Magister Artium - MA / Sedert die sestigerjare het daar h betekenisvolle opswaai in belangstelling "The problem is 2 damnably elusive one"; Cruickshank (1981) beweer verder gekom in die kinders wat nieteenstaande die feit dat hulle h normale in= telligensie en geen ernstige sensoriese en fisieke probleme het nie, nie aan die eise van die normale skool kan voldoen nie - die sogenaamde spesifieke leergestremde kinders (Adamson, 1979; Gearheart 1980 en 1981; Kirk & Gallagher, 1983; Meyer, 1981; Murray-verslag, 1969; Sabatino, Miller &. Schmidt, 1981; Stander 1977 en 1981). Voor 1963 is hierdie "backrow child" (Farnham-Diggory, 1978) beskou as 'lui' en 'agtelosig', aangesien die onderwyserl)voel dat die kind nie sy2)beste lewer nie. Reid en Hresko (1981) meen dat spesifieke leergestremdheid (SLG) een van die etikette is wat die swakste begryp word en hoewel die studieveld volgens hulle 'ryk en interessant' (p.l) is, bestaan daar heelwat verwarring daaroor. Cruickshank (1981) is van mening dat stellings omtrent die studieveld deur= trek is VRn ~anopvattings. In dieselfde lig sê 8ryant (1982:271) dat daar van tyd tot tyd verskille is in die woordeskat wat gebruik word, maar indien daar h noukeurige analise gemaak word van die betekenis van die woorde, die nderliggende konsepte in h groot mate dieselfde is. Ander ondersoekers (Douglas, Fuller & Davis, 1984) het h negatiewer inslag en meen weer dat SLG nie as h unieke psigologiese entiteit bestaan nie en dat dit eintlik h onding is om die etiket van SLG om die kind se nek te hang, terwylons nie presies weet wat SLG werklik is nie. Hierdie terminologiese verwarring wat deur sommige 'kenners' geskep word, moet egter nie as h verskoning gebruik word om die begrip spesifieke leergestremdheid sodanig af te kraak dat die verskynsel se bestaansreg bevraagteken word nie. Inteendeel dit behoort die teelaarde te wees vir aandag geniet van persone uit verskillende dissiplines, soos onder andere onderwysers, opvoedkundiges, sielkundiges, psigiaters, spraakterapeute en pediaters, is dit voor die handliggend dat die werklike omskrywing en gepaardgaande identifisering en hantering van SLG in h groot mate afhang van die persoon se bepaalde oriëntasie ten opsigte van SLG (Bryant, 1982; Goff, 1979). In die onderhawige ondersoek word kinders beskou as SLG indien hulle nieteenstaande normale verstandelike vermoëns, sonder fisieke gebreke, probleme ervaar met spesifieke leervaardighede.

Industrial and organisational (I-O) psychology is a profession which entails a broad spectrum of working activities. One of these activities is workplace counselling which forms a significant part of the internship programme. However, interns often lack the necessary skills to provide counselling. In order to function in a counselling role, the I-O psychologist should have the necessary training to be equipped with counselling skills. It is evident from previous studies that I-O psychology practitioners often feel they lack the ability to counsel individuals sufficiently. Therefore it is important for I-O psychology students to focus on their development to become effective counsellors by focussing on their inter- and intrapersonal skills as part of the skills package as a counsellor. Personal Growth Initiative (PGI) is one way of measuring a person’s intrapersonal skills in terms of the individual’s intention to change and grow. The main aim of this study was to measure the prevalence of PGI among I-O psychology students. Participation in this study was limited to I-O psychology students (N = 568). The students differed in terms of gender, age, ethnicity, and language. The results provided the researcher with an indication of what the students’ intention to grow and develop as an individual entails in order to provide a basis for further research, namely to develop a training programme for I-O psychology students as workplace counsellors.. The PGI of the students were measured by means of the Personal Growth Initiative Scale (PGIS). This is a nine-item instrument with a six-point Likert type scale ranging from 0 (definitely disagree) to 6 (definitely agree). The results indicated that PGI is prevalent among the I-O psychology students. Furthermore, the study showed that PGI is relevant to all gender and ethnic groups amongst I-O psychology students. Significant differences were found for the different ages and languages. From the results it is recommended that higher education institutions adapt training programmes to foster personal growth initiative amongst I-O psychology students. Future research can also make use of the PGIS-II to measure PGI as this is the latest version of the construct. In terms of the organisation it is recommended that I-O practitioners should be more growth focussed. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2015

Industrial and organisational (I-O) psychology is a profession which entails a broad spectrum of working activities. One of these activities is workplace counselling which forms a significant part of the internship programme. However, interns often lack the necessary skills to provide counselling. In order to function in a counselling role, the I-O psychologist should have the necessary training to be equipped with counselling skills. It is evident from previous studies that I-O psychology practitioners often feel they lack the ability to counsel individuals sufficiently. Therefore it is important for I-O psychology students to focus on their development to become effective counsellors by focussing on their inter- and intrapersonal skills as part of the skills package as a counsellor. Personal Growth Initiative (PGI) is one way of measuring a person’s intrapersonal skills in terms of the individual’s intention to change and grow. The main aim of this study was to measure the prevalence of PGI among I-O psychology students. Participation in this study was limited to I-O psychology students (N = 568). The students differed in terms of gender, age, ethnicity, and language. The results provided the researcher with an indication of what the students’ intention to grow and develop as an individual entails in order to provide a basis for further research, namely to develop a training programme for I-O psychology students as workplace counsellors.. The PGI of the students were measured by means of the Personal Growth Initiative Scale (PGIS). This is a nine-item instrument with a six-point Likert type scale ranging from 0 (definitely disagree) to 6 (definitely agree). The results indicated that PGI is prevalent among the I-O psychology students. Furthermore, the study showed that PGI is relevant to all gender and ethnic groups amongst I-O psychology students. Significant differences were found for the different ages and languages. From the results it is recommended that higher education institutions adapt training programmes to foster personal growth initiative amongst I-O psychology students. Future research can also make use of the PGIS-II to measure PGI as this is the latest version of the construct. In terms of the organisation it is recommended that I-O practitioners should be more growth focussed. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2015

