Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2007. / This study is aimed at exploring the resilient attributes of youth in a high-risk community. The primary aims were to identify the challenges that youth perceived to be significant to them in their community and then to identify their coping strategies and other supports that helped them to deal with these challenges and to maintain their positive lifestyle. A basic interpretive, qualitative research design was used. Data were gathered through six semi-structured individual interviews, a focus-group interview, observations and a literature study. The participants comprised four boys and two girls, their ages ranging between 14 years and 19 years. Content analysis was used to analyse the data. The findings of this study indicate that the youth perceived their environment as posing challenges to them in a number of areas, these included community resources, safety, barriers to community development, the negative stereotyping of youth and the specific dangers to the well-being of youth. Furthermore, the participants identified several coping strategies that they employed in dealing with these challenges. These strategies were related to their choices about friendships, to the strategies that they used to protect themselves, to their attitude to others, to respect, to their orientation towards the future, to work ethic, to successful role-models and to education. In addition, individual, family and community resources emerged as factors that supported the youth in maintaining their positive lifestyle. The individual resources that were identified were the belief of the youth in the value of friendships, their view of their family, religion, their ability to deal with difficulties, an altruistic attitude, self-awareness and self-esteem, their personal beliefs, personal attributes and their attitude to life. The family resources that were identified were effective parenting and family communication. The community resources that were identified were support from a positive adult. These findings confirm that many factors influence an individual's resilience and that resilience should therefore be understood as a dynamic and fluctuating process that is best understood from an ecosystemic perspective. The implications of these findings are that, in order to support youth in a high-risk environment to cope with their challenges, the focus should be on reducing risk and increasing assets and protective factors. This could be achieved through, for example, the provision of resources for extracurricular activities, programmes for the support and development of parental skills, training and support for schools in order to increase their effectiveness as a source of support and mechanisms for the community to support community members to care for their youth.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009 / ENGLISH ABSTRACT: This research study was done in order to get a better picture of the meaning that Grade 12 learners attach to the systemic influences with regard to their initial career choice. The researcher also inquired into the contribution that the subject Life Orientation plays in the Grade 12 learners' initial career choice. Since the start of the twentieth century career choice has been viewed as the most important decision in an individual's life. Post modern career theoreticians allege that the process of decision-making regarding a career is a constant one in which an individual must adapt to changes in the world of work throughout the course of his/her life. The individual is a system of intrapersonal variables which are constantly in interaction with the variables in his/her environment. Due to this interaction the Systems of Influence influences the individual in the making of his/her career choice during the whole course of his/her life. The Individual, Social and Environmental/Societal Systems of Influence also interact with one another. Since the circumstances of South Africans are so diverse, it is probable that learners from different circumstances will experience different influences when making career choices. It is necessary that these systems of influence must be examined so insight can be gained into the way learners make career choices. This information can help career counsellors and teachers to successfully assist learners when making career choices. The research was done at the hand of a qualitative study. Data was gathered by means of three data sources, namely focus group interviews, the drawing of lifelines and the completing of My Systems of Career Influences (MSCI) questionnaires. The responses gathered from the Grade 12 participants produced meaningful insights with regard to the role of systemic influences in the making of their initial career choices. The important impact of especially socio-economic restrictions, the lack of career information and the shortcomings in the presentation and implementing of the subject Life Orientation was pointed out by the participants. The findings of the study hold important implications for the implementing of the Life Orientation curriculum, especially in schools in low socio-economic communities. In these communities there are few information sources and little exposure and consequently learners often make uninformed and incorrect career choices. Since for many of these learners school is their only opportunity to get career education and guidance, it is necessary that the Life Orientation programme be presented in such a way that it will be meaningful to learners. In this study it was however revealed that the presentation of Life Orientation falls short of the mark. Recommendations for the use of the Systems Theory Framework (STR) of career development in Life Orientation programmes, as well as the presentation of subjects and subject information have been made.

