Bibliography: pages 102-115. / The purpose of the study was to explore the feasibility of training conservation skills to a group of Black 7 - 8 year old children enrolled in a primary school in the Gugulethu township, a Black residential area in the Cape. From a group of 100 children, 60 subjects were selected on the basis of failure to conserve as measured by Piagetian conservation tasks. One of the conservation tasks was employed for training the subject to be able to conserve. A pre-test/post-test experimental design was used in a six phase experiment; assessment of possession of conservation concepts through the aid of Piagetian tasks of conservation of substance, weight, number and length; assessment of intelligence with the aid of the New South African Individual Scale; assessment of mental ability using the Draw-a-person test; group training with different methods of teaching on length conservation; immediate post test to determine effectiveness of training and transfer to other tasks and a delayed post-test to four weeks after training to assess retention of training effects.

This research is concerned with the cognitive development of students in higher education. Specifically, it is recognised that the demands facing students are different to those previously encountered in secondary education. These demands include being able to master what Strohm Kitchener (1983) calls ill-structured problems and learning the groundrules of their academic disciplines. This is termed academic literacy. Current thought in academic development proposes that students need to be shown how to mobilise their cognitive processes to meet these demands. It is argued that this is best accomplished when such activities are integrated into the discipline itself as opposed to being an add-on process. Taking into account the social and dialectical nature of learning (Vygotsky, 1978), academic development and academic literacy are seen to best occur within the tutorial system. The purpose of this research was to evaluate the 1997 first-year Psychology tutorial programme at Rhodes University, Grahamstown to assess how academic literacy was being developed. A qualitative research approach was followed, guided by the ten stage evaluation model of education programmes (Jacobs, 1996) and an adapted version of the Context, Input, Process and Product approach to evaluation (Parlett and Hamilton cited in Calder, 1995, p.25). Using indepth interviews, data was gathered from eight first year students, seven staff members and one programme co-ordinator. Focus groups were used to gather data from nine tutors. Further data collection techniques included observation of tutor briefing sessions and tutorials as well as documentary research. Data was analysed using qualitative data analysis techniques (Coffey & Atkinson, 1996). The Psychology Department at Rhodes University aims to integrate the development of academic literacy into mainstream teaching at the first year level through its tutorial programme. The Department has conceptualised its understanding of academic development as the development of academic, vocational and professional literacy which is rather unique. Academic literacy is defined and conceptualised further in a list of pre-determined skills (reading, writing and general skills) to be developed incrementally. This conceptualisation of academic literacy tends to neglect to include the mobilisation of relevant cognitive processes explicitly and the implementation tends to remain implicit. A lack of tactical strategies to implement academic development is evidence of the difficulty in moving from the philosophical level of academic development to the practical level. The programme is perceived as disorganised and lacking in a co-ordinated or incremental development of the predetermined skills.

This study constructs a curriculum guide to supplement the half-unit elective in Texas high school psychology. The guide is designed to provide a basic course structure to assist the secondary-level psychology teacher. Material already in existence in high school psychology was determined from The Educational Index, Psychological Abstracts, Dissertation Abstracts, and the Education Research Information Center. The Texas Education Agency provided guidelines for teaching secondary psychology and all other state-level information on high school psychology. The American Psychological Association furnished information about their work in secondary psychology, and the fifty state departments of education provided other state-level information. Further, a survey was conducted of the 111 high school psychology teachers in the 85 schools in the State of Texas which offer secondary-level psychology courses. An equal number of counselors within these same schools was also surveyed, as well as an expert panel of six judges. Points of emphasis in high school psychology textbooks were determined from the tables of contents in the eight such texts voluntarily used in the state. Relatively little published information provides guidelines for a high school psychology curriculum. The survey of the fifty state departments of education produced no statewide curriculum guides. The survey of teachers, counselors, and experts confirmed the desirability of five basic course areas recommended by the Texas Education Agency and five recommended by this researcher. The survey of textbook authors also supported these results, and the curriculum guide developed includes all ten areas. Each curriculum area included concepts to be conveyed, content to be taught, and instructional strategies suggested to the classroom teacher. This study recommends that this curriculum guide be piloted in Texas high school psychology classrooms, that it be updated to meet current needs, and that it be revised to improve its effectiveness.

