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

Faculty of Humanities Department of Psychology Date: 29 May 2017 / The transition to higher education is a complex period for most youth that challenges them to constantly negotiate their identities. In the university campus, students interact and socialize with students from diverse cultural backgrounds and they are confronted with reflecting on their existing attitudes, beliefs, values and behaviours. The current study aims to understand how different cultural values and beliefs may influence the personal identity of students in a multicultural university. This study employed a qualitative research approach. The study employed an interpretive research design which entailed conducting semi-structured, individual interviews to collect data. The participants were 6 second year students enrolled in the Humanities faculty, who were purposely selected at the University of the Witwatersrand. Thematic analysis was employed in analysing the data. The specific thematic analysis method employed was interpretative phenomenological analysis, in which the focus was on understanding how students make sense of the experience regarding being in contact with other students from diverse backgrounds. The findings of the study show that students identify with different social structures, thus maintaining multiple identities in diverse setting of the university. These identities are found to be dominant in contexts in which they are established. The findings show that students maintain a positive self-concept, which is contributory to how they adjust and find belonging in the university environment. Belonging was found to occur within the student cultures inherent in the university setting, such as leisure activities, religious involvement, and other activities of entertainment on campus. Religion emerged as the dominant influence on the personal identity of the majority of the participants; however, other students highlighted other social structures as contributory factors as compared to religion. Parental involvement and childhood experiences continue to influence students' negotiation of a personal identity in the university campus. In conclusion, based on the findings of the study, it is clear that students embrace the diversity within the university campus, while maintaining connections with identities that existed prior their time spent in university. This is a clear demonstration of the continuity in identity formation and belonging in the social setting of Higher Education. / MT2018

Thesis (M.Ed. (Educational Psychology))--University of the Witwatersrand, Education Faculty, 1998 / Reports received on psychoeducational assessments of their pupils, were rated by 93 teachers from Ex-"Model"C" primary schools in the greater Johannesburg area. The reports came mainly for psychologists in private practice (n=63) followed by departmental support services. (n=27) and education clinics (n=3). The chief reason for referral was academic difficulties. Thf majority of teachers held favourable attitudes to psychologists and test data in general, found report content as presented in specific reports useful, and found reports useful overall. Forced choices ratings also indicated that the majority of teachers were satisfied with their reports in areas commonly criticised in the literature (length of report, .understanding of the teacher’s role, specificity and number of recommendations, language use). These very positive findings are tempered by indications that teachers may have been : somewhat biased toward giving positive ratings, and by certain criticisms of the reports.Also reports were not seen as positively with regards to helping teachers deal with classroom ; behaviour and in helping develop specific instructional plans/methods. Language use, particularly in the presentations of test results, may represent a difficulty for teachers, Teacher ratings of the overall usefulness of specific reports did not relate significantly to their demographic charactel^ajs, or their attitudes to psychologists or test data.

A dissertation submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, for the Degree of master of Arts in Clinical psychology. / The aim of the research is to find out whether white male South Africans who Leave high school before completion of their studies differ significantly in the personality domains of neuroticism; extraversion, openness, agreeableness and conscientiousness, from their counterparts who complete their high school studies. [Abbreviated Abstract. Open document to view full version] / AC2017