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Autism or Autism Spectrum Disorder (ASD) is a condition that presently affects approximately 1 out of every 110 children globally and indications are that the prevalence thereof is steadily on the rise. ASD is a complex neurological condition that impairs social interaction, communication and behaviour. Research on the wide-ranging effects of ASD and its unique characteristics in each child with ASD is widely available. Several studies allude to the fact that ASD has an impact on the family unit, but very few researchers have investigated the experience in the Western Cape Province, South Africa, from a sibling's perspective. The current situation leaves researchers, parents and siblings with very little data on the subject and inadequate support is available to address the specific needs of siblings. The aim of this study was to investigate siblings' views on living with a brother/sister with ASD. The central research question relates to the experiences of siblings of children with ASD. Sub-questions were focused on exploring their perceptions of ASD; relationships with brothers/sisters with ASD, peers and parents; sibling responsibilities and worries; and the extent of the pressure they experience as a result of the related added responsibilities. This is a qualitative study within an interpretive/constructivist research paradigm. The study was guided by an ecosystemic perspective as the theoretical framework. The methods of data collection comprised semi-structured interviews with siblings of children with ASD and open-ended questionnaires for parents. The qualitative research methods embraced the uniqueness of each sibling's experience and allowed participants the freedom to express this. Eight participants were purposefully selected for this study. The participants were between the ages of seven and seventeen years and each one had a brother who had been diagnosed with ASD. All the siblings lived with the brother with ASD and their parents in the Western Cape Province of South Africa. Siblings were from different genders, as well as diverse socio-economic and cultural groups. All the parents of the siblings were biological parents and in all cases were married with no visible signs of marital stress. Several principles were adhered to in this study, to ensure that the research was ethical. Several important themes emerged from the study. These include the siblings' need for information pertaining to ASD; worries and feelings of guilt experienced by siblings as a direct result of ASD; responsibilities that siblings feel obliged to take on; the nature of relationships with a brother with ASD, parents and peers; the need for support structures; and an indication of the type of support that siblings require. / AFRIKAANSE OPSOMMING: Outisme of Outistiese Spektrum Versteuring is 'n toestand wat tans na raming 1 uit 110 kinders wêreldwyd affekteer en dit wil voorkom asof die getalle stelselmatig toeneem. Outisme is 'n komplekse neurologiese versteuring wat 'n impak op sosiale interaksie, kommunikasie en gedrag het. Navorsing in die kompleksiteite van Outisme in kinders is redelik vrylik beskikbaar en navorsers dui aan dat die kondisie ook 'n impak op die gesin het. Tans is daar baie min navorsing wat op die ervarings of belewenis van sibbe van kinders met Outisme in die Wes-Kaap, Suid Afrika, fokus. Die gevolg hiervan is 'n daadwerklike tekort aan data tot die beskikking van navorsers, ouers en sibbe ten einde gepaste ondersteuning aan sibbe te bied. Die doel van hierdie studie was om die sibbe van kinders met Outisme se oogpunt en ervarings te ondersoek. Die sentrale navorsingsvraag het beoog om te ontdek wat sibbe se belewenis van hul lewe saam met 'n broer/suster met Outisme behels. Ondergeskikte vrae hou verband met die sib se persepsie van Outisme; verhoudings met 'n broer/suster met Outisme, eweknieë en ouers; die sib se verantwoordelikhede en meegaande kommer en druk; ondersteuning wat tans beskikbaar is; en die ondersteuning waaraan sibbe 'n behoefte toon. Die studie is kwalitatief van aard binne 'n interpretiwistiese/konstruktiwistiese navorsingsparadigma. Die onderliggende teoretiese raamwerk van hierdie studie is die ekosistemiese perspektief. Data is ingesamel deur middel van semi-gestruktureerde onderhoude met sibbe, asook oop-einde vraelyste aan ouers. Kwalitatiewe navorsingsmetodes het die uniekheid van elke sib se ervaring in ag geneem en sibbe toegelaat om hulle ervarings vrylik uit te druk. Agt deelnemers is doelgerig gekies vir die studie. Die deelnemers was tussen die ouderdomme van sewe en sewentien jaar oud en elk het 'n broer wat met Outisme gediagnoseer is. Die sibbe bly tans saam met hul ouers en 'n broer met Outisme in die Wes-Kaap, Suid Afrika. Die sibbe het vanuit verskillende geslagte, asook verskeie sosio-ekonomiese en kulturele agtergronde gekom. Die ouers van die sibbe was almal biologiese ouers, steeds getroud met geen merkbare spanning in die huwelik nie. Verskeie etiese beginsels is in die studie gehandhaaf ten einde etiese korrektheid te verseker. Verskeie belangrike temas het na vore gekom. Dit sluit die volgende in: 'n Behoefte by die sibbe aan inligting rakende Outisme; sibbe se ervaring van bekommernisse en skuldgevoelens as 'n direkte gevolg van Outisme; verantwoordelikhede wat deur sibbe aanvaar word; die aard van verhoudinge met die broer met Outisme, ouers en gelykes; die behoefte aan ondersteuning; en 'n aanduiding van die tipe ondersteuning wat deur sibbe verlang word.

