Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Duisende jong Suid-Afrikaners vertrek jaarliks op ‘n gapingsjaar (”gap year”) oorsee. ‘n Populêre siening in die media asook die wyer publiek is dat hierdie gapingsjaar die ideale tydperk is vir jongmense waar hulle hulleself kan “vind”. ’n Gapingsjaar word tipies onderneem in laat adolessensie (tussen 18 en 25 jaar). Die idee dat laat adolessente hulleself moet “vind” sluit aan by die ontwikkelingsteoretici se psigososiale konsep van identiteitsformasie. Die mees belangrike ontwikkelingstaak tydens laat adolessensie is die vestiging van ’n koherente identiteit en is ’n redelike mate van identiteitsverwerwing na afloop van adolessensie kritiek. ’n Belemmerde identiteitsverwerwing kan hul persoonlike selfstandigheid en outonomie wesenlik inperk. Die vraag het ontstaan of laat adolessente hulleself wérklik “vind” in ’n gapingsjaar soos die media-ideologie dit uitbeeld? Tot op hede (nasionaal en internasionaal) kon geen navorsing gevind word wat verband hou met ʼn gapingsjaar en identiteitsontwikkeling nie. Die doelstelling van hierdie studie was om die identiteitsontwikkelingstatus van Suid-Afrikaanse laat adolessente na ’n gapingsjaar te bepaal. Die basiese veronderstelling en populêre siening dat laat adolessente na afloop van ’n gapingsjaar ’n verworwe status van identiteitsontwikkeling het, is ondersoek. Om die identiteitstatus te assesseer is 288 Suid-Afrikaanse gapingsjaar laat adolessente genader en ’n kwantitatiewe opname metode is gebruik. Die gekose instrument vir die identiteitstatus ondersoek is die Extended Version of Ego Identity Status (EOM-EIS-II). ’n Demografiese vraelys is geadministreer om beskrywende data verkry en te kyk watter demografiese eienskappe statisties korreleer met die onderskeie identiteitsontwikkelingstatusse van respondente. Die gestruktureerde vraelys is via ʼn webtuiste, met pen en papier of telefonies voltooi. In stryd met die populêre siening en media-ideologie is die bevinding dat die minderheid respondente (slegs 14.5%) geklassifiseer kon word in die verworwe identiteitstatus na ‘n gapingsjaar. Die meerderheid val binne die moratorium- en diffusestatus wat beteken dat hulle nie ‘n binding gemaak het tot ‘n identiteit na hul gapingsjaar nie. Gapingsjaar adolessente se ouderdom, tyd terug na hul gapingsjaar, die behoort aan ‘n religieuse groep (tydens hul gapingsjaar) of hul verhoudingstatus (tydens hul gapingsjaar) is eerder geassosieer met ‘n verworwe identiteitstatus. Vroegtydige en pro-aktiewe terapeutiese en opvoedkundige ondersteuning tydens hierdie ontvanklike periode, kan bydra tot ’n groter positiewe identiteitsontwikkeling van jongmense. Hierdie studie kan bydra tot die kennisbasis vir Suid-Afrikaanse navorsing. / ENGLISH SUMMARY: Thousands of young South-Africans embark every year on a gap year overseas. A popular notion in the media as well as the wider public is that the gap year is the ideal period for young people to ‘find themselves”. A gap year is typically undertaken in late adolescence (age between 18 and 25). The idea that adolescents should ‘find’ themselves relates to developmental theorists’ psychosocial concept of identity formation. The most important development task during late adolescence is the forming of a coherent identity and a reasonable amount of identity formation after adolescence is critical. Impeded identity formation can severely curb their self-dependency and autonomy. The question is raised whether adolescents really ‘find’ themselves during a gap year, as the media would have us believe. No research (nationally and internationally) could be found which relates to the gap year and identity formation. The aim of this study was to determine the identity development status of late adolescents having been on gap year. The basic assumption and popular view that adolescents would have an achieved status of identity formation, is investigated. To assess the identity status, 288 South-African late adolescents who has taken a gap year was asked to participate in a quantitative survey. The chosen instrument for the identity status investigation is the Extended Version of Ego Identity Status (EOM-EIS-II). A demographic questionnaire was also included to gain descriptive data. The data was used to test which demographic properties correlate with the respective identity formation statuses of participants. The structured questionnaire could be completed via a website, with pen and paper or telephonically. Contrary to the popular notion in the media and public, the finding is that the minority respondents (only 14.5%) could be classified in the achieved identity status after the gap year. The majority falls in the moratorium- and diffused statuses, which means that a binding was not formed with their identity after their gap years. Rather, demographics like age, time back after gap year, religious affiliation (during gap year) and relationship status was found to be associated with an achieved identity status. Early and pro-active therapeutic and educational support during this receptive period (adolescence), can contribute to better identity development of young people and this study can therefore contribute to the South- African research knowledgebase.

