Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 93-104). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 125-142). Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Diane Gill; submitted to the Dept. of Kinesiology. Title from PDF t.p. (viewed Jul. 14, 2010). Includes bibliographical references (p. 135-152).

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 38-42). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.

Thesis (M.A.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 76-77).

Thesis (M.A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 168-176). Also available via the World Wide Web.

D.Litt et Phil. / The present study employed an existential phenomenological research method in order to explore the experience of violence in adolescent girls. Five young women between the ages of 13 and 18 years, and from different ethnic groups and cultures participated in the study that was conducted in the area of Johannesburg, Gauteng. Participation was on a voluntary basis and followed a presentation on the issue of violence by the researcher to learners at various schools within the environs of Johannesburg. Only girls whose parents or caregivers gave consent were included in the study. A central research question was formulated and put as follows to each participant in a recorded interview: Tell me in as much detail and as honestly as possible about experiences of violence that have been most meaningful to you. Van Kaam’s (1969) method of analysing phenomenological data, which was employed for the study, revealed that violence took place predominantly in an interpersonal context, mainly within the confines of the home. It occurred mostly at the hands of persons known to the young women and the prime aggressors were male. Various forms of violence were experienced, including sexual violations and verbal, physical and emotional abuse. Exposure to domestic violence was a common experience. A number of themes were identified and explored from within the framework of a phenomenological approach that focused on the life-worlds of participants. Central themes included feelings of powerlessness, isolation, loss of life purpose and direction, and a sense of meaninglessness. Without exception all the participants had considered, or attempted, suicide as a result of their experiences. A life-span perspective directed attention towards the cultural and historical influences that underlie the violent experiences of adolescent girls. Feminist theory was utilised to further explore these influences and to examine the social construction of gendered power and violence in South Africa. The biological, psychological and social changes that characterise the adolescent stage of development were also considered. Participants’ descriptions of their experiences suggested that violence prevented them from satisfying relational needs and that this had consequences for the development of an identity. In particular, self-esteem was adversely affected and participants were unable to envisage a future role for themselves. Disturbances in peer relationships that are central to the development of adolescent girls, limited opportunities to benefit from more positive experiences in a social context. Heterosexual interactions were also negatively affected. The abstract thinking abilities that emerge in adolescence were discussed in the context of existential concerns and conflicts. The study indicated that when participants could become active in the design of their life, their actions were experienced as meaningful and restorative. This suggested the usefulness of an existential approach that emphasises the necessity of choice, an awareness of the possibilities of life, and an acceptance of the responsibility for bringing about change within the limitations of a person’s existence. The study recommends that this approach could be utilised in a group context where participants would also be given an opportunity to express themselves, to be heard and to experience a sense of community in interaction with their peers. It is suggested that in a school setting, the group could provide an accessible and affordable means of support, particularly in disadvantaged communities. Peer counselling is also advocated as a way of responding to the needs of young women who have had negative life experiences. Further research was encouraged in order to obtain a better appreciation of the ways in which adolescent girls understand their life-worlds and to explore what they deem to be of significance in those worlds. This would provide a basis for the structuring of interventions to assist young women in meeting the challenges that confront them in adolescence.

