A broad research project was conducted into experiences of respect in intergenerational relationships. The focus of this particular study fell on the motivations of respect for older people from the perspective of adults and young adults. Respect has been identified as an important aspect in promoting intergenerational relationships. In this research, intergenerational relations refer to the interaction between older people (60 + years), who form part of generation 1 (G1) and younger people, generation 3 (G3). Adults and young adults who participated in this study share the same historical generation, meaning that they experienced the same historical events. For the purpose of this study respect is defined as the subjective experience of the interactions between two people from different generations. Previous research into respect in intergenerational relationships has mostly been conducted in Asian and Western countries, with the exception of one study in Ghana, Africa. This existing research focused solely on the types of respectful behaviour employed in intergenerational relationships. Fourteen types have been identified. Philosophers regard respect as an important moral consideration. Adults‟ moral development is complex and linked to their cognitive and ego capacities. Moral development evolves during human development and manifests motivation that usually moves from extrinsic to intrinsic. Self-Determination Theory (SDT) defines motivation as the force that moves people to do something. SDT varies in the amount and type of motivation and also distinguishes among intrinsic and extrinsic motivation. Extrinsic motivation refers to doing something because it will lead to a desired outcome, whereas intrinsic motivation is about an inherently pleasing action. A qualitative approach was followed to describe the experiences of adults and young adults and to identity their motivations for respect. The research was conducted at North-West University‟s Potchefstroom Campus in South Africa to obtain participants who are in a transitional context. The adults and young adults who participated in this study were in a transitional phase: being part of a tertiary educational context confronted them with different world views from what they were used to. Twenty-seven white adults and young adults between 22 and 48 years of age participated. A sample of two men and 25 women who are post-graduate psychology students were conveniently chosen for this study. Data-gathering took place over three days and was conducted in a focus group manner by using the Mmogo-method®. The Mmogo-method® requires that participants receive a lump of clay, grass stalks and beads. Participants were asked to build something to show how they experience respect in relation to a person older than 60 years. Prompting questions were then asked, after which the participants had the opportunity to describe verbally what they had built. Data were analyzed by means of sequential and visual analyses. Data were originally analyzed using within-case displays where each case was analyzed individually; next, cross-case displays were done and linked to the visual presentations to plot on the four presented types of motivation. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability. The research was approved by the ethical committee of North-West University. The researcher applied ethical guidelines as prescribed by the Health Professions Council of South Africa during and after the research was conducted. Findings revealed that adults and young adults were moved to respect older people by four different types of motivation, presented as typologies. The types include extrinsic/conditional motivation, extrinsic/unconditional motivation, self-motivated/conditional motivation and self-motivated/unconditional motivation. These findings may be used to develop programmes to promote sustainable intergenerational relationships. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

A broad research project was conducted into experiences of respect in intergenerational relationships. The focus of this particular study fell on the motivations of respect for older people from the perspective of adults and young adults. Respect has been identified as an important aspect in promoting intergenerational relationships. In this research, intergenerational relations refer to the interaction between older people (60 + years), who form part of generation 1 (G1) and younger people, generation 3 (G3). Adults and young adults who participated in this study share the same historical generation, meaning that they experienced the same historical events. For the purpose of this study respect is defined as the subjective experience of the interactions between two people from different generations. Previous research into respect in intergenerational relationships has mostly been conducted in Asian and Western countries, with the exception of one study in Ghana, Africa. This existing research focused solely on the types of respectful behaviour employed in intergenerational relationships. Fourteen types have been identified. Philosophers regard respect as an important moral consideration. Adults‟ moral development is complex and linked to their cognitive and ego capacities. Moral development evolves during human development and manifests motivation that usually moves from extrinsic to intrinsic. Self-Determination Theory (SDT) defines motivation as the force that moves people to do something. SDT varies in the amount and type of motivation and also distinguishes among intrinsic and extrinsic motivation. Extrinsic motivation refers to doing something because it will lead to a desired outcome, whereas intrinsic motivation is about an inherently pleasing action. A qualitative approach was followed to describe the experiences of adults and young adults and to identity their motivations for respect. The research was conducted at North-West University‟s Potchefstroom Campus in South Africa to obtain participants who are in a transitional context. The adults and young adults who participated in this study were in a transitional phase: being part of a tertiary educational context