Thesis (MedPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Many communities in South Africa are exposed to continuous adversity in the form of poverty, malnutrition, violence, crime, overcrowding, neglect and oppression. Continuous exposure to adverse living conditions can have a negative impact on a child‟s development. Research was undertaken in an attempt to understand the classroom behaviour of children who live in conditions of continuous adversity, as well as the effect that the adversity may have on their academic performance, their emotional state and their interaction with peers in the classroom. A bio-ecological framework was employed to understand the interaction between the individual and the different systems that he or she forms part of. This study was undertaken within an interpretive paradigm and a qualitative methodology was used in gathering the data. Data was gathered through the use of observation, semi-structured interviews, checklists and review of documents. A constant comparative method of data analysis was used to analyse the data. Research findings indicated that most of the participants displayed inappropriate classroom behaviour which included poor academic performance, withdrawal types of behaviour and externalising disruptive behaviour such as aggression and poor social interaction with the teacher and their peers. These participants also presented with some physical symptoms and displayed emotional states such as anger, sadness and anxiety. It was also evident that the participants had been exposed to pervasive conditions of poverty and adverse life circumstances in their communities. / AFRIKAANSE OPSOMMING: Baie gemeenskappe in Suid-Afrika word blootgestel aan voortdurende ongunstige omstandighede in die vorm van armoede, wanvoeding, geweld, misdaad, oorvol huise, verwaarlosing en onderdrukking. Voortdurende blootstelling aan ongunstige lewensomstandighede kan ʼn negatiewe uitwerking hê op ʼn kind se ontwikkeling. Navorsing is onderneem in ʼn poging om die klaskamergedrag te verstaan van kinders wat in voortdurende ongunstige omstandighede leef, asook om insig te kry in die effek van hierdie omstandighede op hul akademiese prestasie, hul emosionele toestand en hul interaksie met hul klasmaats. ʼn Bio-ekologiese raamwerk is gebruik om die interaksie tussen die individu en die verskillende sisteme waarvan hy of sy deel uitmaak, te verstaan. Hierdie studie is binne ʼn interpretatiewe paradigma gedoen en ʼn kwalitatiewe metodologie is gebruik vir die insameling van data. Data-insameling is gedoen deur middel van waarneming, semi-gestruktureerde onderhoude, kontrolelyste en dokumentoorsig. ʼn Konstante vergelykende metode van data-analise is gebruik om die data te ontleed. Die navorsingsbevindings het aangetoon dat die meeste van die deelnemers ontoepaslike klaskamergedrag openbaar het. Dit behels ook swak akademiese prestasie, teruggetrokke gedrag en ontwrigtende gedrag soos aggressie en swak sosiale interaksie met die onderwyser en hul klasmaats. Hierdie deelnemers het sekere fisieke simptome asook emosionele toestande soos woede, hartseer en angstigheid gerapporteer. Voorts was dit duidelik dat die deelnemers blootgestel was aan voortdurende toestande van armoede en ongunstige lewensomstandighede in hul gemeenskappe.

Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / Schools, parents and learners have certain expectations of teachers, including their expectations regarding the emotional behaviour of teachers in the classroom. This implies that teachers are occasionally required to project emotions that they are not really experiencing, thereby affecting and influencing their own identity and integrity as teachers. It is with this phenomenon in mind that the influence of feeling rules that form part of emotional labour was researched: the experiences of teachers, and the support that schools provide in this regard, as well as the impact of emotional labour on different teachers. The problem studied is the role that emotional labour plays in the high school educator’s classroom. This problem was researched specifically in the context of the teachers’ personal experiences and opinions. The study focused on how teachers experience emotional labour in their classrooms and working environment, and the influence that it has on them. The primary objective of this research was to analyse and describe the teachers’ perceptions and experiences of emotional labour in the teaching environment. On the one hand, teachers must be aware of the role that emotional labour plays in the classroom. On the other hand, it is particularly important that the management of schools should provide teachers with the required recognition, support and development relevant to this important concept. The purpose of this study is therefore, to sensitise awareness of this concept and to contribute to improved insight into it, so that the feelings and perceptions of teachers regarding the effort that emotional labour demands from them can be better understood. This study has a generic qualitative perspective in the use of the research approach and methods that embrace a phenomenological point of view, where reality is based upon the perceptions of teachers –in the field – that participated in the study. The result is of a descriptive nature. A non-probability sampling technique was adopted, specifically the convenience sample, on the basis of which ten participants were selected according to their availability and willingness to participate in this study. Data was generated by means of semi-structured interviews with two focus groups and four individual interviews recorded on tape and transcribed verbatim. Data processing was done by means of the constant comparative method of analysis. The coding of data according to certain selection criteria led to the identification of themes, categories and sub-categories. The relationships between the themes were integrated into a conceptual model. These themes describe the possible elements that influence the role of emotional labour in the classroom of the educator. The results illustrate that teachers identify the elements that play a role in how the teachers in this group experience emotional labour in the classroom: their identity as teachers, their work context, the feeling rules, the support they receive or the lack thereof, the extent of their practical experience in education, the strategies they use in handling emotional labour, and lastly, the consequences of emotional labour. This implies that the ability of teachers to experience emotional labour positively in the education environment is largely dependent on the support, guidance and leadership that they receive from their schools.

Thesis (MEd)--University of Stellenbosch, 2005. / An autobiographical narrative is imparted through different phases of understanding of the reading process, which developed over time in various fields in education. The reading process is discussed from different perspectives, based on own experience: as initial reader who has to master the reading process in a period when meaning of the context is of minor consideration, as teacher of young and struggling readers, as trainer of candidate remedial teachers, as curriculum and resource developer and author of publications with the objective of making the reading process more accessible to learners and teachers, and ultimately as in-service trainer of teachers in an era when children's reading skills deteriorate markedly. After critical reflection and consideration it was concluded that teachers involved in reading instruction and support are empowered only if they can critically reflect on and examine their personal practices in view of a good understanding of the reading process. Different models of understanding, developed over time, were utilised for better insight.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005. / Teachers have a central role to play in the process of educational transformation. Given their deep contextual understanding of their school it is important to provide a safe space, so that their voices can be heard. Within the context of educational transformation, educational psychologists are challenged to redefine their role and to become more involved in the general process of schooling. The new role envisaged for educational psychologist suggests an enlargement of their scope of practice to include both individual work as well as work within the different systems. The role as organizational consultants suggests that the educational psychologist must assist with professional teacher development and organizational development in order to equip schools to become more effective in their purpose and goals. The study attempts to explore