The study was designed to explore and describe the relationship between young adults' sense of meaning and purpose in life and the experience of depression. The relationship between the existential constructs of meaning and purpose in life, assessed using Reker's (1992) Life Attitude Profile - Revised (LAP-R) instrument, and depression, assessed using Beck's Depression Inventory (BDI), was explored in young adults.

Text in Afrikaans / Die doel van hierdie studie was om die aard van betekenisgewing in die identiteitsvestiging van adolessente met probleme, veral ten opsigte van die realiteit en by die aanleer van sekere lewensvaardighede, te ondersoek. Die ondersoek bestaan uit 'n literatuurstudie sowel as 'n eie empiriese ondersoek. Die betekenisgewingsfenomeen is vanuit 'n empiries-pedagogiese perspektief ondersoek, veral met die implikasies daarvan vir identiteitsvestiging. Die adolessent met probleme is geneig om op 'n onrealistiese wyse betekenisse aan sy verskillende relasies toe te ken. In kort bestaan die probleem daarin dat die adolessent met probleme nie oor die vermoe beskik om die eie 'self' objektief waar te neem nie. Die adolessent se gebrekkige insig en begrip van die realiteit lei dikwels tot irrasionele of onlogiese betekenisgewing. Irrasionele denkwyses veroorsaak by sommige adolessente gevoelens soos angs, vrees, emosionele opwelling, selfverwyt, minderwaardigheid en rigiditeit. Hierdie emosionele probleme manifesteer in 'n identiteitskrisis en word sigbaar in die adolessent se gedrag. Adolessente wat irrasionele betekenisse toeken en nie tot realistiese identiteitsvestiging kom nie, leef dikwels hulle probleme uit deur te steel, seksueel losbandige lewens te lei, dwelmmiddels te gebruik en selfs van die huis weg te loop. In die literatuurstudie is verder ook aandag gegee aan die volgende: • Terapievorme wat van toepassing is in die hulpverlening aan adolessente wat irrasionele betekenisse toeken, • Hulpverlening in groepsverband en • Kommunikasie in groephulpverleningsgebeure. Die empiriese ondersoek is 'n idiografiese ondersoek wat aan die hand van 'n model, volgens Dryden, wat gestruktureer en aangepas is, uitgevoer is. Die model is gebaseer op rasionele-emotiewe-terapie (RET) soos voorgestaan deur Ellis. Vyf adolessente is in die ondersoek betrek. Aan een adolessent is op individuele basis hulp verleen terwyl die ander vier adolessente groepshulpverlening ontvang het. Dit blyk uit die idiografiese ondersoek dat die model en werkswyse wat toegepas is, wel 'n bydrae kan lewer tot die wysiging van onrealistiese betekenisgewing by adolessente met probleme. Deur die hulpverlening verwerf die adolessent 'n lewensvaardigheid waardeur oorgegaan word tot realistiese betekenisgewing en -identiteitsvestiging. Uit die bevindinge van die ondersoek word enkele aanbevelings met betrekking tot verdere navorsing en praktykvoering gemaak. / The aim of the study was to investigate the nature of meaning attribution by which adolescents with problems establish their identity. The following aspects were focussed on: the reality and acquiring certain life-skills. The investigation comprises a literature study as well as an empirical investigation. An empirical-pedagogic perspective was used to examine the phenomenon of significance attribution and the implications thereof in establishing identity. The adolescent with problems tends to attribute unrealistic meaning to his various relationships. Briefly the problems exist because of the lack of ability to perceive the 'self' objectively. This inadequate perception of the adolescent with problems, causes him to attribute irrational or illogical meaning. The tendency of some adolescents, to attribute irrational meaning, causes feelings of anxiety, fear, emotional ebullition, self-blame, inferiority and rigidity. These emotional problems are manifested in an identity crisis and show in the actions of the adolescent. The adolescents, who attribute unrealistic meaning and who do not arrive at realistic self-definition, often act out their problems by stealing, living promiscuous lives, abusing drugs and absconding from home. In the study of literature the following aspects were also focussed on: • Types of therapy applicable in rendering assistance to the adolescent who attributes unrealistic meaning. • Group therapy. • Communication in group therapy events. The empirical research comprises an idiographic investigation, structured on an adapted form of Dryden's model. The model is based on rational-emotive therapy, (RET) as advocated by Ellis. five adolescents were used in this investigation. Individual therapy was given to one adolescent while the other four adolescents received group therapy. From the idiographic investigation it has become evident that the model and the procedure followed, can make a contribution to the adolescent with problems, in changing his tendency to attribute unrealistic meaning to his relationships. He can make successful use of the model as an acquired life-skill to attribute significant meaning in his efforts to arrive at a realistic self-definition. He is thus able to actualise his defined self. Based on the findings of this investigation certain recommendations, concerning further research, as well as counselling in practice, were proposed. / Psychology of Education / D. Ed. (Empiriese Opvoedkunde)

