Text in Afrikaans / Die Ontwikkelingsgefasiliteerde Groepmodel (OFG-model) is vir die doeleindes van hierdie navorsingstudie aangepas vir adolessente tussen die ouderdom van vyftien en agtien jaar. Die model is gebruik om die betekenisgewing, belewing en die betrokkenheid van 'n groep adolessente wat egskeidingsgetraumatiseerd is te ondersoek. 'n Literatuurstudie is onderneem waarin groepterapie, multikulturele terapie, die adolessent en egskeiding, en die konsepte betekenisgewing, belewing en betrokkenheid nagevors is. 'n Empiriese studie in die vorm van twaalf terapie sassies om die betekenisgewing,belewing, betrokkenheid van die adolessente te ondersoek, is onderneem. Die navorser stel ook vas hoe die proses van terapie met 'n groep multikulturele adolessente verloop. 'n Beplanning van die terapie sessies is gedoen. Ten einde die vertroubaarheid van die navorsing te bepaal, is Guba se model van vertroubaarheid toegepas. Die empiriese studie toon aan dat die Ontwikkelingsgefasiliteerde Groepmodel, terapeuties met sukses gebruik kan word met 'n groep multikulturele adolessente. Die betekenisgewing, belewing, betrokkenheid en die selfkonsep van egskeidingsgetraumatiseerde adolessente kan op die wyse ondersoek word. / The Developmental Facilitation Group Model (DFG-Model) was adapted for the purposes of this research study for adolescents between fifteen and eighteen years of age. The model was used to examine the meaning, experience, and involvement of a group of adolescents traumatised by divorce. A literature study was undertaken to research group therapy, multicultural therapy, the adolescent and divorce and the concepts of meaning, experience, and involvement. An empirical study in the form of twelve therapeutic sessions was undertaken to examine the meaning, experience, and involvement of the adolescents. The researcher also determined how the process of therapy evolved with a group of multicultural adolescents. The therapeutic sessions were planned. To determine the reliability of the research, Guba's model for reliability was applied. The empirical study shows that the Developmental Facilitation Group Model can be used successfully with a group of multicultural adolescents. The meaning, experience, involvement and self-concept of the adolescents traumatised by divorce can be determined in this way. / Psychology of Education / M. Ed. (Voorligting)

The study explores and describes the satisfaction that clients placed at Trinity Children and Family Services have with the agency's therapeutic services. Therapeutic services in this case refers to the therapy that the residents receive from their individual and group therapists, and their interactions with the unit case manager/dorm supervisor and unit counselors.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools. / AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

The goal of this study is to point out the influence of earlier experiences, and in particular the experiences in utero, on the identity formation of the adolescent. Although the identity problem is generally associated with the development during the adolescent years, the researcher strives to point out the relation between identity problems as they manifests in later years, and the intra-uterine experiences. The research view this problem from three different angles: i. A study that examines the identity problem as it occurs during adolescence, as well as the causes of the problem. This study points out the main characteristics of the identity problem, as well as the way it manifests during the adolescent years. ii. A study of psycho-neurobiological models offers an explanation of the influence of memory on behaviour. This study gives the neurological explanation of how and why the very first experiences that are encoded in memory, have a distinct and prevailing influence on the behaviour of the individual. The encoding of memory takes action as soon as there is sufficient neurological development - this occurs at some stage in the development of the fetus in utero. The behaviour is not controlled by the past experiences, but by the perceptions and associations that are formed during encoding of memory. iii. A description of regressive therapies that enable the researcher to retrieve the memory from the subconscious mind, and reframe the perceptions and associations that were formed through earlier experiences, in order to change the behaviour. Two types of therapies are discussed - hypnosis and kinesiology. A qualitative study is performed on three respondents. This study points out the significance of the intra-uterine experiences on the development of the identity problem as it manifests in later years. It also indicates the fact that, although the past experiences can never be changed, the perceptions and associations that were formed during the encoding of the memory of the experience can be changed through reframing. The reframing of the experiences and the reformation of perceptions and associations have a definite and positive effect on the behaviour of the individual. / Educational Studies / D.Ed. (Psychology of Education)