confronted them with different world views from what they were used to. Twenty-seven white adults and young adults between 22 and 48 years of age participated. A sample of two men and 25 women who are post-graduate psychology students were conveniently chosen for this study. Data-gathering took place over three days and was conducted in a focus group manner by using the Mmogo-method®. The Mmogo-method® requires that participants receive a lump of clay, grass stalks and beads. Participants were asked to build something to show how they experience respect in relation to a person older than 60 years. Prompting questions were then asked, after which the participants had the opportunity to describe verbally what they had built. Data were analyzed by means of sequential and visual analyses. Data were originally analyzed using within-case displays where each case was analyzed individually; next, cross-case displays were done and linked to the visual presentations to plot on the four presented types of motivation. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability. The research was approved by the ethical committee of North-West University. The researcher applied ethical guidelines as prescribed by the Health Professions Council of South Africa during and after the research was conducted. Findings revealed that adults and young adults were moved to respect older people by four different types of motivation, presented as typologies. The types include extrinsic/conditional motivation, extrinsic/unconditional motivation, self-motivated/conditional motivation and self-motivated/unconditional motivation. These findings may be used to develop programmes to promote sustainable intergenerational relationships. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

From a positive psychology perspective, the last few decades have seen continuous growth in research emphasising well-being in school communities. Schools should be viewed as spaces that enable life success, as opposed to mere learning environments aimed at academic success. Well-being is often associated with relational well-being and building, enhancing and maintaining positive relationships at schools. Along with academic performance, relational well-being is vital to learners‟ current and future development. Such social well-being may, in turn, affect psychological well-being positively, as these two influence each other greatly. In this context, positive educator-learner relationships must be based on mutual respect, as it may provide a vast array of benefits to secondary learners‟ well-being and academic performance. Moreover, positive interpersonal connections between educators and learners based on mutual respect are valuable tools for managing effective discipline in classrooms, which means that educators also benefit from protecting and promoting good relationships with their learners. Positive educator-learner relationships are highly relevant for secondary school learners living in high-risk communities, where support and resources for enhancing and developing their psychosocial well-being are limited. For such leaners school is often the only safe and supportive environment they have. It is therefore imperative to bring the personal into the educational environment by building, enhancing and maintaining respectful educator-learner relationships based on mutual respect. However, educator-learner relationships have specifically been neglected in regard to learners‟ perceptions of respect as experienced from and given to educators. Due to the identified gap in the literature, the main aim of this study was to qualitatively explore and describe, through qualitative, phenomenological research design, learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high-risk environment in the South African context. The participants for this study were fifteen secondary school Grade 12 learners. The data were gathered in two phases, namely written assignments, and, the World Café technique was applied. Thematic analysis was used to identify relevant themes. The findings revealed three main themes, and each theme includes several subthemes. Firstly, respect is well-intended behaviour, with the subthemes being listening and paying attention; good communication; obeying educators and school rules; good manners such as being helpful, polite and kind, and greeting others; saying thank you and please; academic responsibility; and receiving support and praise from educators. Secondly, respect is positive relationships, with the subthemes being building a relationship; parent-child relationship; as well as trust and confidentiality. Thirdly, respect is consistent, fair and mutual, with the subthemes being respect as a two-way street; respect as something to be earned; respect as something that is consistent over time; and respect that means treating everyone equally, fairly and with acceptance. It can be summarised that all participants‟ responses illustrated a collective yet subjective learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high risk community in South Africa. For further research it was recommended to gain better understanding how learners in secondary school communities perceive respect in educator-learner relationships in regard to various cultures. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