Summaries in English and Afrikaans / Text in Afrikaans / Die doel van hierdie studie was soos volg: Om te bepaal of daar 'n verband bestaan tussen selfkonsepontwikkeling en suksesbelewing by die kinderhuiskind; (ii) Om te bepaal of daar 'n verskil is tussen die selfkonsep van die kinderhuiskind en die selfkonsep van die kind wat by sy ouers woon. Die ontwikkelingsvlak van die adolessent is in terme van die ontwikkelingskrisisse volgens Erikson bespreek. Die liggaamlike, fisiologiese en sosiale ontwikkeling het aandag geniet. Die morele ontwikkeling van die adolessent volgens Kohlberg asook die kognitiewe ontwikkeling volgens Piaget, is bespreek. Enkele begrippe, faktore wat die selfkonsep beinvloed en die ontwikkeling van die selfkonsep van die kinderhuiskind, is bespreek. Veertien leerders van Abraham Kriel Kinderhuis in Langlaagte, Johannesburg en veertien leerders van Hoerskool Vorentoe in Johannesburg het ingewillig om deel van die proefgroep te vorm. Hieruit is een kinderhuiskind geselekteer, op wie 'n diepte-ondersoek uitgevoer is. Ten slotte is daar tot die gevolgtrekking gekom dat daar wei 'n verband bestaan tussen selfkonsepontwikkeling en die belewing van sukses. Daar is ook bevind dat die kinderhuisgroep 'n laer algemene selfkonsep as die ouerhuisgroep het. / The objectives of the study were as follows: (i) To establish whether there is a relationship between self concept development and experiencing of success of a foster home child; (ii) To establish whether there are differences between the self concept of a foster home child and a child residing in his parents' home. The level of development of the adolescent was addressed in terms of the developmental crises a~cording to Erikson. The physical, physiological as well as social development were also addressed. The moral development of the adolescent was addressed in terms of Kohlberg, while cognitive development were also addressed in terms of the Piaget's theory of cognitive development. Certain ideas and factors that influence the self concept, as well as the development of the self concept, were addressed. Fourteen learners from the Abraham Kriel Foster Home in Langlaagte, Johannesburg and fourteen learners from Vorentoe High School in Johannesburg declared themselves willing to partake as members of the test group. One learner from the foster home group was selected for a in-depth study. In conclusion it was found that there is a relationship between self concept development and the experience of success. It was furthermore found that the foster home group had a lower general self concept compared to the own parents group. / Thesis (M.Ed.)--University of South Africa, 2000

Thesis (MEdPsych)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The adolescent's efforts to discover and create an identity are the most important task of this period of life. Identity formation can be regarded as a central developmental task during adolescence. For Erikson (1968) adolescence is marked by the need to resolve the crises of identity vs role confusion. The child cannot be seen in isolation from his system, especially the family in which he/she functions. The adolescent's identity and how he/she respond to the teenage years and development to adulthood is influenced by what happens in the family. The aim of the study is to investigate the relationship between the adolescent's perception of family functioning and identity development. The target group was Grade 12 (163) pupils from 3 secondary schools within Circuit 1 in the Bellville region in Cape Town. Two instruments were used, The Extended Objective Measure óf Ego Identity Status (EOM-EIS-2) (Adams,1999; Bennion and Adams,1986) and the Family Functioning in Adolescence Questionnaire (FFAQ) (Langey,1994). The EOMEIS- 2 is a self administered questionnaire. The 64-item instrument is an extension of Marcia's identity status paradigm and assesses psychosocial maturity with regard to oocupational, religious, political, and