This thesis takes the form of an in-depth case study within which the play therapy process of an aggressive 5-year-old boy was explored. The aim of the research was to examine the abundant expressions of aggression that were present within his therapy, and in so doing reflect their rich communicative content and their relevance and purpose in the development of his Self. Object relations theory formed the lens and theoretical context for this research with Winnicott’s contributions and Parens' model of aggression being considered in particular. A detailed data resource of the therapy process was compiled and transposed into narrative form. These narratives were reviewed with a reading guide as a means to facilitate a hermeneutic exploration of the data. The emergent themes were considered against the case data and the current theory, which allowed for their further analysis and development. From this the value of using Parens’ model was considered and deemed useful although limited in its contribution. The analysis and the themes which emerged conveyed how within this case the child’s aggression presented as: a significant feature of his ambivalence towards relationships; a powerful and pervasive protective fantasy of omnipotence; inherently linked to his sense of self and self expression; and as actively involved in his True Self’s hope-filled attempts for an alternative experience. This thesis provides a descriptive account of a challenging case, offering insights into the value and meaningful content of aggressive behaviours, with the intention being to reflect that which is often not easily appreciated or readily observable within such a therapy process, a trace of hope.

M.Ed. / Next to the school the parental home plays a dynamic role in the formation of the learners' self-esteem. The learner with mental-disabilities very often has a long history of disappointments and failures. In the teaching process teacher use words such as "stupid", "unwilling", "silly" and "lazy" when they refer to learners with mental-disabilities. The actions of teachers are very often characterized by impatience and fury. Even in special schools such remarks as "he's too lazy to think", "she does not want to use her intellect" and "you can forget about it because you'll never get it right". Against this background the aim of this study was to investigate the self-esteem of the learner with slight to moderate mental-disability in the special school. At the same time investigation of learners in the mainstream school with no mental disabilities was made. The quasi-experimental research method was used to collect data. This approach made it possible for the researcher to examine the comparisons between the various groups and also to identify possible similarities and differences. A structure questionnaire, in Afrikaans and English, was used to examine the self-esteem on eight different scales. These self-esteem scale includes the physical self-esteem, the experience of frustration, the relationship with the family and extended family, the social relationship of religion, self confidence and the academic self-esteem. The questionnaire was given to 924 learners of which 419 learners were mentally disabled and in special schools, while the other 505 learners had no disability and were from the mainstream schools. The analysis and interpretation of the data yielded the following results: Teachers that are involved with the education of the grade 10-learners with mental disabilities have to pay more attention to minimize the increase of frustration experiences that these learners are experiencing.