Die swart kind in Suid-Afrika is weens die proses van akkulturasie blootgestel aan die westerse kultuur. Die veranderende sosiale omgewing waarin hy hom bevind, ontwrig sy bestaanswyse sodanig dat sy geestesgesondheid in gedrang kom. 'n Tekort aan swart opvoedkundige-sielkundiges gee aanleiding tot kruiskulturele betrokkenheid om in die behoefte aan pedoterapeutiese begeleiding in die swart gemeenskap te kan voorsien. Kruiskulturele terapie staan in die brandpunt van die swart kleuter se geestesgesondheidsorg. Die taalprobleem, 'n kultuurvakuum, rassevooroordeel, sosiale verskille en selfs lewensopvatlike verskille, kan kommunikasieprobleme meebring. Daar is bevind dat kennis aangaande die swart kind se kultuur en sy sosiale strukture kan bydra tot begrip van die kind. Akkulturasie verminder kultuurverskille in afwykings in Suid-Afrika. 'n Universele benadering in terapie, wat oor die grense van kultuurinhoud strek, word aanbeveel om die afwykenheid op te hef. Speel as kommunikasiemedium is aan die hand gedoen om die swart kind se betekeniswereld aan die orde te stel. Die speelgoed, speletjies en speelwyses van die swart kind is beskou ten einde die speelmateriaal vir kruiskulturele terapie te kon saamstel. Verder blyk dit dat die speelterapeut se houding van warmte, empatie en opregtheid van deurslaggewende belang kan wees om rapport met die kind te stig. Terapeutiese verandering berus op 'n leerproses; 'n ervaring en verkenning waarvan die kwaliteit daarvan afhang van die interaksie tussen twee persone in die hier-en-nou en nie soseer deur hulle kulturele agtergrond nie. Voortspruitend uit die navorsingbevindinge word bepaalde aanbevelings gemaak ten aansien van die rol van die terapeut as die fasiliteerder van die speelgebeure en ook ten aansien van kruiskulturele terapie. Verder is aanbevelings gedoen omtrent die toerusting van die speelruimte, speelmateriaal, speelgoed en speelwyses van die swart kind. Dit blyk dat daar ruimte is vir verdere navors1ng op die gebied van die onderskeie pedagogiek-dissiplines ten opsigte van kruiskulturele bemoeienis met die kind. Die terapeut het 'n professionele verantwoordelikheid teenoor die swart kind met probleme wat op hom aangewys is vir hulp. Verder het die terapeut ook 'n verantwoordelikheid teenoor die samelewing deur die uiteenlopenheid van die menslike natuur te erken, te aanvaar en te respekteer. Dit is nie die verskille tussen mense nie, maar dit is die houding wat die individu teenoor daardie verskille inneem, wat as struikelblokke in die weg le tot sinvolle kultuurkontak. Verskille sal daar altyd wees, maar houdings kan verander. ENGLISH : The black child in South-Africa is exposed to the western culture. Due to the process of acculturation he finds himself in a changing social environment which disrupts his existing social security in such a way, that his mentality becomes affected. A shortage of black Educational Psychologists in the community, leads to cross-cultural involvement to provide in the need for pedotherapeutical guidance. Cross-cultural therapy seems to be the centre of attention concerning the mentality of the black child. The language problem, a cultural vacuum, racial discrimination, social differences and even differences concerning view of life, may cause communication problems. Knowledge concerning the black culture as well as social structures in the community of the black child, contribute to a relationship of understanding. In South-Africa the cultural differences concerning deviation decreases due to acculturation. An universal approach in therapy, which extend the boundaries of the con tense of a culture, is recommended to abolish deviation. Play as a medium of communication is advocated to put right the experiences of the black child. The toys, games and ways of playing of the black child is studied in order to compile the equipment necessary for cross-cultural therapy. The warm, sincere and empathic attitude of the therapist plays a vital part in the therepeutical relationship. Therapeutical changes submit to a learning process: experiencing and exploring a relationship from which the quality depend upon the two persons involve in the here-and-now and not upon their cultural background. The relationship and interaction between the therapist and the child is of greater importance than their cultural differences. From the research results certain recommendations are done with regard to the role of the therapist as well as with regard to cross-cultural therapy. Further recommendation concern the equiping of the playroom, playthings, toys and games of the black child. The final conclusion of this study is that the therapist has a proffesional responsibility to the black child in need. Further more the therapist carries a responsibility towards the society to acknowledge, to accept and to respect the divergence of human nature. It is not the differences between people, but their attitudes towards these differences, which stand in the way of closer cultural contact. There will always be differences, but attitudes are adaptable. / Dissertation (MEd)--University of Pretoria, 1991. / Educational Psychology / unrestricted