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / In South Africa, a dire need exists for a psychological approach that would be appropriate and adequate for all South Africans while opposing remaining historical inequalities. Psychological services are saturated within the predominantly white private sector but scarce for the predominantly disadvantaged who are dependant on public services. The aim of the present study was therefore to investigate the perceptions of Community Psychology among psychology Honours/Bpsych students. A combination of qualitative and quantitative research methods were employed in this study. A self-constructed questionnaire was used for obtaining data. A convenience sample was obtained from the universities of Cape Town, Stellenbosch and the Western Cape. Qualitative data were analysed using thematic content analysis. The outcomes of this study are firstly, that there is no significant relationship was established between race and tendency to study community psychology with the exception of the first year. Secondly, the relationship between gender and tendency to study community psychology was also non-significant. The results of the qualitative findings did however suggest that negative perceptions of community psychology are evident among students thus suggesting that they are deterred from pursuing it as a career.

On t.p.: Werkstuk vir die graad van Magister in Lettere en Wysbegeerte (Voorligtingsielkunde) / Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: In this document specific attention was given to the foundation and development of the Department of Psychology at the University of Stellenbosch during the period 1917 to 1979. Furthermore, the role that the Department of Psychology played in the development of psychology in South Africa has been addressed. The initial development of the Department of Psychology, important staff appointments made by the Department as well as contributions made by individuals was mentioned. The role that the Department played in the development of Counselling Psychology, the development of the Clinical- and Counselling Psychology courses, the approval of these courses and the registration of psychologists are discussed. The services rendered by the Department of Psychology, as well as research that have been done and the role that the Department played in the South African context is also included in this study. The findings entailed that the Department had an important influence in the development of psychology. The Department of Psychology at the University of Stellenbosch is the oldest psychology department in South Africa. A strong scientific and experimental approach was established in the Department. Fundamental laboratory work formed the basis for a variety of internationally acknowledged research studies and publications. The Department followed a preventative approach in the training of professional psychologists. The first grade course for the training of counselling psychologists in South Africa was instituted at the Department. The Department also played a leading role in the establishment of the University of Stellenbosch Bureau for Student Counselling. The Department was often criticised for not being involved in socio-political matters in the country during the apartheid era and that the research done by the department was focused on sustaining the apartheid ideology. / AFRIKAANSE OPSOMMING: In hierdie werkstuk word die totstandkoming en groei van die Departement Sielkunde aan die Universiteit van Stellenbosch tussen 1917 en 1979 sowel as die rol wat die departement in die ontwikkeling van sielkunde in Suid-Afrika gespeel het, bespreek. Die totstandkoming van die Departement Sielkunde, belangrike personeel aanstellings wat gemaak is en die belangrikste bydraes wat gelewer is, word bespreek. Daar word ook aandag geskenk aan die rol wat die Departement in die ontwikkeling van Voorligtingsielkunde gespeel het, die ontwikkeling van die Kliniese- en Voorligtingsielkunde kursusse, die goedkeuring van dié kursusse en registrasie van sielkundiges. Verder word gekyk na dienste wat deur die Departement Sielkunde gelewer is, navorsingswerk wat gedoen is asook die Departement se rol en betrokkenheid in die Suid-Afrikaanse konteks. Daar word bevind dat die Departement 'n uiters belangrike rol in die ontwikkeling van sielkunde gespeel het. Die Departement Sielkunde aan die Universiteit van Stellenbosch is die oudste sielkunde departement in Suid- Afrika. 