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / A depressive mood disorder has been for the past decade the mood disorder with the highest prevalence in the general population. Independent studies done in South Africa indicated a prevalence of depression between 13% to 53%. These results do not concur with official published statistics indicating a prevalence of depression in 16% of the general population over a lifetime. Depression is probably under diagnosed by general practitioners and only a small proportion of adolescents with depression are recognised and even less receive any support for their depression. The aim of this study was to explore the following: the prevalence of symptoms of depression in grade 10 learners in schools in Stellenbosch, gender differences regarding the prevalence of depression symptoms in grade 10 learners, the prevalence of specific symptoms of depression and to explore similarities between symptoms of depression and the adolescent developmental phase. The study was conducted by means of the Beck Depression Inventory. The survey was conducted with 201 grade 10 learners with the necessary permission. The results regarding the prevalence of depression symptoms and gender differences regarding the prevalence of depression correlate with international statistics. This study found that more respondents indicated one or more symptom of depression at the given time than indicated by the literature. It was also found that some adolescent developmental tasks are similar to some symptoms of depression. Further research in South Africa regarding the prevalence of symptoms of depression was recommended.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: It is a well known phenomenon that people from historically disadvantaged communities, tend to do well in society despite the numerous risk factors that complicate life for them. This study has this phenomenon as it's subject. The unit of analysis of the study was Grade 12 achievers from a historically disadvantaged community. The main purpose of this study was to determine why these Grade 12 learners managed to excell academically despite the risk factors present in their community. The secondary focus of the study was to identify the risk factors that the learners had to face to eventually achieve academic success and the protective factors which contributed to their academic success. The literature review focussed on the concept "resilience" and related concepts such as risk factors, protective factors and the adolescent development phase within the framework of positive psychology, eco-systemic and asset based approaches. The research was conducted using a qualitative interpretive study approach. Seven achievers from the coloured community in the Western Cape, were interviewed. The data was analysed using qualitative content analysis. The data was discussed by placing the risk factors and the protective factors in five different systems namely, the individual, the family, the school, the peergroup and the community. The findings of the study indicate that the above systems are in constant interaction with one another and that the protective factors can be utilized to overcome the risk factors. The study thus proves that, although the participants were exposed to risk factors, they managed to display great resilience in using protective factors. The community was identified as one of the biggest risk factors, but by utilizing certain protective factors as are found in the individual, the family, the school and the peergroup, the participants were able to protect themselves against the risk factors resulting in their academic success. The personal strengths of the participants proved to be the most important protective factor in a historically disadvantaged community. / AFRIKAANSE OPSOMMING: Dit is 'n bekende fenomeen dat persone wat in histories benadeelde omstandighede grootgeword het, ten spyte van risikofaktore, suksesvolle produktiewe lede van die samelewing word. Dit is juis hierdie fenomeen wat dié studie ondersoek het. Hierdie studie het pertinent bruin graad 12-presteerders uit 'n histories benadeelde gemeenskap as eenheid van analise geteiken. Die doel van hierdie studie was om uit te vind waarom graad 12-leerders ten spyte van verskeie risikofaktore binne 'n histories benadeelde gemeenskap daarin geslaag het om akademies goed te presteer. Die newevraagstellings van die studie was om uit te vind watter risikofaktore die deelnemers moes trotseer ten einde akademiese sukses te behaal en ook watter beskermingsfaktore tot hierdie deelnemers se akademiese sukses bygedra het. Die literatuuroorsig het die konsep "veerkragtigheid" en aanverwante begrippe soos risikofaktore, beskermingsfaktore en die adolessente ontwikkelingsfase binne die raamwerk van positiewe sielkunde, die ekosistemiese en bategebaseerde benaderings ondersoek. 'n Kwalitatiewe interpretatiewe studie is geloods om die navorsing uit te voer. Individuele onderhoude is met sewe presteerders uit 'n bruin gemeenskap in die Wes-Kaapprovinsie gevoer. Die data is met behulp van kwalitatiewe inhoudsanalise ontleed. Die data is bespreek deur risikofaktore en beskermingsfaktore binne vyf sisteme naamlik die individu, die gesin, die skool, die portuurgroep en die gemeenskap te plaas. Die bevindings van die studie toon dat bogenoemde sisteme in voortdurende wisselwerking met mekaar is en dat die beskermingsfaktore gebruik kan word om die risikofaktore te bowe te kom. Die bevindinge toon derhalwe dat, alhoewel die deelnemers voortdurend risikofaktore ervaar het, hulle met behulp van sekere beskermingsfaktore veerkragtigheid aan die dag kon lê. Die gemeenskap is as een van die grootste risikofaktore uitgelig, maar met behulp van sekere beskermingsfaktore soos gevind in die individu, die gesin, die skool, en die portuurgroep, kon die deelnemers hulleself teen risikofaktore buffer en akademiese sukses behaal. Die persoonlike sterktes van die deelnemers het as die belangrikste beskermingsfaktor in 'n histories benadeelde gemeenskap na vore getree.