D.Ed. / Societal structures are undergoing drastic changes at present. In the modern technological community, increasing pressure is placed on the child to achieve, particularly in the scholastic field. The urgent need for higher scholastic achievement makes greater demands on both the educator (parent and teacher) and the child. A positive self-concept can provide the motivation which could lead to higher scholastic achievement, but the way in which the child plans and uses his time, and works towards future success, may be of the utmost importance for high average scholastic achievement. Against this background, the aim of this research was to investigate selfconcept and time-concept within an educational context. The study probed the issue of whether there is a difference between the self -concept and time-concept of pupils with a high average scholastic achievement and those of pupils with a low average. Further, the possible relationship between the self-concept and the time-concept of these pupils was investigated. To achieve this goal, the research was based on seven sub-goals. The first three of these goals were realised by investigating a theoretical framework regarding the self-concept and time-concept of pupils within an educational context, and also by educationally founding self-concept, time-concept and scholastic achievement. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. Standard six, eight and ten pupils who were enrolled at an Afrikaans-medium and an English-medium high school in the Roodepoort area falling under the ex-Transvaal Education Department, as well as such pupils at an English-medium high school in the Johannesburg area, falling under the ex-Department of Education and Training, were involved in the investigation. A structured questionnaire in Afrikaans and English was developed on the basis of the above-mentioned self-concept and time-concept by adapting and refining already existing instruments. In accordance with the fourth sub-goal, this questionnaire, consisting of two instruments, was used to investigate the pupils' self-concept (instrument one) and timeconcept (instrument two). The approach followed for analysing and interpreting the data entails six steps. The data on self-concept and time-concept were analysed separately in steps 1, 4 and 5. In step 1 the validity and reliability of the measuring instruments were investigated. First order factor analytical procedures and item analyses were applied respectively in this regard. In each case only one variable (scale), namely self-concept and time-concept, was identified in this way. In step 2 the calculation of the correlation between the average percentage of the previous examination (biographical information) and the calculated average percentage (from information in Annexure C) was done on the basis of the data obtained from the Afrikaans-medium high school. This calculation was aimed at using the data from the questionnaire (obtained from the one English-medium high school that failed to provide the information required in Annexure C) for further statistical analyses. Step 3 entailed the determination of the cut-off points for pupils with a high average and those with a low average in scholastic achievement. Two groups of pupils were thus identified, namely the group of pupils with a high average scholastic achievement and the groups of pupils with a low average. The variables (number of factors) of self-concept and time-concept that could be used in the further analyses of the data, were identified by means of a prime factor analysis (PFA1), together with a Doblimin rotation method identified in step 4. The variables of self-concept and time-concept were subsequently used to conduct multi-variable and single variable analyses according to step 5 on the data of the pupils. These analyses were aimed at establishing whether there was a difference between the self-concept and the time-concept of the pupils with a high average and those of the pupils with a low average in scholastic achievement. The Hotelling T 2 test and MANOVA were used to test multi-variable hypotheses. The Student's t-test, ANOVA and the Scheffe test were used to test the single variable hypotheses. In step 6 of the analyses a canonical correlation analysis was performed on the data to establish whether there were statistically significant relationships between the self-concept and the time-concept of the pupils with a high average scholastic achievement. The same procedure was followed to determine whether there were statistically significant relationships between the self-concept and the time-concept of the pupils with a low average scholastic achievement. The findings obtained from all these analyses are stated briefly: There is, in fact, a difference between the self-concept and time-concept of pupils with a high average scholastic achievement and those with a low average. With regard to self-concept, the pupils with a high average have a more positive academic self, a better relationship with family and relatives, a more supportive religious orientation and a better attitude towards values than the pupils with a low average in scholastic achievement. With regard to time-concept, the pupils with a high average are more future-oriented, more conscientious in their time management, experience less anxiety about the future and are less focused on the present than the pupils with a low average in scholastic achievement. With regard to the relationships between the self-concept and the timeconcept of the pupils, the findings include the following: * Pupils with a high average scholastic achievement - there is a relationship between academic self, relationship with family and - relatives, social relations, religious orientation, physical self, negative experience of frustration, attitude towards values and future orientation, conscientious time management, negative in anxiety about the future, independent utilisation of time and contentment with the present and the past. Pupils with a low average scholastic achievement - there is a relationship between academic self, relationship with family and relatives, social relations, religious orientation, physical self, attitude towards values and future orientation, conscientious time management, time-consciousness, focus on the present, independent utilisation of time and contentment with the present and the past. On the whole, it would therefore appear that two variables of the timeconcept, namely anxiety about the future and focus on the present, can give rise to an inability to achieve a high scholastic average. It could therefore be in the interest of the child that the educators (parents and teachers) should make every effort to foster a positive selfconcept and a future-oriented time-concept in the child. The emphasis should be placed on planning and working towards a future goal. In addition, it should also be stressed that the enjoyment of the moment should be exchanged for future success.

M.Ed. (Educational Psychology) / A youth's career choice is without doubt one of the most important decisions of his life because according to expectations, he will spend almost half of his life exercising his chosen vocation. In order to make a decision concerning a vocation. a youth requires knowledge. knowledge of his specific interests. aptitudes. personality and intelligence. A youth should discover his own identity - he should find out who he is and in what he believes. This self-knowledge is a prerequisite for career choice. Inadequate self-knowledge may lead to an erroneous career choice and that in turn may lead to work dissatisfaction and a negative attitude towards labour. In the process of career guidance, use is principally made of psychometric testing in order to help the youth gain self knowledge. The importance of psychometric testing cannot be underestimated and it is generally accepted that career guidance cannot take place without it. No research appears to have been done which determines the youth's self-knowledge without the use of tests. It is thus necessary to determine what the youth's intuitive perception of his self-knowledge is. and then to compare this to the test results. In chapter two the process of career guidance. as well as the importance of decision making. and the role the parents and school play in the youth's career choice, is explored. Chapter three explores the concept of self-knowledge and four facets of self-knowledge are discussed: interests. aptitudes. personality and intelligence. In chapter four the research design is discussed. Standard ten pupils' self-knowledge is obtained without the use of psychometric tests. and these findings are compared with the test results. The parents' opinions are also taken into account by comparing their estimation of their child's self-knowledge with the child's own estimation.

