This dissertation is a response to the call for theoretically coherent practical methods which encourage and facilitate systemic thinking in psychology (Boden, 1972; Jordaan & Jordaan, 1984; Lazarus, 1990; Norcross & Grencavage, 1990; Von Bertalanffy, 1968; Winburn, 1991). Teleonics is a developing ecology of process-based systems ideas, where process is foregrounded relative to structure. From a teleonics perspective, structure and process are viewed as inextricably linked, while the foregrounding of process is viewed as having significant implications for how meaning is constructed from observations. Given the dominance of the structure-based orientation to psychology during the modern period, a process-based systems approach is a contribution to the development of postmodern thinking in psychology. Through a process of reviewing the systems thinking literature, and illuminating those premises that point to a distinction between process- and structure-based thinking, the following process-based systems premises are punctuated: * life is essentially of a process nature, * nature is approximate rather than definite, * organization in nature is dynamic, * systems function according to principles of autonomy and integration, * creation is a process of emergence and * teleos is a character of living systems. By relating these premises to the field of psychology, further premises of governance and the union of opposites are punctuated. A review of selected psychological literature is provided to draw distinctions about how the abovementioned process-based systems premises relate to psychological theory and practice. In line with the postmodern trend to coherence between theory and practice, teleonics is proposed as a contribution not only to creative theory building but, also to application. In support of coherence between theory and practice in psychology, epistemological tools and tasks for systemic intervention are discussed. The methodological approach of this dissertation is consistent with the conceptual theorist style (Reason & Rowan, 1981 a). A systems methodology, namely that of double description (Bateson, 1979; Keeney, 1983) is used to connect the theoretical and the applied aspects of this study. The theoretical aspect of the double description was formulated by a review, synthesis and integration of the literature. The applied aspect was formulated by means of a report on fieldwork undertaken in the form of a series of case studies. A particular contribution of this dissertation is the specification and illustration of three teleonics maps namely, spiral mapping, teleos mapping and telentropy tracing. The application of these maps is presented via an elaborated format case study of an individual adult therapy case, and four further cases presented in a circumscribed format (Carlson-SabeIli & Sabelli, 1984). The circumscribed case studies include a single session intervention and a health enhancement workshop. The methodology of this dissertation can be located in new paradigm (postmodern) research. The soundness of endeavour (Reason, 1988c) of this dissertation can be appreciated in relation to validity in terms of the philosophical ideas supporting new paradigm research. Other contributions are that it promotes convergence and informed divergence in psychological theory, is an example of the development of systems theory at the level of micropractice, explores the concept of levels in psychology, and contributes to the further development of teleonics as a process-based systems ecology of ideas. The introduction of visual maps, as practical non-verbal tools for the communication of concepts and observations in psychological practice, is a particularly useful contribution. In this dissertation, teleonics is demonstrated as a process-based systems model which facilitates the practical operationalizing of process-based systems thinking.

The aim of this diploma thesis is to analyze the rhetorical profile of one of the most prominent Czech rhetors after the Velvet revolution, physician and politician David Rath. In the theoretical part, the author comprehensively processes the history of public speaking based on the ancient but still current rhetorical tradition of ancient Greece and Rome. Furthermore, the work describes all the specifics defining both the interpersonal communication itself, as well as its individual aspects - specifically, verbal, nonverbal and psychological components, along with persuasive and manipulative techniques. The practical part is co-created by two key aspects - the career and political profile of David Rath and the analysis of his speech. The theoretical basis in combination with the knowledge of the life story of the central speaker forms the basis and context for the analysis of Rath's rhetoric. On carefully selected speeches, the author then examines in detail how the observed rhetor can adapt to various situations across the communication spectrum. The researched findings can then be used for further analyses of a similar focus.

The purpose of this study was to investigate the influence of a psycho-educational intervention program on the mental toughness of secondary school cricketers. The general aim of the study was to use psychological skills and psychological techniques to enhance the mental toughness of secondary school cricketers, within a psycho-educational framework. This general aim of the study was actualised by employing the following specific aims: • A literature review was conducted to explore the psycho-educational model. It was found that the psycho-educational model was an appropriate model to use as the framework of the intervention program. • The literature review investigated and evaluated different psychological skills and psychological techniques that influenced the mental toughness of cricketers positively. • A questionnaire was designed. This questionnaire (CMTQ) fulfilled the role of a psychological skills measuring tool. • A psycho-educational intervention program was designed around the findings of the literature study. • Guidelines were compiled to follow when coaching mental toughness to secondary school cricketers. • The intervention program was presented over a six week period. • An empirical study was conducted to evaluate the successfulness of the intervention program. The first phase of the empirical study was done before the presentation of the psycho-educational intervention program. The data suggest that Confidence and Motivation were the two main psychological skills that the participants employed in their mental game of cricket. The second phase of the empirical study was only done after the completion of the six week intervention program. The selected data analysis method employed to evaluate the effectiveness of the program was the t-test for dependant groups. v The results of the data analysis indicated that the participants in the experimental group improved in their mental toughness performance significantly. When the findings of the literature review and the results of the empirical study are combined, it appears as if this intervention program will have a positive influence on the cricket performance of secondary school cricketers. / Psychology of Education / D. Ed. (Psychology of Education)

The purpose of this study was to investigate the influence of a psycho-educational intervention program on the mental toughness of secondary school cricketers. The general aim of the study was to use psychological skills and psychological techniques to enhance the mental toughness of secondary school cricketers, within a psycho-educational framework. This general aim of the study was actualised by employing the following specific aims: • A literature review was conducted to explore the psycho-educational model. It was found that the psycho-educational model was an appropriate model to use as the framework of the intervention program. • The literature review investigated and evaluated different psychological skills and psychological techniques that influenced the mental toughness of cricketers positively. • A questionnaire was designed. This questionnaire (CMTQ) fulfilled the role of a psychological skills measuring tool. • A psycho-educational intervention program was designed around the findings of the literature study. • Guidelines were compiled to follow when coaching mental toughness to secondary school cricketers. • The intervention program was presented over a six week period. • An empirical study was conducted to evaluate the successfulness of the intervention program. The first phase of the empirical study was done before the presentation of the psycho-educational intervention program. The data suggest that Confidence and Motivation were the two main psychological skills that the participants employed in their mental game of cricket. The second phase of the empirical study was only done after the completion of the six week intervention program. The selected data analysis method employed to evaluate the effectiveness of the program was the t-test for dependant groups. v The results of the data analysis indicated that the participants in the experimental group improved in their mental toughness performance significantly. When the findings of the literature review and the results of the empirical study are combined, it appears as if this intervention program will have a positive influence on the cricket performance of secondary school cricketers. / Psychology of Education / D. Ed. (Psychology of Education)