The purpose of this study was to explore the impact of teenage pregnancy on educators in the rural high schools at Thabo Mofutsanyane district in Eastern Free State. This study aimed to achieve four objectives which were to identify the impact of teenage pregnancy on educators; to identify the challenges that educators face when dealing with pregnant learners; to identify the form of training educators receive in preparing them to deal with teenage pregnancy; and lastly to identify the kind of support educators feel they are being given to help them deal with teenage pregnancy. Participants were eight Life Orientation educators from two high schools and two principals in the respective schools. Participants were identified using a purposive sampling method. Interviews and one focus group were conducted with educators and principals from the two schools. Interviews were tape recorded, transcribed and translated into English where necessary. The collected data was analysed using thematic analysis. The results of the study showed, firstly, that educators face a number of challenges including a lack of training and resources, poverty, lack of parental involvement, as well as a lack of policies and clear guidelines to be used when dealing with pregnant learners. Secondly, it showed that teenage pregnancy tends to have a negative impact on educators because they receive little support in dealing with pregnant learners. Thirdly, it showed that teenage pregnancy tends to have negative impact on educational performance because pregnant learners are distracting to the class and they are distracted themselves. This tends to affect the school’s overall performance which reflects negatively on educators. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western Cape and were purposively selected. A qualitative research methodology was used and data was selected by means of semi-structured interviews, focus-group interviews, collages and photographs. The findings showed that the type of masculinity these boys aspire to is admirable. However, they are caught within a context where there is a lack of physical space, an absence of facilities, a high unemployment rate and are surrounded by community disorganisation. The boys are confronted with many male examples in their community who are not providing for their families, and they see substances such as alcohol and drugs being abused daily by adult members of their community. Despite a constant presence of a mother, there is a lack of meaningful relationships with their fathers. They cannot easily identify positive role models within their community and do not have the ability to search for such traits in others. The themes arising from the data presented a contrast between the experiences of the participants and the kind of men they seek to be. There are very few men in their community who could help them to achieve their ideals and who could provide them with guidance or support. In the absence of suitable male role models to emulate, these boys are likely to comply with a model of masculinity that demonstrates dominance and power through violence and abuse. / AFRIKAANSE OPSOMMING: Die sosiale konstruksie van manlikheid is 'n komplekse proses, een wat nie van die onmiddellike omgewing en kultuur van die seuns geskei kan word nie. Die doel van hierdie studie was om die konstruksie van manlike identiteit in jong laerskoolseuns, wat grootgeword het in 'n konteks waar min positiewe manlike rolmodelle kan wees, en waar die gemeenskap 'n groter rol kan speel in die vorming van hul identiteit, te verstaan. Ek fokus op seuns tussen die ouderdomme van tien en dertien jaar oud. Die deelnemers was van 'n lae - sosio-ekonomiese bruin gemeenskap in die Wes-Kaap en is doelbewus gekies. ‘n Kwalitatiewe navorsingsmetodologie is gebruik en data is deur middel van semi- gestruktureerde onderhoude, fokusgroep-onderhoude, collages en fotos ingesamel. Die bevindinge het getoon dat die tipe manlikheid wat hierdie seuns nastreef, prysenswaardig is. Hulle is egter vasgevang in 'n konteks gekenmerk deur 'n gebrek aan fisiese ruimte, 'n afwesigheid van fasiliteite, 'n hoë werkloosheidsyfer en gemeenskaplike wanorde. Die seuns word gekonfronteer met baie voorbeelde van