Today’s parents are raising adolescents in a world far removed from the era of ‘Ozzie and Hamet’, that is about thirty years ago. Young people are challenged with rapid social changes, shifting of moral and social values. There is an increasing shift of decision making responsibility from society to individual (Naude and Bodibe n.d: 4). The research presented in this mini dissertation reviews the middle adolescent stage as a challenging time, one of life’s fascinating and perhaps most complex stage, a time when they take on new responsibilities and experiment with independence. Often that result in a certain amount of rebellion and defiance as normally seen with females. The purpose of this research study is to explore and describe the lived-experience of the middle female adolescents against the background presented. It hopes to provide some base for developing guidelines to support the middle female adolescents during this challenging time. The participants in this research study were middle female adolescents from the Rustenburg District of Education, Bojanala West region. All the girls who participated were all fifteen (15) years old and in grade ten (10). The research design followed a qualitative pattern because of its explorative, descriptive and contextual nature. The qualitative researcher’s emphasis is on studying human action in its natural setting and through the eyes of the humans themselves, together with an emphasis on detailed description and understanding phenomena within the appropriate context (Babbie and Mouton 2004:278). This research was conducted in two phases. During phase one of the study, data was gathered through phenomenological interviews. Ethical measures were clearly laid out. A tape recorder was used for record purposes with each participant, and also field notes were used in support of the purposes. The central question was for each participant to tell of their experience as a middle female adolescent in a rural area. 6 Data was analyzed using Tesch’s method of data analysis (Tesch 1990:142-145 in Cresswell, 2003:192). The services of an independent coder were utilized and a consensus discussion was reached on the analysis of the data. The following categories and subcategories were identified after data analysis. The middle female adolescents described this life stage as ‘the most challenging time in life’. The experience is described throughout with double messages, such as ‘great but fun’. The following categories were identified:- • The middle female adolescents’ relationship with their parents was described as trying in related to lack of communication. • They also experienced challenges in relation to physical, emotional, self image and in the society. • The adolescents also demonstrated internal resources in terms of responsibility and a sense of hope about their future. The research findings indicate that middle adolescent girls lack effective communication with their parents, they feel not to be understood and trusted by their parents. A striking issue is the demonstration of internal resources by the middle adolescents. There is therefore a need for guidelines to support middle female adolescents and their parents. In phase two of the study, based on the categories, guidelines were described to support middle adolescent girls in their challenging time. Recommendations were made based on the pathway and the approach that would effectively improve the interpersonal relationships. The recommendations are measures for policy makers, service providers, community or youth organizations, and all those concerned with the well being of middle female adolescents. These would also be an intention to reduce the risks, involvement in risky behaviours and prevent misbehaviour in schools. / Prof. C.P.H. Myburgh Prof. M. Poggenpoel

M.Ed. / Depression of adolescents is often misunderstood or misjudged. Depression is an universal disorder worldwide and there are more than 300 million people who are suffering from it (Star, 11 April 1999). Approximately nine percent of all children experience symptoms of depression. It increases from twenty two to forty percent among adolescents (Offord, 1987:10). On any given point of time there are as much as one out of every thirty three children and as many as one out of every eight adolescents suffering from clinical depression (Dubuque, 1998:64). Unfortunately depression has become part of our society and we shall have to learn how to handle it in order to render assistance to people who are suffering from this disorder. It is a shocking fact that more and more adolescents are trying to commit suicide. This is one of the findings that came to light in September 1999 during a Symposium of the South African Council for Child and Family Care. The following question arises: what is the experience of adolescent girls who are in a place of caring and who are suffering from depression and which guidelines could be provided to psychological educationists to accompany girls and to promote their mental health?A qualitative, describing and conceptual design was used to collect data and describe the adolescent girl in a place of caring and who is suffering from depression. The research took place in two phases. In Phase One in depth phenomenological interviews were conducted. In Phase Two logical inference was used to generate guidelines to psychological educationists to provide accompaniment to adolescent girls who are in places of care and who are suffering from depression.From the research it appeared that the following themes continuously came to the front amongst girls who are in places of care and who are suffering from depression: • need of acceptance and fear of loneliness; • a lack of hope and purpose in life; and • psychological coping mechanisms as a way of handling situations. The following sub-themes of adolescent girls who are in places of care and who are suffering from depression are identified: • a negative self concept; • poor self acceptance; • poor interpersonal relationships; • fear which is related to the girls' own helplessness and inability to escape from situations; and • defence mechanisms: rationalisation to make depression more acceptable; and suppression to suppress emotions in this way. From the research certain needs were identified by adolescent girls who are in places of care and who are suffering from depression: • the need of acceptance and the need of the addressing the fear of loneliness; • the addressing of feelings of lack of hope and purpose in life; and • the need of healthy coping mechanisms as a way in which situations could be handled. Guidelines to psychological educationists for the accompaniment of adolescent girls who are in places of care and who are suffering from depression are set out as follows: • guidelines to address the need of acceptance and the fear for loneliness; • guidelines to address the lack of hope and purpose in life; and • guidelines to develop healthy coping mechanisms.