From a positive psychology perspective, the last few decades have seen continuous growth in research emphasising well-being in school communities. Schools should be viewed as spaces that enable life success, as opposed to mere learning environments aimed at academic success. Well-being is often associated with relational well-being and building, enhancing and maintaining positive relationships at schools. Along with academic performance, relational well-being is vital to learners‟ current and future development. Such social well-being may, in turn, affect psychological well-being positively, as these two influence each other greatly. In this context, positive educator-learner relationships must be based on mutual respect, as it may provide a vast array of benefits to secondary learners‟ well-being and academic performance. Moreover, positive interpersonal connections between educators and learners based on mutual respect are valuable tools for managing effective discipline in classrooms, which means that educators also benefit from protecting and promoting good relationships with their learners. Positive educator-learner relationships are highly relevant for secondary school learners living in high-risk communities, where support and resources for enhancing and developing their psychosocial well-being are limited. For such leaners school is often the only safe and supportive environment they have. It is therefore imperative to bring the personal into the educational environment by building, enhancing and maintaining respectful educator-learner relationships based on mutual respect. However, educator-learner relationships have specifically been neglected in regard to learners‟ perceptions of respect as experienced from and given to educators. Due to the identified gap in the literature, the main aim of this study was to qualitatively explore and describe, through qualitative, phenomenological research design, learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high-risk environment in the South African context. The participants for this study were fifteen secondary school Grade 12 learners. The data were gathered in two phases, namely written assignments, and, the World Café technique was applied. Thematic analysis was used to identify relevant themes. The findings revealed three main themes, and each theme includes several subthemes. Firstly, respect is well-intended behaviour, with the subthemes being listening and paying attention; good communication; obeying educators and school rules; good manners such as being helpful, polite and kind, and greeting others; saying thank you and please; academic responsibility; and receiving support and praise from educators. Secondly, respect is positive relationships, with the subthemes being building a relationship; parent-child relationship; as well as trust and confidentiality. Thirdly, respect is consistent, fair and mutual, with the subthemes being respect as a two-way street; respect as something to be earned; respect as something that is consistent over time; and respect that means treating everyone equally, fairly and with acceptance. It can be summarised that all participants‟ responses illustrated a collective yet subjective learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high risk community in South Africa. For further research it was recommended to gain better understanding how learners in secondary school communities perceive respect in educator-learner relationships in regard to various cultures. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The interview is considered to be a critical technique in the therapeutic process. The effective (and by implication, the ineffective) use thereof determines to a great extent the outcome of the therapeutic process. Training in therapeutic interviewing forms an integral part of the training of counsellors and therapists. This study was prompted by BEd (Specialisation in Guidance and Counselling) students' need for a structured and systematic approach to training in therapeutic interviewing skills. A literature study of the phenomenon therapeutic interviewing revealed firstly that the skills needed for effective therapeutic interviewing can be identified and operationally defined and secondly that these skills can be systematically trained. Having a repertoire of interviewing skills is however not a guarantee that therapy or counselling will have a positive outcome. The therapist must be able to create a therapeutic relationship with the client and in this regard the therapist's personality and attitudes, including empathy, warmth, respect, genuineness and unconditional positive regard for the client, are of major importance in helping to create an atmosphere wherein the client can feel free to discuss his problems and innermost feelings and thoughts. In the design of a model to train therapeutic interviewing, consideration must be given to both content and procedure. Not only were interviewing skills addressed in this model, but also skills to communicate empathy, warmth, respect, genuineness and unconditional positive regard. For the purposes of this study, the therapeutic interview was divided into six stages. Skills used in each stage were identified, defined and discussed. A pilot study was conducted to evaluate the effectiveness of the training model. Subjects were trained in accordance with the proposed training procedure. In order to evaluate the subjects' progress and thus also the effectiveness of the training procedure, each subject's pre- and post-training interviews were compared. An evaluation scale was designed for this purpose. The results of the pilot study indicated an improvement in the subjects' interviewing skills. It is hoped that this study will pave the way for innovation in the training of counsellors and therapists in therapeutic interviewing. / Die onderhoud word as 'n kritieke tegniek in die terapeutiese proses beskou. Die effektiewe (en by implikasie, die oneffektiewe) gebruik daarvan bepaal tot 'n groot mate die uitkoms van die terapeutiese proses. Opleiding in terapeutiese onderhoudvoering vorm 'n integrale deel van die opleiding van terapeute en voorligters. BEd (Spesialisering in Skoolvoorligting)studente het 'n bepaalde behoefte aan 'n gestruktureerde en sistematiese benadering tot die opleiding van terapeutiese onderhoudvoeringsvaardighede uitgespreek. 'n Literatuurstudie oor die fenomeen terapeutiese ondemoud het eerstens aan die lig gebring dat vaardighede onderliggend aan die terapeutiese onderhoud geidentifiseer en operasioneel gedefinieer kan word en tweedens dat hierdie vaardighede sistematies aangeleer kan word. 