mans in hul gemeenskap wat nie voorsiening maak vir hul families nie, en hulle world op 'n daaglikse basis bloogestel aan volwassenes wat alkohol en dwelms misbruik. Hoewel daar 'n konstante teenwoordigheid van 'n ma is, is daar is 'n gebrek aan 'n sinvolle verhouding met hul vaders. Hulle kan nie maklik positiewe rolmodelle identifiseer binne hul gemeenskap nie, en het nie die vermoë om te soek vir soortgelyke eienskappe in ander nie. Die temas wat voortgespruit het uit die data was in kontras met die ervarings van die deelnemers en die tipe man waarna hulle streef om te wees. Daar is geen mans in hul gemeenskap wat hulle kan help om hul ideale te bereik en wat hulle kan voorsien met leiding of ondersteuning nie. In die afwesigheid van geskikte manlike rolmodelle om na te boots, kan hierdie seuns geneig wees om 'n model van manlikheid wat oorheersing en mag deur geweld en mishandeling na te streef.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study was undertaken to explore the challenges that foster parents experience when a child with Fetal Alcohol Spectrum Disorder (FASD) is placed in their care. Given the intensive care and various support needs, the question is whether foster parents are equipped to care for these children. This is an exploratory study that also explores the current service delivery relationship between foster parents and social workers. This study posed two research questions, namely what the challenges are that foster parents of children with FAS face and what their experiences with social support are. The sample population for the qualitative case study was two foster parents with children with FAS. Data was gathered through semi-structured interviews. The following themes were identified in the study: initiation as foster carers, motives for foster care, recruitment and training of foster care parents and services to foster parents. The findings of the study suggest that, in addition to financial support, foster parents express the need for emotional support, training on how to foster children with FAS as well as knowledge about the disability. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om ondersoek in te stel na die uitdagings wat pleegouers ervaar wanneer ʼn kind met Fetale Alkohol Spektrum Versteuring (FASV) in hulle sorg geplaas word. Die vraag is of pleegouers opgewasse is om hierdie kinders te versorg, gegewe die intensiewe versorging en diverse ondersteuningsbehoeftes wat hulle benodig. Die verkennende studie ondersoek ook die huidige diensleweringverhouding tussen pleegouers en maatskaplike werkers. Die studie is gerig deur twee navorsingsvrae, naamlik watter uitdagings pleegouers met FAS kinders beleef en watter ervaringe pleegouers ten opsigte van maatskaplike ondersteuning beleef. Die steekproef populasie vir die kwalitatiewe gevallestudie was twee pleegouers van kinders met FAS. Data is deurmiddel van semi-gestruktureerde onderhoude versamel. Die volgende temas is geïdentifiseer: aanvang van pleegsorg, die redes vir pleegsorg, werwing en opleiding van pleegouers en dienslewering aan pleegouers. Die bevindinge van die studie dui daarop dat behalwe finansiële ondersteuning pleegouers ook ʼn behoefte aan emosionele ondersteuning, opleiding oor hoe om kinders met FAS te vesorg en kundigheid oor die gestremdheid benodig.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not ever being diagnosed. They are often misunderstood and consequently rarely receive the necessary support. Adolescents diagnosed with ADHD find it difficult to manage the pressures of academics and interpersonal relationships. Due to the small number of female participants in previous studies regarding this topic, there is little known about the effects of ADHD on adolescent girls. Gaining a better understanding of the effects on girls with ADHD can lead to improved identification of girls with this disorder and more effective interventions and support can be sought. The aim of this interpretive study was to explore how the symptoms of ADHD affect the academic performance, as well as peer and family relationships of adolescent girls in order to develop more informed intervention strategies and to train teachers to accommodate their learning needs. Seven