the directive use of sandtray as a non-verbal and projective technique, within the framework of school development planning, to facilitate school development. It is envisaged that the outcomes of the research can contribute towards the range of skills and interventions that educational psychologists can use to effect school reform and development. A qualitative case study within the interpretive paradigm was chosen as research design. The case was a high school in the Namaqua District of the Northern Cape Province. The sample for this study consists of 6 teachers that were representative of the staff. The data was collected through 6 individual sandtray sessions, semi-structured interviews and 1 focus group discussion. Photographs of the subjects sand worlds were also taken. The review of literature and the findings of this research, suggest that sandtray, as a projective technique, when used in an ethical and responsible way, during the auditing phase of school development, can give the educational psychologist access to the underlying personal and structural dynamics that hinders the process of development and renewal within a school. Secondly, it helps to develop an understanding of the individual perspectives, point of views and emotional reactions of teachers towards the existing context of the school. Since school development is also concerned with personal and professional development of teachers, it is important to provide psychosocial support for teachers to deal with personal issues that emerge out of the sandtray process as well as the challenges within the context of their school. To develop a composite picture of the school it seems important to involve all role-players in the initial phases of school development planning.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2006. / Attention-Deficit Hyperactivity Disorder (ADHD) is a common disorder affecting 4% to 5% of South African children. Recent studies revealed that 30% to 70% of children continue to experience problems related to ADHD in adulthood. Adults are becoming increasingly more aware of adult ADHD as a result of public awareness campaigns in the media. Their first line of action is to visit their family physician, but the question arises whether these practitioners are ready to take on the patients with ADHD. The aims of this study were to determine the familiarity, attitudes and practices of general practitioners in South Africa with regard ADHD in both children and adults and whether there are differences in children and adults with regard to depression and generalised anxiety disorders as comorbid disorders. The study also briefly explored the training models of general practitioners in South Africa. The research questions are addressed by means of a survey approach, using quantitative measures. An email message with a cover letter, explaining the purpose of the research project, provided a link to a Web-based questionnaire. It was broadcast to 6704 general practitioners on the database of the company MEDpages, who managed the broadcast. A questionnaire attached to an e-mail message was sent to all Departments of Family Health at universities in the country to obtain information with regard to the training models of general practitioners. This was followed up with structured telephone interviews if no response was received. The questionnaire was completed by 229 respondents. The data were statistically analysed using Statistica Version 7.0. The results revealed a significant need among general practitioners to increase their knowledge base with regard to ADHD, more so with regard to adults. Their knowledge and training with regard to depression and generalised anxiety disorders were significantly more extensive with regard to adults as opposed to children. Training with regard to ADHD in adults was almost non-existent. It was recommended that the limited knowledge base of general practitioners with regard to ADHD should be addressed by adapting the curriculum of undergraduate medical students and providing opportunities for continued medical education that focus on the diagnosis and management of ADHD in both children and adults. General practitioners should acknowledge the educational psychologist as an equal partner within a multi-disciplinary team

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Bowlby (1969) described infant attachment as the emotional bond that ties the infant to one or a few figures across time and distance. He claimed that internal working models are shaped by early experiences and that attachment behaviour is programmed within these models. According to Bowlby, internal working models are carried forward and have an effect on the development of personality, emotion regulation characteristics and behaviour later in life (Goldberg, 2000). Attachment Theory and emotion regulation are closely linked. The parent-child relationship plays an important role in the development of emotion regulation skills. According to research and subsequent literature, children with attention deficit/hyperactivity disorder (ADHD) have difficulty with emotion regulation. A limited number of studies have focused on the emotion regulation characteristics of children with ADHD, using Attachment Theory as lens. In this study, Attachment Theory was applied to explore the emotion regulation characteristics of a ten-year-old girl with ADHD. A series of observations were central to the process of producing data, as