M.A. (Psychology) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Summary in English. / Bibliography: leaves 92-99. / This study aims to illustrate, explore and argue for school systems consultation as a dimension of educational psychology service deli very which is appropriate in the South African context. It connects with the principles which guide policy development in education, and particularly, education support services in the country. A qualitative inquiry approach was adopted, in which case study methodology was employed to illuminate systems analysis and intervention at a special school in Cape Town. The participants included all adults who were employed in the school, with focus on the management, teachers and teacher-assistants. A variety of methods were used including interviews, observation, role-play and facilitation of group process. A qualitative, thematic approach was employed in the analysis and interpretation of data, extrapolating patterns, themes and relations around communication, beliefs, change and power.

This study is about the exploration of the concept of community, using the Mamelodi Counselling Clinic as the context for the exploration. The members who got involved in different phases in the running of the clinic, went through the process of defining and redefining the concept. This process was based on their experiences and their coevolved reality of what the concept means. These experiences will be discussed and in the end, a punctuated end product of the coevolved meanings will given. Furthermore, an account will be given as to how the running of the clinic evolved with the changes in meaning. The author's perception of the division between clinical and community psychology was altered as a result of the findings in the study and this will also be discussed. / Psychology / M.A. (Clinical Psychology)

Thesis (DPhil (Psychology))--Stellenbosch University, 2008. / The literature in psychology repeatedly hints at identity representation as important in transforming the discipline of psychology in contemporary South Africa. It simultaneously names curriculum, race and gender as areas of silence within the discipline. These literatures coexist with the reality that few psychologists work in public health services, where approximately eighty six percent of South Africa’s population who cannot afford private health care, receive their services. Community psychology is generally viewed as the area of study that prepares practitioners to work in public health service. Thus the intersections of identity, community, psychology and community psychology become important. Yet no contemporary studies that systematically and empirically examine community psychology and identity, exist in South Africa. The current study therefore aims to examine identity and community psychology from a multi-levelled perspective in the Western Cape Province of South Africa. This work draws on multiple theoretical strands, broadly united under a social constructionist framework, to examine community psychology in the organisation of the university, in terms of student and practitioner perceptions (and therefore constructions) of community psychology and in the everyday talk of psychologists about their professional identities. The four studies of which this project consists use complementary quantitative and qualitative methodologies. A survey of all psychology departments, combined with interviews with one community psychology teacher in each department, examines teaching, learning and research practices in community psychology. The second study constitutes a survey of all psychology Honours students in the Western Cape whereas the third study surveys the perceptions about community psychology among senior psychologists in the Western Cape. The fourth and final study in this series uses three focus groups where senior psychologists, based in the greater Cape Town area, talk about their professional identity. The quantitative data were analysed using the descriptive statistics of frequencies and cross-tabulations. The qualitative data were analysed using thematic analysis and discourse analysis as analytical tools. While the quantitative data do not consistently suggest a link between community psychology, race and gender, there are some areas, such as community work, in which this link is apparent. The nature of such a link is not clear. However, in the qualitative work, the link between community, psychology and identity is centrally situated in the constructions and practices of universities, students and practitioners. Community psychology is constructed as psychology for black people in terms of both who delivers services and who clients are. This represents parameters of inclusion and exclusion not only for community psychology but for psychology, as a whole. The implications of these findings are discussed, particularly in relation to organisational transformation in universities.