social dimensions of identity development. The FFAQ is developed to provide an instrument for assessing the psychosocial health of the family during the stage of having adolescent children, as perceived by the adolescent. It examines six dimensions of family functioning: structure, affect, communication, behaviour control, value transmission and external systems. In view of the results reported the most important findings can be summarized as follows: Identity diffusion shows a significant negative correlation with various dimensions of family functioning, including affective interaction in the family, communication, behavior control, the transmission of values, and the role of external systems in family life. This finding partly applies to three of the four subgroups, with the Afrikaans-speaking males the only exception. Among the English-speaking subgroup (males and females) the identity achievement status shows a significant positive correlation with communication and with the transmission of values in the family. Among the Afrikaans-speaking subgroup (males and females) the identity foreclosure status shows a significant positive correlation with communication, behavior control, the transmission of values, and the role of external systems in family life. Various important implications for education were pointed out. / AFRIKAANSE OPSOMMING: Die adolessent se pogings om 'n identiteit te vorm en te ontdek is die belangrikste taak van hierdie lewensfase. Identiteitsontwikkeling kan dus beskou word as 'n sentrale ontwikkelingstaak gedurende adolessensie. Vir Erikson (1968) word adolessensie gekenmerk deur die behoefte om die krisis van identiteit teenoor rolverwarring op te los. Die kind kan nie in isolasie van sy/haar sisteme gesien word nie, veral die gesin waarin hy/sy funksioneer. Die adolessent se identiteit en hoe hy/sy die tienerjare en die ontwikkeling na volwassenheid hanteer, gaan beïnvloed word deur wat gebeur in die gesinskonteks. Die doel van die studie was om die verband tussen adolessente se persepsies van spesifieke dimensies van hul gesinsfunksionering en hul identiteitsvorming te ondersoek. Die ondersoekgroep (N=163) het bestaan uit die graad 12-leerders van drie sekondêre skole binne Kring 1 van die Bellville-streek in Kaapstad. Twee instrumente is gebruik. naamik die Extended Objective Measure of Ego Identity Status-2 (EOM-EIS-2) (Adams, 1999; Bennion & Adams,1986) en die Vraelys vir Gesinsfunksionering gedurende Adolessensie (VGFA) (Langley, 1994). Die EOM-EIS-2 is 'n self-verslag vraelys, wat bestaan uit 64-items wat psigososiale volwassenheid in die ideologiese domein en die interpersoonlike domein van identiteitsontwikkeling meet. Die Vraelys vir Gesinsfunksionering gedurende Adolessensie (VGFA) word in hierdie ondersoek as instrument. gebruik om die psigososiale funksionering van die gesin, volgens die persepsies van die adolessent, te bepaal. Ses dimensies van gesinsfunksionering word afsonderlik, sowel as gesamentlik, ondersoek, naamlik: struktuur, affek, kommunikasie, gedragskontrole, waarde-oordrag en die rol van eksterne sisteme. Van die belangrikste bevindinge wat uit die ondersoek geblyk het, is die volgende: Identiteitsdiffusie toon 'n beduidende negatiewe korrelasie met verskeie dimensies van gesinsfunksionering, insluitend affektiewe interaksie, kommunikasie, gedragsbeheer en die oordrag van waardes in die gesin, asook die rol van eksterne sisteme in die gesinslewe. Hierdie tendens is by drie van die vier subgroepe gevind, uitgesluit die Afrikaanssprekende seuns. - Slegs in die Engelssprekende groep (meisies en seuns) toon die identiteitsverwerwingstatus 'n beduidende positiewe korrelasie met gesinsdimensies soos kommunikasie en die oordrag van waardes. In die Afrikaanssprekende groep (meisies en seuns) toon identiteitsluiting 'n beduidende positiewe korrelasie met gesinskommunikasie, gedragsbeheer, die oordrag van waardes, en die rol van eksterne sisteme. Belangrike opvoedkundige implikasies van die ondersoekbevindinge word aangedui.