observation plays an eminent role in the history of attachment research. Within the series of observations, together with three semi-structured interviews, the child‟s emotion regulation characteristics were identified. The parent-child relationship and the parents‟ level of reflective functioning played a significant role to identify the characteristics of emotion regulation. A literature review and information from documents (e.g. reports from multi-disciplinary professionals) contributed to the validity of the findings. It was found that the girl with ADHD was significantly insecure in her general functioning. The themes that emerged elicited the interface and interaction between attachment behaviour, emotion regulation and ADHD. Future research should focus on Attachment Theory and ADHD. Parents, teachers and multi-disciplinary professionals who have or work with children diagnosed with ADHD will benefit from Attachment Theory. / AFRIKAANSE OPSOMMING: Bowlby (1969) het gehegtheid of binding beskou as die emosionele band wat tussen die jong baba aan een of meer versorgers gevorm word. Hy het beweer dat hierdie band mettertyd „n interne model van gehegtheid vorm, en dat latere gedrag volgens hierdie modelle uitgeleef word. Volgens Bowlby word interne werksmodelle oorgedra van die primere versorger na die kind. Hierdie modelle het n uitwerking op spesifieke aspekte van die persoonlikheid, op die regulering van emosies en op gedrag binne verhoudings asook tydens konflik later in die lewe (Goldberg, 2000). 'n Noue verbintenis bestaan tussen gehegtheidsteorie en die regulering van emosie. Die ouer-kind-verhouding speel 'n belangrike rol in die ontwikkeling van vaardighede om emosie te reguleer. Volgens navorsing vind kinders met aandagtekort-hiperatiwiteitversteuring (ATHV) dit moeilik om emosies te reguleer. 'n Beperkte aantal studies gebruik gehegtheidsteorie om die regulering van emosies by kinders met ATHV na te vors. In hierdie studie is gehegtheidsteorie toegepas om die eienskappe van emosie – regulering by 'n tienjarige dogter wie met ATHV gediagnoseer is, te verken. 'n Reeks observasies was sentraal tot die proses van dataversameling, omdat observasie 'n besondere rol in die geskiedenis van gehegtheidsnavorsing speel. Binne „n reeks van waarnemings, tesame met drie semi-gestruktureerde onderhoude, is die eienskappe van die kind se regulering van emosies geïdentifiseer. Die ouer-kind-verhouding en die ouers se vlak van reflektiewe funksionering speel 'n belangrike rol in die identifisering van eienskappe om emosie te reguleer. 'n Literatuuroorsig en inligting uit dokumente (bv. verslae van multidissiplinêre professionele persone) het bygedra tot die geldigheid van die bevindings. Dit is gevind dat die dogter met ATHV beduidend onveilig in haar algemene funksionering was. Die temas wat na vore gekom het, het die skakeling en interaksie tussen gehegtheidsgedrag, die regulering van emosie en ATHV aan die lig gebring. Ouers, onderwysers en multidissiplinêre professionele persone wat kinders het of wat werk met kinders wat met ATHV gediagnoseer is, sal baat vind by gehegtheidsteorie.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2007. / Research regarding caregivers in institutions for people with intellectual impairment has traditionally focussed on aspects of pathology, such as stress and burnout. In the past three decades there has been a shift towards a stronger focus on individuals' competencies and strengths. This paradigm shift has contributed to the development of the term ‘Quality of Life’. This study focuses on the perceptions of formal caregivers in an institution for the intellectually impaired about their Quality of Life. The aim was to understand the selfperceived quality of life of staff caring for adults with intellectual disabilities using Positive Psychology theories. Based on fortigenic assumptions regarding human functioning, the influence of stress on formal caregivers and also positive experiences and the factors that enable these caregivers to rise above hardships of their occupation, were investigated. This qualitative interpretive study was conducted in an institution for adults with intellectually impairment and twelve caregivers at the institution willingly participated. Data were generated through structured open-ended, informal and a focus group interview and later analysed thematically. The themes discussed in the study evolve around the caregivers’ perception of 1) their definition of quality of life, 2) their current quality of life, 3) the negative factors, stressors, positive experiences and psychofortological factors impacting on their quality of life, and 4) possibilities for improving their quality of life. Based on the relation between the above mentioned themes, the quality of life of the caregivers appears to be a product of their relationship with the adults with intellectual disabilities. Therefore, the findings indicate a paradox of care-giving where the participants not only report on care-giving, but also on care-receiving within their relationship with the adults with intellectual disabilities. In this relationship care-giving seems to be a fortigenic factor for the most of the participants and also a means for interpersonal flourishing. On the basis of these findings several recommendations are made for further research, with a view to striving towards improving the quality of life of staff caring for adults with intellectual disabilities.