A research project submitted in partial fulfilment of the requirements for the degree of Masters in Clinical Psychology Department of Psychology in the Faculty of Humanities University of the Witwatersrand, Johannesburg 2017 / Bowlby (1979, p. 129) posited that “attachment behaviour characterises the human being from the cradle to the grave.” These intimate attachments to other human beings are the hub around which a person’s life revolves, not only in childhood but throughout adolescence, the years of maturity and into old age (Bowlby, 1980). Much of Bowlby’s work focused on the early years of childhood and the attachment formed with caregivers at this time. With the development of the ‘Strange Situation’ procedure, researchers were able to empirically test Bowlby’s theory and have since been able to produce studies that looked at how the quality of attachment behaviours changed or remained stable over time (McConnell & Moss, 2011). A substantial amount of this research has been conducted on the effect of maternal employment and mother-child attachment. However, the research that has been conducted has only looked at the effect of maternal employment in the early years of the child’s life. No research could be found that measured the influence of early maternal employment status beyond second grade and into early adulthood. Furthermore, this research has not explored whether there are any reported differences between the employment status of mothers and the romantic attachments in young adults, internationally or in the South African context. A substantial focus has also been placed on exploring the possibility that the attachment styles identified in infancy continue into adulthood and play a role in romantic relationships, with Hazan & Shaver (1987) proposing romantic love as an attachment process. Research has shown that the quality of attachment relationships experienced in early childhood are related to the nature of later adult romantic relationships (Simpson, Collins, Tran, & Haydon, 2007). This study aimed to ascertain whether any associations existed between the romantic attachment styles of young adults, aged between 18-24 years old, and their mothers’ employment status during their childhood (i.e.: between ages 0 and 5). A sample of 446 participants completed an online questionnaire containing two sections: the first section ascertained demographic information while the second contained the Attachment Style Questionnaire (Feeney, Noller & Hanrahan, 1994). A series of Pearson chi-square were used to measure associations between a) the participants’ romantic attachment styles and their mothers’ early employment status, b) the participants’ age at which their mother returned to work and their romantic attachment style and c) maternal employment status and participants’ preference for their mothers to work or stay-at-home. Results for the overall romantic attachment style showed that regardless of early maternal employment status, the majority of the sample was avoidant in their romantic attachment style. Only 18.83% of the sample was securely attached and 1.79% was ambivalent in their romantic attachment. Results for the chi-squareds were all significant, indicating that an association does exist between the various constructs. Thematic content analysis (Braun & Clarke, 2006) was used to analyse data gathered on participants’ feelings toward their mothers’ employment status. Findings showed that participants with working mothers felt that their mothers were less available to them and provided less emotional and physical nurturance than they would have liked. Those with stay-at-home mothers indicated that they often experienced financial difficulty due to reliance on one income and that their mothers were sometimes perceived as too controlling; not allowing them enough space to explore the world for themselves. / XL2018

This study aimed at looking at how young adolescent boys with physical disabilities construct a masculine identity, how they engage with masculinity and how they manage gendered aspects. The study follows similar masculine research conducted overseas, and some limited work conducted in South Africa, however these studies mainly explored how able-bodied boys relate to masculinity and a masculine identity. Thus, this study covered two broad areas, namely the experience of masculine identities related to a physical disability, as well as a comparison between able bodied and disabled adolescent boys. In order to conduct this research, five adolescent boys from a government school catering for disabilities in Johannesburg interviewed using a semi-structured questionnaire. The recorded data was transcribed, and thematic analysis was used to analyse and code the data. Some themes that emerged reiterated findings from existing literature, such as aggression and muscle mass as markers of masculinity. Other new themes emerged, such as emotional maturity being important to the boys. The analysis and discussion highlights the central themes, as well as some smaller sub-themes that emerged from the data.

A research report submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Arts in the F'ield of Psychology by Course Work arid Research Report: 1996 ..7 Johannesburg, 1997 / This research project set out to explore the racial identities of a selected group of South African whites who were Afrikaans-speaking, Unstructured, in-depth interview techniques were employed, in which the conversations with the participnnts were recorded and transcribed, These transcripts were then subjected tr) a discourse analysis, whereby any possible effeci s and functions of the talk were examined, A number of theoretical approaches informed this task. These included Foucault's concept of discourse and his account of the functioning of disciplinary power in modern societies. Adorno and Horkheimer's ideas 011 prejudice and racism were also found to be of t;!C,lt relevance to this research, as well i1S Altlmsser's formulation of the concept of ideology, ideological state apparatuses, incerpellation and subject positioning. The relationship between psychic and social structures was also explored in the light of Adorno and Horkhelmer's fermulation of prejudice M ,\ defence mechanism. Within this broad framework, it was shown that aside from its overt content, racise talk could be described as having important ideological effects. These included normalisation. legitimation and j\lstificatioll of the existing unequal relations ill. society. The discourse analytic striitcgy facilitated an ,111;11Y5is of the conditions under which the participants were constructed .\S subjects, and the manner In which the terms they used (such I\S race, culture and nation) were imbricated with broader discursive and ideological formations, The influence of social class, gender and uge variables in the interview settings were also evaluated.

