This study aimed at looking at how young adolescent boys with physical disabilities construct a masculine identity, how they engage with masculinity and how they manage gendered aspects. The study follows similar masculine research conducted overseas, and some limited work conducted in South Africa, however these studies mainly explored how able-bodied boys relate to masculinity and a masculine identity. Thus, this study covered two broad areas, namely the experience of masculine identities related to a physical disability, as well as a comparison between able bodied and disabled adolescent boys. In order to conduct this research, five adolescent boys from a government school catering for disabilities in Johannesburg interviewed using a semi-structured questionnaire. The recorded data was transcribed, and thematic analysis was used to analyse and code the data. Some themes that emerged reiterated findings from existing literature, such as aggression and muscle mass as markers of masculinity. Other new themes emerged, such as emotional maturity being important to the boys. The analysis and discussion highlights the central themes, as well as some smaller sub-themes that emerged from the data.

Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 87-94).

Thesis (M.S.L.T.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (p. 104-115). Also available via the World Wide Web.

Thesis (Ph.D.)--Indiana University, 2008. / Title from screen (viewed on April 23, 2008). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Melinda M. Swenson, Joan K. Austin, Sharon L. Sims, John McGrew. Includes vitae. Includes bibliographical references (leaves 142-161).

Thesis (D.Phil.(Psychology))-University of Pretoria, 2000. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: James R. Thompson, Ann R. Beck (co-chairs), Maureen E. Angell, Stacey J. Bock, W. Paul Vogt. Includes bibliographical references (leaves 109-126) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 249-258). Available also in a digital version from Dissertation Abstracts.

Thesis (M.Ed.(Opvoedkundige Sielkunde))-Universiteit van Pretoria, 2007. / Includes bibliographical references.

M.Ed. / Asperger's Syndrome derives its name from Austrian Pediatrician Hans Asperger who described this syndrome in 1944. Asperger's Syndrome is a Pervasive Developmental Disorder on the Autism Spectrum and therefore shares many commonalities with autism, including restricted social abilities as well as repetitive behaviours. However, children diagnosed with Asperger's Syndrome have well developed language ability and their cognitive ability is not impaired. Due to their unique difficulties, learners with AS present very specific needs in terms of support in order for them to thrive within a mainstream learning environment. The aim of the stUdy is to investigate and describe the experiences of two learners diagnosed with Asperger's Syndrome in a mainstream secondary school In order to gain possible answers to the research questions posed, the researcher has attempted to gain an in-depth understanding of the cases who have volunteered for this study. This was done via a phenomenological casestUdy design using a variety of data sources in order to gain a holistic view of each case. The results of the study suggest that there is no single means of support that would be the answer to assisting these learners but that a combination of various methods should be used in order to fulfil the various needs they have, particLilarly within the South African context where this study has been conducted. A recommendation has therefore been made with the backdrop of the bioecological model and the South African context in mind. This recommendation involves a multi-model approach which seems most suitable in terms of meeting the myriad needs of these learners.

Please read the abstract in the section, 00front, of this document / Thesis (DPhil (Psychotherapy))--University of Pretoria, 2007. / Psychology / unrestricted