adolescent girls with ADHD were purposefully selected to participate in four individual interviews and one focus group interview. The participants designed reality boxes to signify their own understanding and experience of ADHD and the perceived effect on their academic performance, peer relationships and family relationships. The transcribed data were coded and categorised according to six broad themes that framed the study, i.e. explaining the ADHD symptoms, ADHD in school, ADHD in relationships, coping strategies for ADHD, influence of medication on experience of ADHD and people without ADHD. This thesis presents how the participants made meaning of ADHD and constructed their identities, how they coped as well as how they could be supported in schools. Although symptoms like talkativeness, impulsivity and lack of time-management impact their learning and relationships, they feel accommodated and accepted by friends and family. However, teachers often misunderstand their behavior and therefore don’t accommodate their learning needs. Their recommendations for support will be discussed. / AFRIKAANSE OPSOMMING: Aandag-tekort/hiperaktiwiteit versteuring (ATHV) is een van die mees algemene versteurings wat gediagnoseer word onder kinders. Navorsing met betrekking tot die ervarings van adolessente dogters met ATHV is skaars. Dit blyk asof die simptome van hierdie versteuring verskillend manifesteer in dogters as in seuns. Dogters toon simptome soos oormatige spraaksaamheid, emosionele reaktiwiteit, vergeetagtigheid, wanorde, lae selfkonsep en angstigheid. Deurdat hierdie simptome onder dogters nie altyd diagnoseer word nie, lei dit daartoe dat baie van hierdie dogters regdeur hul laer- en hoërskoolloopbane gaan sonder om ooit gediagnoseer te word. Hulle word dikwels misverstaan wat voorkom dat hulle die nodige ondersteuning ontvang. Adolossente wat met ATHV gediagnoseer word vind dit moeilik om die druk van akademie en interpersoonlike verhoudinge te hanteer. Daar bestaan min kennis omtrent die effek van ATHV op adolossente dogters weens die klein getal vroulike deelnemers aan vorige studies wat op hierdie onderwerp gefokus het. Deur ‘n beter begrip te verkry omtrent die effek van ATHV op adolossente dogters, kan dit lei tot ‘n beter identifisering van dogters met hierdie versteuring wat kan lei tot beter effektiewe intervensie en ondersteuning. Die doel van hierdie interpretatiewe studie was om die effek van die simptome van ATHV op akademiese prestasie, asook die portuurgroep en familie verhoudinge van adolossente dogters te verken. So kan intervensiestrategieë beter ingelig word en kan onderwysers opgelei word om hierdie kinders, met hul leerbehoeftes, te akkommodeer. Sewe adolessente dogters met ATHV is doelbewus geselekteer om deel te neem aan vier individuele onderhoude en een fokusgroep onderhoud. Die deelnemers het realiteitsbokse ontwerp wat hul eie begrip en ondervinge van ATHV verteenwoordig. Die bokse het ook aangedui hoe hierdie dogters die effek van ATHV op hul akademiese prestasie, portuurgroep en familie verhoudinge ervaar. Die data is transkribeer, kodeer en gekategoriseer volgens ses breë onderwerpe, nl. verduideliking van ATHV simptome, ATHV op skool, ATHV in verhoudinge, strategieë om ATHV te hanteer, invloed van medikasie op die ervaring van ATHV en mense sonder ATHV. Hierdie navorsingstudie beskryf hoe die deelnemers betekenis gee aan ATHV en hoe hulle hul eie identiteite konstrueer, hoe hulle dit hanteer sowel as hoe hulle ondersteun kan word in die skool. Hulle is van mening dat hulle wel geakkommodeer en aanvaar word deur vriende en familie, ten spyte van die simptome soos oormatige spraaksaamheid, impulsiwiteit en ‘n tekort aan tydsbeplanning. Hulle voel wel dat onderwysers dikwels hul gedrag misverstaan en dus nie hul leerbehoeftes ondersteun nie. Hul aanbevelings ten opsigte van ondersteuning word ook bespreek.