This study serves two aims: (1) to evaluate the results of role playing on relevant criteria, and (2) to evaluate these same results from the standpoint of a particular frame of reference, namely that of religious education.

The relationships between gender, gender role attitudes, and participants' anticipation of future life roles (career, marriage, family, and homecare) were examined. Participants consisted of 297 single college students between the ages of 17-29 years (M = 20). Females reported significantly (p< .01) more egalitarian gender role attitudes than males. Significant results were found for the relationship between gender and anticipated life roles (p< .01) as well as between gender role attitudes and anticipated life roles (career role value, r = .14 and marital role value, r = - .18). The study findings suggest a possible gender conflict for females with more egalitarian gender role attitudes and behavior intentions and their male counterparts.

A dissertation submitted to the Faculty of Arts, University of Zululand in partial fulfilment for the degree of MASTER OF ARTS in the Department of Psychology, South Africa, 1984. / The present study has investigated the role of dreams for Zulu indigenous practitioners. This role is two-fold (i) significance of dreams in the personal lives of the Zulu indigeoous practitioners; for example, how dreams function to set the foundation for an individual's fate, how dreams establish a direct relationship between the dreamer and certain supernatural forces and beings that are considered to have an independent existence, and how the individual, in turn, acquires a creative, sacred power, (ii) significance of patients' dreams, in so far as the indigenous practitioners can make analyses of such dreams in order to effect a client's diagnosis; and also the indigenous practitioners' methods of such dreams' analyses. Subjects that were selected for the present study were Zulu indigenous practitioners from Ngoye/Dlangezwa districts who used dreams in their diagnotic and treatment methods. There were three categories of such practitioners, namely, the izangoma izinyanga, and abathandazi. The content of their dreams was analyzed by the technique of content analysis which involved classifying dream elements into three basic categories of natural, supernatural indigenous Zulu, and supernatural Christian religious. The procedure of data collection involved initial visits to each indigenous practitioner in order to establish rapport; and subsequent visits involved the actual collection of data. To achieve the latter, a list of questions that were structured in the form of a questionnaire was used. In addition, a structured dream by a confederate patient was taken to each indigenous practitioner for analysis. Analysis of this dream was judged by three independent judges (Clinical psychologists) in order to ascertain if there was any inter-practitioner consistency regarding the theme of analyses. Major results were that dreams have an important role to play in the personal lives of these indigenous practitioners, and that such dreams are supernaturally orientated, in the sense that they always involved a dreamer's encounter with a supernatural being usually the grandmother or grandfather, or a religious deity. Further, the indigenous practitioners were found to be consistent in their analyses of confederate patient's dream, as judged by three independent raters- The study also indicated that there is an urgent need of research to investigate the role of dreams for indigenous practitioners in depth. For example, it could be hypothesised that patients1 dreams might conceivably be analyzed in terms of individual symbols personally significant to the individual practitioner.

Job stress is a multidimensional phenomenon. The researcher sought to examine variables that cause vocational teachers to experience stress in their teaching occupations and to evaluate the effects of these related stressors. This research evaluated the relationships between school systems and vocational teacher stress, teacher internal characteristics and vocational teacher stress, and students and vocational teacher stress. It also analyzed vocational teacher stress using a proposed causal model that was developed using the literature on teacher stress as a conceptual framework. The model attempted to examine the linkages that exist among vocational teacher stress, school systems, teacher internal characteristics, and students. Role ambiguity, role conflict, school stress, task stress, supervisory support, nonparticipation, peer support, role overload, and management style were the areas identified in the literature that could be used as indicators of the school systems category. Role preparedness, job satisfaction, life satisfaction, illness symptoms, locus of control, and self esteem were the concepts identified in the literature that could be used as the variables associated with teacher internal characteristics. Class size, student learning, and student behavior were the three areas identified in the literature as student related variables. This study measured vocational teacher stress using the Tennessee Stress Scale-R. It measured the identified stressors using four other instruments: 1) Teacher Stress Measure; 2) Personal Behavior Inventory; 3) Self Esteem Scale; and 4) Classroom Environment Scale. In addition to these measures, demographic information was collected from the respondents. The study was limited to two separate samples of vocational teachers employed in Virginia. The first sample consisted of vocational teachers teaching in five targeted school systems. The second sample of vocational teachers used in this study were randomly selected from state supplied lists. An overall response rate of 65 percent was obtained. Multiple regression and LISREL were used to evaluate the effects of the identified stressors on vocational teacher stress. The three regression models were found to be significant at the .05 level. The LISREL model was found to be successful in explaining approximately 72 percent of the variance in the stress experienced by vocational teachers. Two-sample t-tests were used to compare the two samples of teachers represented in the study. Non-respondent follow-up analyses also were conducted. No significant differences were found. / Ph. D.

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published_or_final_version / abstract / English / Master / Master of Philosophy

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