'n Sterk wetenskaplike en eksperimentele inslag is van die begin af in die Departement gevestig. Fundamentele laboratoriumwerk wat gedoen is, het tot verskeie internasionaal erkende navorsingsaktiwiteite en publikasies gelei. In die opleiding van professionele sielkundiges is 'n voorkomende benadering deur die Departement gevolg. Die eerste graadkursus vir die opleiding van voorligtingsielkundiges in Suid-Afrika is gevolglik ook by die Departement ingestel. Die Departement het verder 'n leidende rol gespeel in die vestiging van die Universiteit van Stellenbosch se Buro vir Studentevoorligting. Dit word egter ten laste van die Departement gelê dat die Departement 'n mate van onbetrokkenheid by die sosio-politiese strominge in die land gehad het en deur sy vroeë navorsing bygedra het tot die grondlegging van die apartheidsideologie.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary goal with this research project was to investigate the psychosocial development of a group grade 8 boys before adolescence in terms of the four developmental crisis according to Eriksson's' theory. The study proceeded through two phases. A questionnaire investigation with a larger study group (N=221) was done in phase 1, and this (quantitative) data was analysed. Phase 2 comprised a further investigation, which took place 2 years later. Based on the results of the questionnaire investigation, a small group (N=ll) experiencing a potencial low self-consciousness was identified and focus group interviews were conducted with them. The researcher made the assumption that individuals' experiences of the first four stages of Erikson's psychosocial developmental model form the basis for later identity development during adolescence, as well as continuing personality development. Current research indicates that the total scale and two of the sub-scales ('Industry vs Inferiority' and 'Autonomy vs Shame') show sufficient reliability (Alpha-coefficients are greater than 0.70). The distributions of the sub-scales were in all cases skew to the left, which indicate that most of the scores for each sub-scale are closer to the maximum value than the minimum value. A negative measure of skewness is reported. All the sub-scales relate significantly to each other (p < 0.01). Therefore, one can conclude with relative certainty that this scale is valid. Age does not correlate significantly with any of the sub-scales (p > 0.05 in all cases), but a significant correlation was not expected given the small age variance. From the qualitative responses of phase 2 it appeared that the present level of expectations, which learners experience, is not appropriate. They would benefit from more positive feedback on their successes. The responses reflect that feedback is not always constructive, nor given in a positive, non-judgemental spirit. / AFRIKAANSE OPSOMMING: Die primêre doel met hierdie navorsingsprojek is om ondersoek in te stel na psigososiale ontwikkeling voor adolessensie by 'n groep graad 8-seuns in terme van die eerste vier ontwikkelingskrisisse volgens Erikson se teorie. Die ondersoek het in twee fases verloop. In Fase 1 is 'n vraelysondersoek met 'n groter ondersoekgroep (N=221) gedoen, en hierdie (kwantitatiewe) data is verwerk. Fase 2 het twee jaar later uit 'n verdere ondersoek bestaan. vraelysondersoek verkry is, Op grond van die resultate wat uit die is 'n klein ondersoekgroep (N=ll) geïdentifiseer wat 'n lae fokusgroeponderhoude gevoer is. selfbelewing ervaar, met wie Die ondersoeker het van die veronderstelling uitgegaan dat individue se belewing van die eerste vier fases van Erikson se psigososiale ontwikkelingsmodel die basis vorm vir latere identiteitsontwikkeling tydens adolessensie asook vir verdere persoonlikheidsontwikkeling. Die huidige navorsing dui daarop dat die totale skaal en twee van die subskale ('Arbeidsaamheid vs Minderwaardigheid' en 'Outonomie vs Skaamte') oor voldoende betroubaarheid beskik (Alfa-koëffisiënte is groter as 0.70). Die verspreiding van die subskaaltellings is in alle gevalle skeef na links, wat beteken dat die meerderheid tellings vir elke subskaal nader aan die maksimumwaarde as aan die minimumwaarde lê. 'n Negatiewe maatstaf van skeefheid word gerapporteer. AI die subskale hou beduidend met mekaar verband (p < 0.01). Dus kan daar met redelike sekerheid die gevolgtrekking gemaak word dat hierdie skaal geldig is. Ouderdom hou nie beduidend verband met enige van die subskale nie (p > 0.05 in alle gevalle), maar 'n beduidende korrelasie is nie verwag nie as gevolg van die klein ouderdomsvariansie. Vanuit Fase 2 se kwalitatiewe response wil dit voorkom asof die leerders se huidige vlak van uitdagings wat aan hulle gestel word nie toepaslik is nie. Hulle sou kon baat vind by meer positiewe terugvoer ten opsigte van hul suksesse. Terugvoer blyk uit die response nie altyd konstruktief en in 'n positiewe, nie-veroordelende gees te wees nie.

