voorgele ter nakoming van die vereistes vir die graad MAGISTER EDUCATIONIS in die DEPARTEMENT OPVOEDKUNDIGE SIElKUNDE van die FAKULTEIT OPVOEDKUNDE aan die UNIVERSITEIT van ZOELOELAND. = Dissertation submitted in fulfillment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1995. / Die doel van hierdie studie was om vas te stel of die veranderende samelewing die psigiese Iewe van die kind-in-opvoeding — met spesifieke verwysing na die adolessent — beinvloed. Uit die literatuurstudie het dit geblyk dat die hedendaagse samelewing deurstroom word met skadelike apvaedingsbelemmerende faktore, soos byvoorbeeld gesinsverbrokketing, kontakinflasie, massafikasie, bewussynsmanipulasie, vertegnisering, verpolitisering en verseksualisering — om maar net enkeles te noem. Snefle veranderinge vind ook plaas op die terreine van die demografie, ekonomie, poiitiek, ekologie, beroepsbeoefening, rekreasie en sosiaal-maatskapiike verhoudinge. Die adoiessent befeef hierdie veranderende leefwerefd deur homself tot die totale werktikheid te orienteer. Deur sy belewing stig hy ‘n netwerk van verhoudinge met homself,. betekenisvoile ander in sy Iewe, dinge/idees en God. Dit is die taak van die opvoeder om aan die nog-nie-volwasseopvoedeltng, te midde van die veranderende samelewing wat opvoedingsbelemmerend op beide inwerk, 'n veilige ruimte as !eefwere!d te skep waarvandaan hy relasies kan stig. Ten etnde die aard van die adoiessent se belewing van sy veranderende leefwereid te bepaal, is *n empiriese andersoek deur middel van 'n selfgestruktureerde vraelys onderneem. Uit die ondersoek het dit geblyk dat die veranderende samelewing die adolessent wel ten opsigte van bykans al sy verhoudinge beTnvloed. Op grand van hierdie bevindinge is sekere aanbevelings rakende die kerngesin, die ouer- en skoolgemeenskap en die kerk gemaak. Met hierdie navorsing is daar gepoog om meer te wete te kom aangaande die adolessent se relasies in "n veranderende samelewing. Die hoop word uitgespreek dat dit tot beter verhoudinge tussen opvoedelinge en opvoeders sal lei. = Eng: The aim of this study was to determine whether the changing society has an influence on the psychic life of the child in education - with specific reference to the adolescent. From the literature study it became clear that the southern African society of the twenty-first century will probably be characterized and controlled by technological advancements to such an extent that it will justifiably be labelled as technocratic. Changes can be expected. in fields of demography, economy, ecology, value orientations, labour. recreation and societal relationships and politics. In many ways society has also become sexualized. The adolescent experiences this changing life-world through a network of relations - with himself, his parents, his teachers, his peer-group, with ideas/things and with God. The young person of today and tomorrow will have to be educated in such a way that he can participate in the social life within such a technocratic society in a morally self-determining, constructive and decent way. After the literature study an empirical investigation was done by means of a self structured questionnaire. During the discussion of the research design. the questionnaire, pilot study and statistical methods were discussed in detail. This questionnaire was administered to the standard 9 pupils of three high schools. (viii) Subsequently, the results of the investigation were analyzed. It was found that the changing society has a definite influence on almost all of the adolescent's relations. In the light of the findings certain recommendations were made regarding the family, school and church. With this research an effort was made to establish certain recommendations in order to improve the relation between educands and educators.

Submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology, University of Zululand, 1993. / The aim of this study was: * To describe the inadequate self—actualization of the psychic life of the child due to the influence of violence. * To describe changes in society that have caused a breakdown in the pedagogic relationship between parents and children. * To determine, from the findings obtained, certain guidelines according to which accountable support could be instituted in order to meet the needs of the under—actualized child. The study primarily attempts to outline current thinking and research on how violence effects the under—actualizing of the child. The high incidence of violence marked by its intensity and severity in societies, has been a cause of great concern to educationists. Various studies of strife torn areas like Northern Ireland, Israel, etc., indicate that where societies have been exposed to the culture of violence for some decades, the quality of life in those areas is marginalized. Where violence 1ingers on, it is characterized by its appeal to the "youth population" predominantly, and the children unfortunately bear the brunt of its corrosive scourge. The Republic of South Africa has been no exception, where the Black townships and rural areas have been plagued and entrapped by the culture of violence since 1976. In the life of a Black child the educational environment is beset by a variety of impediments that emanate from rapid social changes that have broken down his traditional cultural structures - The ensuing violence disintegrated all forms of the fami1ial anchorage and the priceless parent-chi Id relationship of love, understanding, trust and authority. From the study it becomes clear that the onslaught of the dynamics of social change and violence have a deleterious effect on the quality of the upbringing of the child- From a psycho pedagogic perspective the impeded child finds himself in a dysfunctional educational situation because he lacks responsible parental or adult assistance and guidance toward his difficult goal of attaining adulthood. This implies that the psychic life of the impeded child is under-actualized where there is no adult intervention based on the principle of understanding, trust and authority underpinned by caring love. The child's exposure and predisposition to the culture of violence blunts the child’s perceptions and feelings, and as he becomes desensitized, he lacks understanding the true realities of life. As the child needs self—confidence and a sense of worthiness, he regards himself as a failure. To neutralize these perplexing factors in the child's life, accountable support systems for him and his parents are the mast expedient forms of intervention. Meaningful intervention by the school guidance tutor (counselor) or the personnel from the Educational Psychological Support Services or the school social workers who can pool their support programmes and rehabilitative strategies to restore the child * s and his parents' confidence, the parents must be fully involved in the rehabilitative projects in the school and in the community. They must liaise with pupils, teachers, and members of the community. In the light of the findings of this study, the following was recommended: * Cultural leaders must re-establish and meaning¬fully faster efficient functioning of the nuclear family. * Educational Psychological Support Services (EPSS) must be established and earnestly developed in al1 Black schools. * All politicians and members of the clergy should forthwith, desist from interfering and delaying the implementation of a culture of learning.