'n Repertoire van onderhoudvoeringsvaardighede is egter nie 'n waarborg dat terapie 'n positiewe uitkoms sal he nie. Die terapeut moet 'n terapeutiese verhouding met die klient kan stig en in hierdie opsig is die terapeut se persoonlikheid en sy houding van empatie, warmte, respek, egtheid en onvoorwaardelike agting van kritieke belang in die skep van 'n atmosfeer, waarbinne die klient vry kan voel om sy probleme, diepste gevoelens en gedagtes te kan bespreek. In die ontwerp van 'n model vir opleiding in terapeutiese onderhoudvoeringsvaardighede moet aandag aan beide inhoud en opleidingsprosedure geskenk word. In hierdie model word nie net die vaardighede vir terapeutiese onderhoudvoering aangespreek nie, maar ook vaardighede om empatie, warmte, respek, egtheid en onvoorwaardelike positiewe agting aan die klient te kommunikeer. Vir die doeleindes van hierdie studie is die terapeutiese onderhoud in ses fases verdeel. Vaardighede wat in elke fase gebruik word, is gerdentifiseer, gedefinieer en bespreek. 'n Loodsondersoek is ondemeem om die effektiwiteit van die opleidingsmodel te evalueer. Proefpersone is aan die hand van die voorgestelde opleidingsprosedure opgelei. Ten einde die proefpersone se vordering en so ook die effektiwitieit van die model te evalueer, is elke proefpersoon se voor- en naopleiding onderhoude vergelyk. 'n Evalueringsskaal is vir hierdie doel ontwerp. Die resultate van die loodsondersoek het getoon dat die proefpersone se onderhoudvoeringsvaardighede verbeter het. Die hoop word uitgespreek dat hierdie studie die weg sal baan vir vernuwing in die opleiding van voorligters en terapeute in terapeutiese onderhoudvoering. / Psychology of Education / D. Ed. (Psychology of Education)

The interview is considered to be a critical technique in the therapeutic process. The effective (and by implication, the ineffective) use thereof determines to a great extent the outcome of the therapeutic process. Training in therapeutic interviewing forms an integral part of the training of counsellors and therapists. This study was prompted by BEd (Specialisation in Guidance and Counselling) students' need for a structured and systematic approach to training in therapeutic interviewing skills. A literature study of the phenomenon therapeutic interviewing revealed firstly that the skills needed for effective therapeutic interviewing can be identified and operationally defined and secondly that these skills can be systematically trained. Having a repertoire of interviewing skills is however not a guarantee that therapy or counselling will have a positive outcome. The therapist must be able to create a therapeutic relationship with the client and in this regard the therapist's personality and attitudes, including empathy, warmth, respect, genuineness and unconditional positive regard for the client, are of major importance in helping to create an atmosphere wherein the client can feel free to discuss his problems and innermost feelings and thoughts. In the design of a model to train therapeutic interviewing, consideration must be given to both content and procedure. Not only were interviewing skills addressed in this model, but also skills to communicate empathy, warmth, respect, genuineness and unconditional positive regard. For the purposes of this study, the therapeutic interview was divided into six stages. Skills used in each stage were identified, defined and discussed. A pilot study was conducted to evaluate the effectiveness of the training model. Subjects were trained in accordance with the proposed training procedure. In order to evaluate the subjects' progress and thus also the effectiveness of the training procedure, each subject's pre- and post-training interviews were compared. An evaluation scale was designed for this purpose. The results of the pilot study indicated an improvement in the subjects' interviewing skills. It is hoped that this study will pave the way for innovation in the training of counsellors and therapists in therapeutic interviewing. / Die onderhoud word as 'n kritieke tegniek in die terapeutiese proses beskou. Die effektiewe (en by implikasie, die oneffektiewe) gebruik daarvan bepaal tot 'n groot mate die uitkoms van die terapeutiese proses. Opleiding in terapeutiese onderhoudvoering vorm 'n integrale deel van die opleiding van terapeute en voorligters. BEd (Spesialisering in Skoolvoorligting)studente het 'n bepaalde behoefte aan 'n gestruktureerde en sistematiese benadering tot die opleiding van terapeutiese onderhoudvoeringsvaardighede uitgespreek. 'n Literatuurstudie oor die fenomeen terapeutiese ondemoud het eerstens aan die lig gebring dat vaardighede onderliggend aan die terapeutiese onderhoud geidentifiseer en operasioneel gedefinieer kan word en tweedens dat hierdie vaardighede sistematies aangeleer kan word. 'n Repertoire van onderhoudvoeringsvaardighede is egter nie 'n waarborg dat terapie 'n positiewe uitkoms sal he nie. Die terapeut moet 'n terapeutiese verhouding met die klient kan stig en in hierdie opsig is die terapeut se persoonlikheid en sy houding van empatie, warmte, respek, egtheid en onvoorwaardelike agting van kritieke belang in die skep van 'n atmosfeer, waarbinne die klient vry kan voel om sy probleme, diepste gevoelens en gedagtes te kan bespreek. In die ontwerp van 'n model vir opleiding in terapeutiese onderhoudvoeringsvaardighede moet aandag aan beide inhoud en opleidingsprosedure geskenk word. In hierdie model word nie net die vaardighede vir terapeutiese onderhoudvoering aangespreek nie, maar ook vaardighede om empatie, warmte, respek, egtheid en onvoorwaardelike positiewe agting aan die klient te kommunikeer. Vir die doeleindes van hierdie studie is die terapeutiese onderhoud in ses fases verdeel. Vaardighede wat in elke fase gebruik word, is gerdentifiseer, gedefinieer en bespreek. 'n Loodsondersoek is ondemeem om die effektiwiteit van die opleidingsmodel te evalueer. Proefpersone is aan die hand van die voorgestelde opleidingsprosedure opgelei. Ten einde die proefpersone se vordering en so ook die effektiwitieit van die model te evalueer, is elke proefpersoon se voor- en naopleiding onderhoude vergelyk. 'n Evalueringsskaal is vir hierdie doel ontwerp. Die resultate van die loodsondersoek het getoon dat die proefpersone se onderhoudvoeringsvaardighede verbeter het. Die hoop word uitgespreek dat hierdie studie die weg sal baan vir vernuwing in die opleiding van voorligters en terapeute in terapeutiese onderhoudvoering. / Psychology of Education / D. Ed. (Psychology of Education)