This thesis centres on a narrative inquiry of the life stories of teachers in Post Compulsory Education with the aim of exploring how the ‘self’ is constructed within discursive environments. The study adopts a dialogical approach to narrative identity formation as an ongoing process of becoming within the life course. Grounded in social construction theory (Gergen 2009), the study acknowledges that identity is fluid and determined by context; self-creation is therefore both a collective and individual endeavour situated within the social and cultural context. The research design centres on an in-depth study of four teachers in the exploration of the meanings constructed from autobiographical memories; in addition, the study explores how narrative meanings are mediated within the organisational and political context of being a teacher. The study adopts a psychosocial perspective (McAdams 2006) to life stories and the analysis of narrative construction is conducted through the lens of dialogical self theory with the aim of exploring the multivoiced nature of the self based on a diversity of self-positions (Hermans 2001). Narrative identities are therefore viewed as relational, individuals position themselves within the stories they tell in relation to a particular audience; individuals are also positioned by the social and cultural environment in which they are embedded. The study contributes to current knowledge in relation to the crucial role emotions play in the dialogical construction of the self; findings indicate that early emotionally charged autobiographical memories play a significant role in defining individuals’ moral educational values within their teaching role. Emotions were also central to placing individuals in a field of tension in reconciling their personal values within the current organisational and political environment that imposes constraints on teachers’ professional practice. The study concludes that in order to sustain the moral purpose of teachers’ professional practice, there is a need for the dialogical renewal of the self through transformative discourse.

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This study discusses the traditional way of understanding behavioral risk at adolescence, proposing a psychosocial perspective of the concept of risk. It is known that the biomedical approach of health is centered in consequences and damage, but adolescence health and risk are related with a complex web of causation that acts before the risk involvement, supporting it. This study shows that it is necessary to analyze not only the behavioral consequences bur the antecedents and the function that these behaviors have in their lives and in solve the developmental tasks present in each society. Then it will be possible to design appropriate and effective prevention programs. / Se presenta una discusión acerca del modo tradicional como se suele aproximar a la comprensión de los comportamientos de riesgo en adolescentes, planteando la necesidad de incorporar una perspectiva psicosocial del riesgo. Se encuentra que la aproximación biomédica está centrada en las consecuencias y en el daño, pero la salud y las situaciones de riesgo en adolescentes están relacionadas con una compleja telaraña psicosocial que las promueve. Se muestra la necesidad de analizar no solamente las consecuencias de las conductas sino los antecedentes de las mismas y las posibles funciones que estas conductas tienen en sus vidas y en el logro de las tareas del desarrollo presentes en cada sociedad. De esta manera será posible diseñar programas de prevención adecuados y eficaces.

The aim of the study was to examine adolescents’ experiences of having brachial plexus birth palsy, which is impaired arm function due to a birth injury. Psychosocial focal points were how the adolescent’s experience their lives concerning studies, spare time activities and relationships, experiences of limitations in comparison to their peers, and how they experience health care. Eight adolescents who had surgery of the injury were interviewed. Through qualitative phenomenological analysis the following meaning units were identified: ‘Me and others’; ‘Professional medical contacts and experiences’; and ‘Adjustment and strategies to solutions and obstacles’ with essences ‘Disabled or have a disability’; ‘Then and now’ and ‘Lack of references’. The result showed that the adolescents did not identify themselves as disabled, and did not focus on their arm, but wished for improved physical function. They had good support from health care, although wanted more follow-ups and more aimed information. They had adjusted well to their injury, but did not have any comparisons as they had their injury since birth. Understanding the experiences adolescents with BPBP have is essential for advancing the care of these individuals. Further research is necessary regarding the experience people with this injury have. / Syftet med studien var att studera ungdomars erfarenheter av att leva med en plexusskada, det vill säga nedsatt armfunktion på grund av en förlossningsskada, ur ett psykosocialt perspektiv med fokus på hur ungdomarna upplever sina liv beträffande studier, fritid och relationer, upplevelser av begränsningar i jämförelse med generationskamrater på grund av skadan, samt erfarenheter av sjukvården. Åtta ungdomar som opererats för skadan intervjuades. Genom kvalitativ fenomenologisk analys kunde följande meningsbärande enheter urskiljas: ’Jag och andra’; ’Professionella kontakter och erfarenheter’ och ’Anpassningar och strategier till lösningar och hinder’ där ’Funktionshindrad eller ha funktionshinder’; ’Då och nu’ samt ’Brist på referenser’ var gemensamma samtalsämnen. Resultatet visade att ungdomarna inte betraktade sig som handikappade, de fokuserade inte på sin arm i sin vardag, och önskade klara av mer fysiska aktiviteter. De upplevde gott stöd från sjukvården, men önskade uppföljningar och mer riktad information. De hade anpassat sig till skadan, men upplevde att de inte kunde jämföra med andra eftersom de haft skadan sedan födseln. Att kunna förstå ungdomars erfarenheter av att leva med en plexusskada, är nödvändigt för att förbättra vården och bemötandet för dessa individer.