M.Ed. (Educational Psychology) / The child finds himself in an educational situation. Numerous factors can lead to a problematic educational situation. The child then does not meet with specific moral-normative, affective and cognitive norms that are expected of him. The child becomes noticeable as a result of his behaviour, and both child and educator require specialized help in order to normalise the educational situation, the educational dynamic and the selfactualization of the problematic educational situation. Above mentioned implies orthopedagogical intervention. The research in question is aimed at the child experiencing a disharmonious educational situation as a result of a learning disability and negative self-concept. The focus of the study is an effort to apply pedotherapeutic and orthodidactical assistance in the form of story-telling in order to address both the learning deficiencies and the affective problems of the learning disabled (Group B) pupil younger that 9 years. The following issues regarding self-esteem building in learning disabled children are considered: repeated failures, labelling and expectations. The pedotherapeutic situation must be seen as an educational situation (Dumont, 1969: 54) and thus one must not lose sight of the educational essence during therapy. The aim of the pedotherapeutic intervention is to support the child to the changing of unfavourable meanings and restoring of the disharmonic educational dynamics. The aim of the orthodidactical intervent~on is to support the child in the process of overcoming his learning disabilities. Since the beginning of time, language has been used as a communication medium. People communicate their thoughts and their desires and expose their deepest feelings through the medium of language. Language can thus be seen as an expressive and projective means. It is often by means of language that therapy can take place. In therapy children often find it threatening to express their feelings and problems verbally.

This study attempted to evaluate the effects of the group treatment component of the Santa Clara County Child Sexual Abuse Treatment Program on the self-concepts of child and adolescent victims of intrafamilial sexual abuse. The Piers-Harris self-concept inventory was used to measure self-concept. The four groups of participants included 42 girls, (a) 10 who had been abused but had not received treatment, (b) 9 who had received 15 weeks of treatment, (c) 9 who had received 1-2 years of treatment, and (d) 14 in a non-abused comparison group. Results indicated that there was a significant difference between the abused, non-treated group and the comparison group in self-concept, but that there were no reliable differences between the treated and the non-treated abused groups. Problems in determining the actual nature of the treatment delivered, the possibility of pre-existing differences between the groups, and small sample sizes make the interpretation of these results difficult, but there is at least some indication that the Santa Clara program does not substantially influence self-concept as represented by the Piers-Harris.

This study undertook to determine of teaching interpersonal skills to adolescents who were already manifesting dysfunctional behavior would increase their self-concepts and decrease their personal problems. Of further interest to this study was whether or not once trained, the experience of utilizing these skills in a structured setting would further increase their self concepts and decrease their personal problems. Fifteen adolescent males who were residing in a residential center for children in need of supervision were randomly assigned to one of three experimental groups. The Piers-Harris Children's Self Concept Scale and the Mooney Problem Checklists - Junior High Form, were administered to all three groups prior to involving two of the groups in an interpersonal skills training program, after the interpersonal skills training program, and after the field experience. A peer facilitation program, Caring and sharing: Becoming a peer facilitator (Myrick & Erney, 1978) was utilized to teach subjects interpersonal skills twice a week for four weeks. At the conclusion of the interpersonal skills training program, half of the participants in the training group planned and presented affective activities in a fourth grade classroom and facilitated small group discussions twice a week for two weeks. No significant results were found on the Piers-Harris Children's Self-Concept Scale for either the interpersonal skills training only group or the interpersonal skills training plus field experience group. However, subjects who participated in the interpersonal skills training group plus the field experience utilizing these skills reported significantly less personal problems on the Hone and Family Scale and the Boy and Girl Relations Scale of the Mooney Problems Checklist - Junior High Form then did the interpersonal skills training only group and the control group (p< .05). Thus, it appears from this study that interpersonal skills training alone does not have an effect on the self concept or personal problems of troubled adolescent males nor does the opportunity to utilize these skills in a field experience influence their self concepts. However, it does appear that training troubled adolescent males in interpersonal skills and giving them the opportunity to utilize these skills in a field experience does have some impact on their perception of their personal problems.

