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Psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering / Psychotherapeutic skills training for the child with the purpose of improving self-conceptDuif, Ronel 09 1900 (has links)
Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe
selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se
onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik.
Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan
hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die
daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan
die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing
van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding,
ten doel.
Die model is saamgestel vanuit die navorser se praktykervaring en 'n
literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir
selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in
hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei
dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van
vaardigheidsopleiding.
Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van
kinders in die middelkinderjare plaasgevind bet met die toepassing van die
model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van
die model en die riglyne vir die operasionalisering daarvan, daarin dat dit
praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative
self-concept is underlying to several initial reported problems, as well as the
child's inability to actualize in order to reach his full potential. Educational
psychologists identified the necessity for supportive intervention to address this
problem. This has led to the establishing of a model: "Model for
psychotherapeutic skills training for the child with the purpose of improving
self-concept". This model aims to relinquish self-concept shortcomings by
means of psychotherapeutic skills training.
This model has been constructed from the researcher's experience in her practice
as well as a literature study, which led to the compilation of conceptual
frameworks for self-concept and psychotherapeutic skills training. In this study,
self-concept shortcomings have been linked to the lack of skills. This has
resulted in self-concept shortcomings to be addressed by skills training.
The conclusion which has been reached is that there is an improvement in the
self-concept of children in mid-childhood years with the implementation of the
model. According to educational psychologists in private practice, the value of
the model and the guidelines for the implementation thereof, lie in the the fact
that the model has practical applicational worth in the process of rendering
support. / Psychology of Education / D. Ed. (Psychology of Education)
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Psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering / Psychotherapeutic skills training for the child with the purpose of improving self-conceptDuif, Ronel 09 1900 (has links)
Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe
selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se
onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik.
Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan
hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die
daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan
die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing
van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding,
ten doel.
Die model is saamgestel vanuit die navorser se praktykervaring en 'n
literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir
selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in
hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei
dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van
vaardigheidsopleiding.
Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van
kinders in die middelkinderjare plaasgevind bet met die toepassing van die
model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van
die model en die riglyne vir die operasionalisering daarvan, daarin dat dit
praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative
self-concept is underlying to several initial reported problems, as well as the
child's inability to actualize in order to reach his full potential. Educational
psychologists identified the necessity for supportive intervention to address this
problem. This has led to the establishing of a model: "Model for
psychotherapeutic skills training for the child with the purpose of improving
self-concept". This model aims to relinquish self-concept shortcomings by
means of psychotherapeutic skills training.
This model has been constructed from the researcher's experience in her practice
as well as a literature study, which led to the compilation of conceptual
frameworks for self-concept and psychotherapeutic skills training. In this study,
self-concept shortcomings have been linked to the lack of skills. This has
resulted in self-concept shortcomings to be addressed by skills training.
The conclusion which has been reached is that there is an improvement in the
self-concept of children in mid-childhood years with the implementation of the
model. According to educational psychologists in private practice, the value of
the model and the guidelines for the implementation thereof, lie in the the fact
that the model has practical applicational worth in the process of rendering
support. / Psychology of Education / D. Ed. (Psychology of Education)
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Die leefwêreld van die aggressiewe adolessente seunRetief, Annemarie 10 1900 (has links)
Text in Afrikaans / Die doel van die studie is om die leefwereld van die aggressiewe
adolessente seun te verken.
Aggressie word beskou as 'n gedragsafwyking wat op fisieke, verbale
of passiewe wyses kan manifesteer. Die oorsake van aggressiewe gedragsmanifestasies
by die adolessente seun word hoofsaaklik gevind
in die ontoereikende gesinsrelasies. Gevoelens van ongeborgenheid,
verwardheid en verwerping is dan die gevolg. 'n Onrealisties positiewe
of -negatiewe selfkonsep kan hieruit voortvloei en kan daartoe
lei dat die aggressiewe adolessente seun betrokke raak by negatiewe
portuurrelasies, waar onder andere rook, dwelm- en drankmisbruik
asook roekelose gedrag manifesteer. Ult hierdie literatuurbevindinge
is twaalf postulate gestel en bespreek.
Vyf idiografiese studies is onderneem, waarvan drie volledig bespreek
is. Die bevindings uit hierdie studies sluit aan by die
feite wat ult die literatuurstudie oor die leefwereld van die aggressiewe
adolessente seun verkry is. Vroee uitkenning, ouerleiding en navorsing met betrekking tot hulpprogramme
aan terapeute word aanbeveel om aggressiewe gedragsmanlfestasles
by die adolessente seun te voorkom / The purpose of this study is to explore the lifeworld of the aggressive
adolescent boy.
Aggression is regarded as deviant behaviour, that may manifest
itself physically, verbally or passively. The causes of aggressive
behaviour in the adolescent boy can be due to inadequate family
relationships. Feelings of insecurity, confusion and rejection are
the results of the problematic relationships. An unrealistic positive
or negative self concept may develop that might lead to involvement
with the negative peer group. Smoking, alcohol and drug
abuse, as well as reckless behaviour may occur. Twelve postulates
have been determined and discussed.