Text in Afrikaans / The utilization value of the paradoxical theory of change in Gestalt Play Therapy with adolescents Adolescents undergo significant changes on physical, emotional, and cognitive levels during this development stage. These changes have a great influence on their self-awareness. Most adolescents experience great problems with who they are and who they should be according to the expectations of others. This causes a never-ending process of efforts to change. Change can only take place if the adolescent is who he is, but not if he tries to be what he is not. The consequence hereof is that change cannot take place in the adolescent, because he should first become aware of who he is. The awareness of who he is leads to change. The paradoxical theory of change is all about being who one is and not about trying to be what others expect one to be. The adolescent should be accompanied to become aware of who he is, by utilization of the paradoxical theory, in order to be able grow and change. The aim of this study was to explore and describe the utilization value of the paradoxical theory of change in Gestalt Play Therapy with adolescents. In order to achieve this goal, the research process was directed by qualitative research, and triangulation was utilized as a technique for gathering information. Out of the processing and integration of conclusions drawn during the empirical investigation, data could contribute to exploration and description of the assessment of the paradoxical theory of change in Gestalt play therapy with adolescents. The aim of the investigation was therefore achieved, namely the exploration and description of the utilization value of the paradoxical theory of change in Gestalt Play Therapy with adolescents. / Play thearapy / M.Diac.

Bestaande navorsing aangaande die terapeutiese intervensie met die dwelmafhanklike adolessent is beperk, veral navorsing wat fokus op die bewuswordingsproses tydens die terapeutiese intervensie. In hierdie studie is gepoog om die benuttingswaarde van Gestalthulpmiddels ten opsigte van die verhoging van bewuswording by die dwelmafhanklike adolessent, tydens die terapeutiese proses vas te stel. Die navorsingsproses is deur kwalitatiewe navorsing gering om in hierdie doel te slaag. Die navorsingsinligting is met behulp van 'n uitgebreide literatuurstudie, asook deur middel van die waarneming en bestudering van twaalf gevallestudies bekom. Die benuttingswaarde en die toepassingsmoontlikhede van die Gestalthulpmiddels binne die Gestaltterapeutiese proses met die dwelmafhanklike adolessent, is verken en beskryf. Deur middel van die prossesering en integrering van die bevindinge wat tydens die empiries ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word. 'n Riglyn wat vir die verhoging van bewuswording by die dwelmafhanklike adolessent gebruik kan word is aanbeveel. SUMMARY Existing research on the therapeutic intervention with the drug-addicted adolescent is limited, especially research that focused on the awareness process during therapeutic involvement. This study attempt to determine the face value of Gestalt helping aids throughout the improved awareness of the drug-addicted adolescent during the therapeutic process. A qualitative research approach was followed to achieve this goal. The research data is gained by a detailed literature study, as well as by the observation and study of twelve case studies. The value and the possibilities of application of the Gestalt helping aids in the Gestalt therapeutic process with the drug-addicted adolescent, is examined and described. By processing and integrating the assumptions obtained during the empirical study, the data could have been practically applied. As suggested out of this study a guideline can be developed for the improvement of awareness of the drug addicted adolescent. / Social work / M.Diac (Play Therapy)

The purpose of this study was to develop guidelines to enable the members of acne sufferers' support networks to become better sources of practical, emotional and social support. A literature study and an empirical investigation were done to investigate which factors could enable members of the acne sufferer’s support network to become better sources of support. A questionnaire was developed as an aid to identify the perceptions and emotions of acne sufferers, which was published on a website, (www.acnediaries.co.za) specifically designed for this purpose. Two semi-structured interviews with acne sufferers were also done to enrich the findings. Results of the study identified several guidelines for parents, teachers, siblings, friends and boyfriends or girlfriends of acne sufferers to enable them to give support to teenagers suffering from acne. / Further Teacher Education / M. Ed. (Guidance and Counselling)