Designed as a qualitative investigation, this study focused on the coparticipatory interactive processes of identity construction for preservice teachers and novice students in a university child development school classroom. The theoretical perspective of the study is grounded in interactionist and social constructivist theories on the genesis of the self and in socialization theory (Baldwin, 1906; Cooley, 1902; Corsaro & Rizzo, 1988; Engestrém, 1987; Lave & Wenger, 1991; Mead, 1934; Nias, 1986; Vygotsky, 1978). Following an ethnograghic framework, data were collected in two phases. Specific data sources included participant observation, formal and informal interviews, audio and video taping of classroom interactions, and written documents (e.g., activity plans). Inductive qualitative analysis procedures were used to develop a categorical analysis of the data and to identify major themes (eg., Spradley, 1980). Four major themes were constructed from the analysis of the Phase I data: (1) Changes in interaction patterns occur as the preservice teachers assume more responsibility in the teacher role. (2) Preservice teachers’ primary focus is on self as a student, but as responsibility increases feelings about self as teacher begin to be constructed. (3) In this setting, three year-old children view school as play and themselves in the student role as "kids" who play. (4) Interactions through play enable children to experiment with the role of self and other. Four refined themes were generated in the Phase II analysis. (1) Three year-old children use physical characteristics in order to construct and classify aspects of self and other. (2) The assumption of responsibility in the teacher "position" is part of being willing to take a risk to make decisions. (3) Preservice teachers make a distinction between becoming "the" teacher and becoming "a" teacher. (4) Within the coparticipatory processes of living together in this three year-old classroom the boundaries between student and teacher often blurred in the doing. Narrative case studies are presented to illustrate the processes of constructing identity. Results are discussed in terms of the concept of bidirectional learning within Vygotsky’s (1978) zone of proximal development and the tensions of the double bind (Engestrém, 1978). The findings indicate that when teachers and students coparticipate in communication and activity to successfully resolve the tensions of the double bind, learning is bidirectional and the line between teacher and student blurs in the doing. Within these coparticipatory structures individuals open spaces to become democratic communities of learners who are constructing meaning about self and other. / Ph. D.

The current research explored the thesis that cognitive self-recognition might have an executive function in 3- and 4-year-olds. Although it is well established that children recognise themselves in mirrors by the end of infancy, the cognitive and behavioural impact of this capacity has yet to be elucidated. Experiments 1 to 6 showed that preschool children could form and maintain a cognitive link between the self and external stimuli, as a result of which, self-referent stimuli were given mnemonic priority. Experiments 4 to 8 indicated that in tasks involving self-recognition, 3- and 4-year-olds’ ability to process other-referent stimuli was compromised by self-focus. Finally, Experiments 9 and 10 demonstrated that mirror self-recognition increased preschoolers’ tendency to self-regulate, leading them to behave in line with socially accepted standards. Together, these experiments provide novel evidence to confirm that cognitive self-recognition has a role in preschoolers’ performance on tasks requiring memory, attention, inhibition, and planning. This implies that when salient, the self may become the ultimate executer of behaviour. By observing 3- and 4-year-olds’ differential processing of self- and other-referent stimuli we infer the existence of a functionally active, self-reflective agent. Moreover, the role of the self is temporally extended, influencing children’s cognition and behaviour in the past (Experiment 1 to 3), present (Experiments 4 to 8) and future (Experiments 9 to 10). This implies that preschool children may have developed the foundations necessary to build the experience of personal identity.

published_or_final_version / Social Work / Master / Master of Social Sciences