Five idiographic studies have been done. Three are discussed in
detail. Deductions made from these studies are in agreement with
findings in existing literature of the life world of the adolescent
boy.
Early identification parental guidance and research regarding
therapeutical programmes are recommended to prevent aggressive
behaviour with the adolescent / Psychology of Education / M. Ed. (Spesialisering in Voorligting)
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Die leefwêreld van die aggressiewe adolessente seunRetief, Annemarie 10 1900 (has links)
Text in Afrikaans / Die doel van die studie is om die leefwereld van die aggressiewe
adolessente seun te verken.
Aggressie word beskou as 'n gedragsafwyking wat op fisieke, verbale
of passiewe wyses kan manifesteer. Die oorsake van aggressiewe gedragsmanifestasies
by die adolessente seun word hoofsaaklik gevind
in die ontoereikende gesinsrelasies. Gevoelens van ongeborgenheid,
verwardheid en verwerping is dan die gevolg. 'n Onrealisties positiewe
of -negatiewe selfkonsep kan hieruit voortvloei en kan daartoe
lei dat die aggressiewe adolessente seun betrokke raak by negatiewe
portuurrelasies, waar onder andere rook, dwelm- en drankmisbruik
asook roekelose gedrag manifesteer. Ult hierdie literatuurbevindinge
is twaalf postulate gestel en bespreek.
Vyf idiografiese studies is onderneem, waarvan drie volledig bespreek
is. Die bevindings uit hierdie studies sluit aan by die
feite wat ult die literatuurstudie oor die leefwereld van die aggressiewe
adolessente seun verkry is. Vroee uitkenning, ouerleiding en navorsing met betrekking tot hulpprogramme
aan terapeute word aanbeveel om aggressiewe gedragsmanlfestasles
by die adolessente seun te voorkom / The purpose of this study is to explore the lifeworld of the aggressive
adolescent boy.
Aggression is regarded as deviant behaviour, that may manifest
itself physically, verbally or passively. The causes of aggressive
behaviour in the adolescent boy can be due to inadequate family
relationships. Feelings of insecurity, confusion and rejection are
the results of the problematic relationships. An unrealistic positive
or negative self concept may develop that might lead to involvement
with the negative peer group. Smoking, alcohol and drug
abuse, as well as reckless behaviour may occur. Twelve postulates
have been determined and discussed.
Five idiographic studies have been done. Three are discussed in
detail. Deductions made from these studies are in agreement with
findings in existing literature of the life world of the adolescent
boy.
Early identification parental guidance and research regarding
therapeutical programmes are recommended to prevent aggressive
behaviour with the adolescent / Psychology of Education / M. Ed. (Spesialisering in Voorligting)
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Fasilitering van ‘n bate-gebaseerde benadering ter bevordering van leerders se psigososiale ontwikkeling in ‘n nywerheidskool (Afrikaans)Rautenbach, Alge 03 June 2009 (has links)
The aim of this study is to explore the assets that are available in the context of the school of industries that will promote the youth at risk’s psycho-social development using the asset based approach. The researcher followed a qualitative research approach guided by an interpretivist epistemology and employed a case study design in the natural environment. Multiple data collection methods (interviews, focus groups and documentation) were used in order to gain rich descriptions of the participants’ perceptions of assets available for the enhancement of the adolescent’s psycho-social development. Results indicate that many assets for example, human as well as physical resources, structures and procedures are currently used and can be effectively mobilized in the future at schools of industries to promote the development of the adolescent on personal, social and moral levels. Placement at a school of industries is beneficial to the youth at risk because he can continue his schooling and therapeutic counseling is available which will empower him to successfully return to the community. Dysfunctions in the system involved with the placement of youth at risk at schools of industries are currently preventing the use of the school of industries, involved in this research, as a community asset for the child- and youth care system. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted
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Doeloriëntering en selfkonsep in spansport met besondere verwysing na skolerugby / Goal orientation and self-concept in teamsport with special reference to school rugbyStrydom, Lukas Albertus 10 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se
doelorientering en selfkonsep, empiries en in die literatuur, ondersoek.
Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik,
naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers
fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir
sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n
verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate
van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief,
gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer
hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan
aangebore talent toegeskryf.
Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met
die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met
die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation
between the goal orientation of male adolescent rugby players and their self-concept.
The literature study indicated that goal orientation has two components, namely task
involvement and ego involvement. In task-involved sport participation, skills
development is emphasized, evaluation of achievement is self-referenced, and
success experienced when learning takes place, a task is mastered, or when there is
improvement in the execution of tasks. Success is attributed to effort. In ego-involved
sport participation objective outcomes are emphasized (i.e. winning), evaluation of
achievement is norm-based, and success experienced when own achievements are
favourably compared to those of other sport participants. Success is attributed to
natural ability.