The phenomenon of serial murder is a crime characterised by a paucity of scientific information and an excess of popularised fictional material, contributing to the existence of inaccurate perceptions of serial murder. Although serial murder has been committed since the fourteenth century it only gained notoriety with the intense media coverage of the Jack the Ripper case in 1888. One of the most important reasons for society’s morbid fascination with this phenomenon is because of the view of it as a “motiveless crime”. Available literature shows that research undertaken to determine the origin and the motivation behind serial homicide generally focuses on singular aspects of serial murder. In most cases the research is directed by theories of the psychoanalytic school, most notably that of Sigmund Freud. Another research approach is to develop models and methods for classifying serial killers. Despite the value of these models and the research that has been done the information they can provide is limited. In most cases the research and the models focus on singular aspects associated with the development of serial murderers, for example, the internal conflicts experienced by the child. The goal of this study is to determine which internal and external factors influence the personality development of the serial murderer. The research therefore focuses on how these factors were internalised and expressed behaviourally by the individual. To achieve this the psychosocial perspective, which consisted of three psychological theories, was used to determine the role of both internal and external influences in the personality development of the individual. The method of research deemed most suitable to undertake the study is the qualitative approach, and more specifically the explanatory case study method. The data for the research was obtained by using a semi-structured interview and relevant documentation concerning each of the two case studies. Seven research questions were formulated to find answers to the personality development of the serial murderer and his behaviour. The questions were also formulated to ensure the validity of the data and to substantiate the findings based on the psychosocial perspective. The psychosocial perspective was used to analyse the two case studies and to compile a detailed explanation for the personality development and the personality structure of each of the serial murderers. The three psychological theories were combined in such a way that it could show the influence of internal and external factors on the personality development. This included the influence of the family atmosphere as well as behaviour and personality types that developed. In conclusion the extent to which answers were obtained regarding the seven research questions and the extent to which the aim of the research has been achieved is highlighted. Finally recommendations are made concerning future research and possible areas on which researchers should focus. / Dissertation (MA (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

The aim of the study has been to investigate school counselors' preventive work against bullying in school and what opportunities and obstacles are found in their work. The study is based on seven qualitative interviews where the interviewees have varying backgrounds and experiences surrounding school counselor work. A constant throughout the study is that the school counselor is in a multiprofessional operation and is usually the only profession based in a psychosocial perspective. The school counselor’s tasks are characterized primarily by an overall responsibility for students’ wellbeing, as well as working to prevent bullying. As bullying can result in students performing worse as well as a risk for developing an antisocial behavior, the school counselor’s important preventive work follows. The preventive measures can be seen on a school, class and individual level, which creates a holistic perspective. Factors such as time and resources prevent the school counselor from practicing their knowledge in school, as well as limit their collaboration with other professions. Along this reasoning follows the interviewees’ similar opinions that the principal has a noticeable influence on counseling work and can increase or limit their ability to practice their knowledge. With the help of our theoretical templates we have a better understanding of our analysis, which has helped us understand the school counselor’s role in a multiprofessional operation.