The aim of this study was to explore the psychological effects of termination of pregnancy by choice amongst adolescents within the ages of 18 to 21 years. Exploratory, contextual, qualitative design was used to determine the psychological effects of termination of pregnancy by choice amongst adolescents. Purposive sampling method as well as snowballing were used to select participants for the study. Data collection was done through in-depth, one-on-one, face-to-face interviews, using a semi-structured interview guide. The study highlighted that adolescents who seek abortion are unmarried and mostly still studying. The results revealed that adolescents experience mental ill health after termination of pregnancy due to feelings of guilt. All participants stated that abortion is murder of a life person and that it is a bad thing to do. The study revealed that counselling that is done before TOP focuses on the procedure of TOP. There is need for a holistic approach to counselling. As a guide, policy makers need to specify the mandatory counselling in the Choice on Termination of Pregnancy Act (Act No 92 of 1996). / Health Studies / M.A. (Nursing Science)

Bestaande navorsing aangaande die terapeutiese intervensie met die dwelmafhanklike adolessent is beperk, veral navorsing wat fokus op die bewuswordingsproses tydens die terapeutiese intervensie. In hierdie studie is gepoog om die benuttingswaarde van Gestalthulpmiddels ten opsigte van die verhoging van bewuswording by die dwelmafhanklike adolessent, tydens die terapeutiese proses vas te stel. Die navorsingsproses is deur kwalitatiewe navorsing gering om in hierdie doel te slaag. Die navorsingsinligting is met behulp van 'n uitgebreide literatuurstudie, asook deur middel van die waarneming en bestudering van twaalf gevallestudies bekom. Die benuttingswaarde en die toepassingsmoontlikhede van die Gestalthulpmiddels binne die Gestaltterapeutiese proses met die dwelmafhanklike adolessent, is verken en beskryf. Deur middel van die prossesering en integrering van die bevindinge wat tydens die empiries ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word. 'n Riglyn wat vir die verhoging van bewuswording by die dwelmafhanklike adolessent gebruik kan word is aanbeveel. SUMMARY Existing research on the therapeutic intervention with the drug-addicted adolescent is limited, especially research that focused on the awareness process during therapeutic involvement. This study attempt to determine the face value of Gestalt helping aids throughout the improved awareness of the drug-addicted adolescent during the therapeutic process. A qualitative research approach was followed to achieve this goal. The research data is gained by a detailed literature study, as well as by the observation and study of twelve case studies. The value and the possibilities of application of the Gestalt helping aids in the Gestalt therapeutic process with the drug-addicted adolescent, is examined and described. By processing and integrating the assumptions obtained during the empirical study, the data could have been practically applied. As suggested out of this study a guideline can be developed for the improvement of awareness of the drug addicted adolescent. / Social work / M.Diac (Play Therapy)

The goal of this study is to point out the influence of earlier experiences, and in particular the experiences in utero, on the identity formation of the adolescent. Although the identity problem is generally associated with the development during the adolescent years, the researcher strives to point out the relation between identity problems as they manifests in later years, and the intra-uterine experiences. The research view this problem from three different angles: i. A study that examines the identity problem as it occurs during adolescence, as well as the causes of the problem. This study points out the main characteristics of the identity problem, as well as the way it manifests during the adolescent years. ii. A study of psycho-neurobiological models offers an explanation of the influence of memory on behaviour. This study gives the neurological explanation of how and why the very first experiences that are encoded in memory, have a distinct and prevailing influence on the behaviour of the individual. The encoding of memory takes action as soon as there is sufficient neurological development - this occurs at some stage in the development of the fetus in utero. The behaviour is not controlled by the past experiences, but by the perceptions and associations that are formed during encoding of memory. iii. A description of regressive therapies that enable the researcher to retrieve the memory from the subconscious mind, and reframe the perceptions and associations that were formed through earlier experiences, in order to change the behaviour. Two types of therapies are discussed - hypnosis and kinesiology. A qualitative study is performed on three respondents. This study points out the significance of the intra-uterine experiences on the development of the identity problem as it manifests in later years. It also indicates the fact that, although the past experiences can never be changed, the perceptions and associations that were formed during the encoding of the memory of the experience can be changed through reframing. The reframing of the experiences and the reformation of perceptions and associations have a definite and positive effect on the behaviour of the individual. / Educational Studies / D.Ed. (Psychology of Education)