Thesis M.A. (Criminology) --Univesity of Limpopo, 2011 / The study on bullying is very important to the effective prevention oflater crime in adulthood. Bullying is one of the anti-social behaviour that may lead to criminal behaviour in adulthood. If bullies are allowed to carry on with this destructive behaviour, when they become adults, they may be involved in criminal behaviour such as partner abuse, road rage, child abuse, theft, etc. When a study is conducted to determine the extent and nature of bullying, the practices of bullying can be prevented on the primary level than waiting for it to continue and try toprevent it in the tertiary level. To prevent this crime at the tertiary level will result in financial losses to the state that will then have to sentence and keep perpetrators in correctional facilities. This study focuses on the nature and the extent to which bullying affect learners at secondary schools in Mankweng. No criminological study has ever been done on this phenomenon in Mankweng, Limpopo Province. A study that was conducted by Sathekge in 2004 focused on the psychological factors that contribute to aggressive behaviour among secondary school students. Sathekge (2004:63-66) found that, 68.9% of learners reported that they were bullied, taunted or teased in their schools. The aim of the study was to determine the nature of bullying among learners at a secondary school level, and the extent to whichit affects learners, specifically focusing on two schools Hwiti and Mountainview Secondary Schools that are located in Mankweng area, Limpopo Province. A quantitative approach was used in this study. Two hundred learners from two schools were selected to form part of the study using a snow ball sampling as a way of collecting the data.

Thesis (M.A. (Clinical Psychology) --University of Limpopo, 2008 / Police members of the South African Police Service (SAPS) work under constant physical, emotional and psychological stress due to the demands of their work. It is possible to assume that this profession could be more susceptible to trauma, depression and suicide ideation than a less demanding profession. The increase in suicides within the SAPS in the past years has created great concern worldwide. The literature review contributes to the understanding of vicarious trauma by providing evidence of its widespread existence and the impact on all professions that deal with trauma victims, as do the SAPS. A need for further research was highlighted. The aim of the study was to determine the prevalence of vicarious trauma within the SAPS; how rank, marital status, education, duration of service and workload affect the existence of vicarious trauma; and how the experience of vicarious trauma affects the lives of the SAPS member . A quantitative study was done with a sample comprising of 60 SAPS members from the Limpopo Province (Lebowakgomo and Mankweng stations). The inclusion criteria included: participants (both permanent and voluntary) had to be active, field working members of the SAPS and had to be in direct association with trauma victims. The conceptual framework: T rauma Theory guided the description and interpretation of the data. Findings revealed that there exist, at present, high levels of vicarious trauma within the SAPS. The duration of service and the marital status of the individual were found to have an influence on the existence of compassion fatigue, while rank, workload, education level and gender were found to have no direct relationship to the presence of vicarious trauma. Finally , this study concludes with recommendations for future studies into vicarious trauma within the SAPS.

This study investigated changes in the content and favourability of South African racial stereotypes over the past fifty years, with van den Berghe’s (1962) study providing baseline data. The scope of the current investigation was expanded to include investigations of stereotype uniformity, differences between personal and cultural stereotypes, and the degree to which racial subtypes overlap with global racial categories. The findings reflected an interesting change in the descriptive language used by the respondent groups between the two studies. At the same time, many trends observed in the van den Berghe (1962) study have persisted today. Stereotypes appear to be at least as (if not more) negative now than in 1962, with the exception of ‘English whites’ and ‘city blacks’, which were described more favourably in the present study. A significant difference between cultural and personal stereotypes was found for the global racial categories (black, white, Indian, coloured), but not for the two subtype groups (English and Afrikaans white; city and rural black). Thus there was only partial evidence to support Devine and Elliot’s (1995) hypothesis, which proposes that cultural stereotypes may remain relatively stable over time while personal stereotypes may undergo revision. The rural black subtype was most evidently reflected in the global black category, whereas the white global category seemed to be more of an aggregate of the English and Afrikaans white subtypes. Through investigating stereotypes using various methods outlined in this thesis, it was possible to assess shifts in people’s perceptions in response to sociopolitical change in South Africa over the past 16 years.