The empirical study indicated a positive relation between task-involved sport
participation and the global, personal, and social self. A negative relation between
ego-involved sport participation and the physical self, and a positive relation between
ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)
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Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders / The influence that thought development has on high school students when learning Afrikaans as a second languageNoke, Daisy Deseré 11 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer.
Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word.
‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet.
Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie.
Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables.
Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language.
Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured.
Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor.
Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
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Enhancing realistic academic self-actualisation : a psycho-andragogical perspective / Bevordering van realistiese akademiese selfaktualisering : 'n Psigo-andragogiese perspektiefSonnekus, Ingrid Phyllis 11 1900 (has links)
Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not
been addressed by the people involved with the upliftment of disadvantaged students. The
aspect which was addressed was the personal growth of the adult learner within the
academic situation with consideration of his own personal circumstances and ideals. This
means that a micro level approach was generated by creating the Academic Enhancement
Programme (AEP). The purpose of the programme is to give adult learners the opportunity
to understand themselves and their own value systems better on a micro, meso and macro
level, to experience personal growth or self-actualisation and to see how these factors
influence the adult learners' interaction with the tertiary academic situation.
Eight possible value systems were discussed and introduced to the adult learners who
participated in the Academic Enhancement Programme. The adult learners were given the
opportunity to measure themselves against the value systems and to evaluate how these
influenced their realistic academic self-actualisation. The psycho-andragogical categories
were utilised during the application of the programme as criteria to evaluate the
effectiveness of the programme.
The following recommendations were made
• the creation of a faculty specific induction programme
• linking study packages directly to the context of adult learners
• organising personal academic contact
• giving personal academic support
• making the evaluation procedures transparent
• creating and supporting informal study groups
Although the study has certain limitations, it should be of great value to the university
system during the transformation phase that it is experiencing at present. The main aim
of the study is, however, the contribution to the academic growth of the adult learner in the
tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde
wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met
benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei
wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie
persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n
mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die
program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself
en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om
persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie
aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed.
Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die
Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het
die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die
loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering
be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program
as kriteria gebruik om die effektiwiteit van die program te bepaal.
Die volgende aanbevelings is gemaak:
• dat 'n fakulteit-spesifieke induksieprogram geskep meet word,
• dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk
gekoppel meet word,
• dat persoonlike akademiese ondersteuning gebied meet word,
• dat persoonlike kontak op akademiese gebied bewerkstellig moet word,
• dat evalueringsprosedures deursigtig gemaak meet word,
• dat informele studiegroepe tot stand gebring en onderhou meet word.
Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die
universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die
belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese
groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)
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Bevordering van selfaktualisering by milieu-geremde leerders binne 'n multikulturele onderwyssisteem / The promotion of selfactualisation of milieu disadvantaged learners with a multi-cultural education systemDe Bruyn, Carina Elizabeth 06 1900 (has links)
Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged
children are closely related to each other, and is presently an important issue in the
South African educational system. Poor knowledge of milieu disadvantaged children
and multi-cultural education result in the loss of valuable learner potential and the
non-fulfilment of the education policy.
In this study, the promotion of self-actualisation of milieu disadvantaged children within a
multi-cultural education system is discussed from a psychological-educational
perspective. Attention is given to the problems and issues that play a defining role in
the implementation of such an educational system. The influence of the environment en
the development and functioning of milieu disadvantaged learners is investigated
further. Qualitative research is done to identify the developmental areas where most
problems occur. Finally, recommendations are made to the government, teachers and
parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde
leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die
Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en
multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die
onderwysbeleid nie uitgevoer word nie ..
In hierdie studie word die bevordering van selfaktualisering van milieu-geremde
leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige
perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n
bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem
speel. Die invloed van die omgewing op die ontwikkeling en funksionering van
milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om
die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer.
Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as
riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)
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Doeloriëntering en selfkonsep in spansport met besondere verwysing na skolerugby / Goal orientation and self-concept in teamsport with special reference to school rugbyStrydom, Lukas Albertus 10 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se
doelorientering en selfkonsep, empiries en in die literatuur, ondersoek.
Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik,
naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers
fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir
sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n
verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate
van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief,
gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer
hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan
aangebore talent toegeskryf.
Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met
die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met
die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation
between the goal orientation of male adolescent rugby players and their self-concept.
The literature study indicated that goal orientation has two components, namely task
involvement and ego involvement. In task-involved sport participation, skills
development is emphasized, evaluation of achievement is self-referenced, and
success experienced when learning takes place, a task is mastered, or when there is
improvement in the execution of tasks. Success is attributed to effort. In ego-involved
sport participation objective outcomes are emphasized (i.e. winning), evaluation of
achievement is norm-based, and success experienced when own achievements are
favourably compared to those of other sport participants. Success is attributed to
natural ability.
The empirical study indicated a positive relation between task-involved sport
participation and the global, personal, and social self. A negative relation between
ego-involved sport participation and the physical self, and a positive relation between
ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)
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