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function developing through interaction within social and cultural contexts known as mediation. This qualitative collective case study, informed by an interpretivist paradigm, was designed to explore and compare how Foundation and Intermediate Phase mathematics teachers mediate metacognition during mathematical problem solving. It aimed to offer a deeper understanding of the process of mediation, the complex interplay between cognition and metacognition, and how teachers differentiate the mediation process to accommodate diversity among their learners. To address this, two cases were identified involving a sample of six mathematics teachers each of an urban primary school in the Western Cape Province. The first case was Foundation Phase teachers and the second Intermediate Phase teachers. Semi-structured individual interviews, non-participant classroom observations, and semi-structured focus group interviews were used as methods to gather and triangulate data. Themes that emerged from constantly comparing the data informed the findings. The findings suggest that there are cognitive, non-cognitive and contextual factors which could influence the quality and outcomes of the mediation of metacognition during mathematical problem solving in diverse classrooms. It emphasized the significance of the active role the teacher as a more knowledgeable other plays in the mediation process. Furthermore, it underlined the importance of giving learners challenging mathematical problems requiring metacognition within their zones of proximal development. It was also found that the teacher as mediator should not only have the necessary professional knowledge and strategies, but should also consider the affective factors, perceptions and reactions of learners, during the mediation process. Keywords: metacognition, mediation, mathematical problem solving, sociocultural theory, differentiated instruction, Foundation Phase teachers, Intermediate Phase teachers. / AFRIKAANSE OPSOMMING: Onlangse nasionale en internasionale assesserings lig probleemoplossing uit as 'n belangrike, maar problematiese faktor in die huidige wiskundige prestasie van Suid-Afrikaanse leerders. Dit is duidelik dat die probleem toeneem dermate leerders na die Intermediêre Fase vorder. Navorsing toon 'n beduidende verband tussen metakognisie en suksesvolle wiskundige probleemoplossing. Vanuit 'n Vygotskiaanse sosiokulturele perspektief, wat die teoretiese raamwerk van hierdie studie gevorm het, word metakognisie as 'n hoër-orde funksie gesien wat ontwikkel deur interaksie binne die sosiale en kulturele konteks bekend as mediasie. Hierdie kwalitatiewe kollektiewe gevallestudie, ingelig deur 'n interpretivistiese paradigma, was ontwerp om te verken en te vergelyk hoe Grondslag- en Intermediêre-Fase onderwysers metakognisie tydens wiskundige probleemoplossing medieer. Dit het ten doel gehad om 'n beter begrip te bied van die proses van mediasie, die komplekse wisselwerking tussen kognisie en metakognisie en hoe onderwysers mediasie differensieer om die diversiteit van hul leerders te akkommodeer. Om dit aan te spreek was twee gevalle geïdentifiseer wat elk uit ses wiskunde-onderwysers van 'n stedelike primêre skool in die Wes-Kaap bestaan het. Een geval was Grondslagfase-deelnemers en die ander Intermediêre-Fase- deelnemers. Semi-gestruktureerde individuele onderhoude, nie-deelnemer klaskamer-waarnemings en semi-gestruktureerde fokusgroep-onderhoude was gebruik as metodes om data in te samel en te trianguleer. Temas wat ontluik het na die konstante vergelyking van data het die bevindinge ingelig. Die bevindinge het getoon dat daar kognitiewe, nie-kognitiewe en kontekstuele faktore is wat die kwaliteit en uitkomste van die mediasie van metakognisie tydens wiskundige probleemoplossing in diverse klaskamers kan beïnvloed. Die bevindinge beklemtoon die noodsaaklikheid van die aktiewe rol wat die onderwyser as die meer kundige ander speel in die mediasieproses. Verder word die belangrikheid benadruk van die daarstelling van uitdagende wiskundige probleme, wat metakognisie vereis, binne leerders se sones van proksimale ontwikkeling. Dit is ook gevind dat die onderwyser as mediator nie net oor die nodige professionele kennis en strategieë moet beskik nie, maar ook die affektiewe faktore, persepsies en reaksies van leerders in ag moet neem tydens die mediasieproses. Sleutelwoorde: metakognisie, mediasie, wiskundige probleemoplossing, sosiokulturele teorie, gedifferensieerde onderrig, Grondslagfase-onderwysers, Intermediêre Fase-onderwysers.

Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools. / AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The mother-daughter relationship and the feminine principle in the process of individuation are explored in this study. The mother-daughter relationship as the focus of the study is presented as the womb where the stories and experiences are in gestation. In presenting this research as a transpersonal exploration, the principles and practices of transpersonal psychology and transpersonal research are used as the lens through which the process of research is viewed. The study tells the stories of adolescent daughters and their menopausal mothers and their lives as girls and women in transitional life cycles. It also tells the stories of the author's mother and of herself, and offers their shared experiences of being daughters, and remembering that they are also the daughters of daughters, the mothers of whom have passed away a long time ago. The stories are presented in the mode of a narrative inquiry, becoming an exploration in itself. The author looks into the stories of what has been written by those who have mapped the territory of the transpersonal and narrative landscapes in psychology, education, research and psychotherapy. A research collage of the mother-daughter relationship, transitional life cycles, and also of aspects of the feminine and the process of individuation is created. Images of alchemy, archetypes, mythological figures and archetypal goddesses are added to allow this collage to become its own story. The study combines research methods used in transpersonal research and narrative inquiry. Data were gathered by making use of journal writing, mandala drawings, interviews, visual imagery and photographs, collage, writing letters, personal documentation, dreamwork, working with words and personal mythology. Transpersonal principles such as meditation, reflection, mandala drawings, intuitive listening and so forth were applied in working with the data. The researcher also used principles of narrative inquiry to assist in the process of processing the information and finding the stories. The research findings that emerged indicate that a mother and daughter can hold up a mirror to each other in order to see that there are experiences of abandonment and dependency in their relationship; another mother and daughter pair related to each other from a basis of limiting self-experience; and yet another mother and her daughter were seen to have a relationship that contains powerful potential for individuation through the process of growth and transformation. These findings may be relevant to the therapeutic and educational spheres of psychology, in training and in application. This research journey is an adventure that can be seen as symbolically walking the labyrinth, following the circular path towards the centre, and then back again, out into life. This journey is symbolic of the process of individuation as based on the mythology of the serpent Ouroboros that swallows its tail in order to become whole. The process of alchemy in psychology forms the container for this journey into wholeness. Like Theseus, beloved of Ariadne of antiquity, I took the golden thread in hand and stepped into the labyrinth. The journey could begin … / AFRIKAANSE OPSOMMING: Hierdie studie verken die moeder-dogter verhouding en die vroulike beginsel in die individuasieproses. Die moeder-dogterverhouding as die fokus van hierdie studie word voorgestel as 'n houer vir die bewaring van belangrike aspekte van die vroulike beginsel. Die modus van transpersoonlike sielkunde en navorsing is gebruik om as 'n lens te dien waardeur hierdie proses ondersoek is. Die narratiewe navorsingsmetode is gebruik om die stories te vertel wat in hierdie studie aangebied word. Hierdie stories gaan oor die navorsingsreis, die reis van dogter-wees en moeder-wees, die reis van vrou-wording en vrou-wees in die oorgangsfases van vroue se lewens. Dit behels stories van adolessensie en die menopouse. Daarnaas geplaas is die stories van my moeder, van myself, en van ons verhouding. In hierdie vertelling oor die moeder skryf ek dit as die dogter van 'n dogter wie se moeder lank reeds oorlede is. Ek onderneem 'n reis deur die landskap van die literatuur en neem daaruit stories van aspekte van vrou-wees, van die vroulike beginsel, asook van transpersoonlike sielkunde en transpersoonlike navorsing. Dit gaan ook oor die narratiewe wyse van ondersoek en die waarde van stories in narratiewe terapie word bespreek. Hierdie navorsingsreis is 'n speurtog; soos in 'n labirint is dit 'n sirkelvormige reis, wat die mitologiese slang, Ouroboros, wat sy eie stert insluk om heel te word weerspieël. Die labirinte van die mitologie en argetipiese vroubeelde en godinne stem tot nadenke oor die sielkundige ervaring van individuasie. In die nadenke is daar, soos met die alchemiste van weleer, 'n soeke die goud in die lood en die bevindinge wat die navorsingsreis oplewer, word bekendgemaak. In hierdie reis is gebruik gemaak van transpersoonlike en narratiewe navorsingsmetodes en beginsels om die inligting te verkry waarmee die stories vertel kon word. Hierdie metodes maak onder meer gebruik van joernaalskryf, mandalas teken, onderhoude, visuele beelde en foto's, collage, briewe, persoonlike dokumente, droomwerk, woorde en woordassosiasie en persoonlike mitologie. Transpersoonlike werkswyses soos meditasie, refleksie, intuitiewe luister, joernaal skrywe en so meer is gekombineer met narratiewe werkswyses om die inligting te verwerk en die stories te ontgin. Die navorsingsbevindinge dui op ervaringe van afhanklikheid en vrese van verlating; van 'n moeder en dogter wat gebuk gaan onder beperkende ervaringe van selfvertwyfeling en die implikasie wat dit het vir hulle vrou-wees; van 'n moeder en haar dogter wat die potensiaal vir die proses van individuasie in hulle verhoudinge met hul vroueliggame vind. Die implikasies van hierdie bevindinge mag moontlik van belang wees vir sielkundiges en opvoedkundiges wat hulle in hierdie sfere van hulpverlening bevind. Soos Theseus, beminde van Ariadne van ouds, het ek die goue draad ter hand geneem en daarmee die ingang van die labirint betree. Die reis moes begin …