On t.p.: Degree of Master of Arts (Clinical Psychology) / Thesis (MA)--Stellenbosch University, 2003 / ENGLISH ABSTRACT: Community psychology in South Africa has been defined in antithesis to more traditional psychotherapies such as psychoanalysis. It has been necessary, in the formative stage of community psychology, to be clear about what it is not, in terms of establishing a progressive psychology that meets an urgent need. So too, psychoanalysis started out needing to be very clear about how it differed from previous practices, and what its aims were. Over the last hundred years psychoanalytic thought has, however, undergone tremendous development. Perhaps it could be said that its transmutation into a South African psychology is still underway. Community psychology has been critiqued for its lack of theory, and few extended analyses of community psychology interventions exist. By contrast, psychoanalysis offers detailed theoretical accounts and case studies. It is proposed that both paradigms could benefit from an exchange of ideas. There is a common misperception that community psychology focuses on external problems, while psychodynamic therapy focuses solely on the intrapsychic. While this is not wholly true, it could be said that children are conceptualised very differently by these two perspectives, and that this has had implications for treatment. Recently, however, several South African practitioners have begun to introduce psychodynamic thought into community interventions in enriching ways. They are beginning to conclude that community psychology has necessarily been unable to utilise a depth psychology approach, for a variety of legitimate reasons, but that this is the next step in meeting the huge challenges of community work. This study provides a discussion of the contributions of psychoanalysis to an understanding of child development, as well as an examination of the ways in which community psychology has conceptualised and worked with children. Empirical examples of the treatment of South African children will be followed by a case study in which psychodynamic thought was combined with a community-style intervention. The authors conclude that the link between internal and external worlds is a complex one, especially in work with children. The internal and external seem, in effect, to be indivisible, and any intervention hoping to be effective splits these two worlds to its own detriment. / AFRIKAANSE OPSOMMING: Gemeenskapsielkunde in Suid-Afrika word dikwels gedefineer in teenstelling met meer tradisionele benaderings soos die psigoanalise. In die vormingsjare van gemeenskapsielkunde was dit noodsaaklik om dit helder te definieer. Hierdie noodsaak het ontstaan weens die ontwikkeling van 'n vooruitgaande sielkunde wat 'n dringende behoefte nakom. Op 'n soortgelyke manier moes psigoanalise in die onstaansjare ook presies wees oor hoe dit verskil van vorige benaderings en oor sy doelwitte. Oor die afgelope honderd jaar het psigoanalitiese denke egter geweldig ontwikkel. Daar sou beweer kon word dat die posisie in 'n Suid-Afrikaanse sielkunde nog steeds onderweg is. Gemeenskapsielkunde is al gekritiseer oor sy gebrek aan teorie en daar bestaan min uitgebreide teoretiese verslae oor gemeenskapsintervensies. In teenstelling hiermee bied psigoanalise breedvoerige berigte en gevallestudies aan. Dit word voorgestel dat beide benaderings sou kon baat vind by die gemeenskaplike toepassing van idees. Daar bestaan 'n algemene wanopvatting dat gemeenskapsielkunde op eksterne probleme fokus, terwyl psigodinamiese terapie uitsluitend op die interne ingesteld is. Terwyl dit nie heeltemal waar is nie, sou daar ook aangevoer kon word dat kinders baie verskillend gekonsepsualiseer word binne hierdie twee perspektiewe. Dit hou implikasies vir behandeling in. Onlangs het verskeie Suid- Afrikaanse praktisyne egter psigodinamiese denke verrykend begin aanwend in gemeenskapsintervensies. Daar is tot die gevolgtrekking gekom dat gemeenskapswerk in die verlede noodgedwonge nie 'n psigodinamiese benadering kon benut nie weens 'n verskeidenheid van voor-die-hand-liggende redes. Die enorme uitdagings van gemeenskapswerk word in die vooruitsig gestel. Hierdie artikel verskaf 'n bespreking van psigoanalise se bydrae tot 'n begrip van kinderontwikkeling, asook 'n ondersoek na die wyse waarop gemeenskapsielkunde oor kinders dink en met hulle werk. Voorbeelde van die behandeling van Suid-Afrikaanse kinders word gevolg deur 'n gevallestudie, waarin psigodinamiese denke gebruik word in 'n gemeenskapsintervensie. Daar word aangevoer dat die skakeling tussen interne en eksterne wêrelde 'n komplekse een is veral in werk met kinders. Die interne en die eksterne blyk om in effek onskeibaar te wees en enige intervensie wat hoop om effektief te wees, verdeel hierdie twee wêrelde tot sy nadeel.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status (EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg as demografiese veranderlikes. Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou. Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale het beduidend met skool verband gehou. Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon. Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui. Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies het geen beduidende interaksies met identiteitstatusse aangedui nie. Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure) beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.

M.A. (Psychology) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract

M.A. (Counselling Psychology) / Please refer to full text to view abstract