Supervision of psychotherapy constitutes a major component of the professional training undertaken by individuals pursuing careers in clinical psychology. The empirical literature has only recently begun to address the impact which supervision has on the development of its recipients. The present study explored relationships between changes in the theoretical orientations and personal values of therapist trainees and the theoretical orientations and values of the training faculty who provided them with supervision during a one year training program. Trainee theoretical orientation and personal values were assessed at the beginning and at the end of the training program for three successive training years, yielding a trainee sample N of 16. Follow-up assessment of theoretical orientation was obtained from this sample three to five years after they had completed this one year program. Background characteristics assessed included measures of personality functioning, locus of control and prior clinical experience. Parallel data were collected from 11 supervisory faculty. Regression analyses assessed the extent to which changes in trainee orientations and values could be predicted on the basis of the perspectives held by their supervisors. Trainees were found to enter the program with a positive bias toward psychoanalytic and experiential forms of therapy and a negative bias toward cognitive-behavioral therapy. Through the follow-up assessment this psychoanalytic orientation was maintained and consolidated. Trainees also became more accepting of cognitive-behavioral treatment and less supportive of experiential therapy. While supervisors' orientations were generally found to be unrelated to changes in trainee orientation during the training period, follow-up data suggested that supervisors had influenced the orientations currently held by former trainees. Changes in orientation were found to be unrelated to trainee background characteristics or level of prior clinical experience. Current findings suggested that trainee perceptions of supervisors' influence were related to supervisor status within the training program. Trainees entered the program with value systems that were similar to those of their supervisors. These values did not change substantially during the course of training. Trainee personality characteristics were more frequent predictors of those value changes which did occur than were supervisor values.

The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. / Prof. J. Pillay & Dr. E. Fritz

This research study explored the dimensions of motivation that may exist for mature psychology graduates when completing their postgraduate degree. And because it is widely acknowledged that stress is often a close companion to motivation, specifically in the pursuit of academic goals, the study also investigated those aspects of coping skills these individuals employed to sustain their motivation in completing their studies. Eight mature female psychology postgraduates from four different South African public universities were identified using a non probability sampling technique. Semi structured interviews were then carried out with the eight participants; the interviews were then transcribed and analysed using content analysis. The results of the study indicated that self efficacy; intrinsic motivation, attribution and achievement goals all play a role in the students’ motivation. It further indentified perseverance as an important factor in the students’ completion of their studies. Positive beliefs, problem solving strategies and social support appeared to be the most widely used coping skills by this sample.

System justification theorists have proposed that people will defend one's circumstances, even if they inflict psychological and material costs. This tendency has been found to extend even to outcomes that have not yet been decided, but are perceived as being likely; however, this research has only examined outcomes that will be decided on in the near future. According to Construal Level Theory (CLT), distant future events are represented primarily according to their essential features, while thoughts about temporally near events are more concrete and contextual. We hypothesized that system justification results from the motivational impact of low-level thinking, and so would be expected to occur for near-future, but not distant-future, outcomes. Consistent with our hypothesis, our Main Study found evidence of system justification only when outcomes were to be decided in the near future. Distant future outcomes, in contrast, were viewed as being more undesirable as they became increasingly likely. / by Nicholas J. Martens. / Thesis (M.A.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2008. Mode of access: World Wide Web.