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied. / ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Competitive swimming is a sport in which "the need to succeed" is stressed and the desire to reach the optimal level of performance--physically, emotionally, and nutritionally is strong. This research sought to investigate whether there were differences in nutrient intakes, percent body fat, and body image between male and female swimmers and their non-athletic counterparts at Muncie Central High School in Muncie, Indiana.The accessible population for this study included those male and female athletes and non-athletes, ages 14 to 18, who attended Muncie Central High School during the 1989-1990 school year.The data indicated that athletes did not differ from non-athletes while males and females did differ significantly in significant differences in height between athletes and non-athletes, primarily due to the differences in the height of female athletes as males appeared to be similar, but female athletes were one-half inch taller, on the average, than female non-athletes. There were no significant differences between the weights of male between athletes and non-athletes,male non-athletes were and female athletes and non-athletes; however, male athletes were 13 lbs. lighter, on the average, than their male counterparts. There was a significant interaction, in percent body fat, significantly fatter than male athletes. There was a tendency for males to have lower scores on the Eating Attitudes Test (EAT) than females, suggesting that males were at lower risks for disorders than females.These data suggest that nutrition education programs should be planned to ensure good diets for all students, athletes, and non-athletes. / Department of Home Economics

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

Probation officers report that motivational processes, such as future-orientation and self-concept, are key factors in program participation and success. This dissertation consists of three studies that explored the role of possible selves, a specific form of future-oriented self-concepts, in promoting successful outcomes for youth who are court-ordered to probation. Using survey and administrative data from the Social Processes in Probation Study (SPPS), the first study explored a hypothesized model of how possible selves characteristics affect adolescent probation outcomes (e.g., probation compliance, recidivism, school engagement). This study found that adolescent possible selves were significantly related to probation outcomes, although not always in the manner expected nor as reported for other adolescent populations. Higher counts of possible selves and their characteristics were consistently associated with poorer outcomes for youth on probation. However, further analyses uncovered a complex network of interactions between the characteristics of possible selves, wherein certain combinations of these characteristics transmitted a mixture of beneficial and risky effects for certain outcomes and under certain conditions. Building upon the knowledge gained in the first study, the second study examined the relationship between possible selves and probation outcomes within the context of parental support and probation tactics. Three potential pathways were tested: (A) direct effects, independent of external factors; (B) meditated effects on the relationship of external factors on outcomes; and (C) moderated effects on the relationship of external factors on outcomes. Findings of this study did not support either a mediated or moderated pathway for any of the probation outcomes. However, the data suggest an interaction trend between probation tactics and possible selves for the outcome of rearrests, suggesting that supportive probation tactics may be of importance to lowering risk of rearrest for youth with limited possible selves. For the outcomes of rearrest and of school problems, possible selves had a significant direct effect, even after controlling for perceived parental support and probation tactics. The final study used a grounded theory approach to examine the process through which possible selves translated into behavioral action for adolescents on probation. The data suggest a process involving four phases of action: initial goal development, creation of identity-driven goals, planned action, and sustained progress. During Phase 1, initial goal development occurs as future-oriented thinking emerges following social interactions about the future. During Phase 2, goals integrate with identities to create motivational synergy, helping youth move toward taking action. During Phase 3, goals translate into planned actions through a specific skill set that involves understanding the pathway and steps needed to achieve the goal. During Phase 4, youth engage in sustained pursuit of progress by accessing resources for support, including help to negotiate short-term versus long-term desires, encouragement that bolstered efficacy beliefs, and accountability that communicated that the youth and their goal mattered. Throughout the process, the presence of role models with whom youth identify were important to the development of goals, plans, and perseverance. Implications for practice and policy with this population are discussed.