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Adults' experiences and perceptions of resilience: overcoming adversity in a high-risk communityWeakley, Donna 12 1900 (has links)
Thesis (MEd (Educational Psychology)--University of Stellenbosch, 2006. / Many adults living in previously disadvantaged communities were confronted with daily racism, oppression and the abuse of human rights during the apartheid government's ruling of South Africa. Since the demise of apartheid, however, many of these same adults have continued to be challenged by adversities, such as crime, violence, unemployment, poverty, gangsterism and drug and alcohol abuse on a daily basis. Despite these adversities many adults nevertheless manage to cope and thrive. Yet, little research regarding the nature of adult resilience within high-risk communities, especially within the South African context, exists. The aim of this study was to gain insight into, and understanding of, adults' experiences of resilience within a high-risk South African community.
In order to address the aims of the study, a basic interpretive qualitative study was undertaken. A high-risk community on the Cape Flats, Western Cape, was selected as the site for data collection, as it was known that adults in the community were exposed to high incidences of crime, violence, poverty, unemployment and gangsterism. The selected participants were viewed, both by themselves and by other community members, as resilient as they had managed to overcome years of racism, oppression and the abuse of human rights at the hands of the apartheid South African government. Additionally, participants had had to fight the harrowing effects of negative influences on a daily basis.
The findings of this study indicated that, despite being confronted with ongoing extreme situations of adversity, the participants managed to cope and remain optimistic. Resilient attributes, such as intrapersonal, interpersonal and community resources, were found to contribute to adults' experiences of resilience. Intrapersonal resources, such as the maintenance of a positive attitude, the ability to set goals and the willingness to make sacrifices in order to achieve personally set goals, emerged. Other intrapersonal factors which were attributed to the adults' experiences of resilience related to the awareness of, and dedication to, future planning and the importance of maintaining a healthy body and mind. Interpersonal factors which came to the fore related to recognition of the importance of family relationships, involvement in activities which served to uplift and empower others, and acknowledgement of the need to mix with a diverse group of people in order to gain exposure to new ideas and experiences. Community resources were recognised as playing an additional role in supporting adults in their quest for success, with resources, such as religious organisations, schools and clinics, being identified by the participants concerned. Despite exposure to adversity, resilient adults in high-risk communities were found to make use of three sources of resources and to continue to remain hopeful and positive about their future. This study demonstrates, then, that resilience in a high-risk community is related to the use of intrapersonal, interpersonal and community resources.
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Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studieBoshoff, Annemi 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009. / This study focused on South African siblings' experiences of a brother or sister with cancer.
Social constructionism was used as an epistemological framework. Three in-depth interviews with siblings (ages 12 – 16 years) of pediatric cancer patients, were done. The case study approach was chosen as the most suitable method to gain the information. The thematic content analysis was the method of analysis.
Participants' experiences with regard to their siblings' cancer were reconstructed according to themes. Recurring themes were elucidated and linked with the literature.
The study allowed participants to express their conscious and unconscious experiences by means of verbal and non-verbal (art activities) communication. Results support the concern by previous studies about siblings' vulnerability since the diagnosis of a brother's/sister's cancer. The uniqueness of each sib's experience and the implementation of individualy-centered intervention strategies is emphasized. Educational Psychologists as well as members of the multidisciplinary team (teachers, medical and nursing staff, parents, family and peers) interested in supporting siblings of pediatric cancer patients can benefit from this study.
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Bullying in secondary schools : teachers' perspectives and experiencesKruger, Martha Margaretha 12 1900 (has links)
Thesis (MEd(Psych) --Stellenbosch University, 2011. / ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have
the daily task of dealing with it. Not only do teachers have to unravel the complex
dynamics of bullying, they also often have to navigate a school climate and culture that is
not conducive to addressing bullying. In South Africa, there are many unique contextual
factors which impact on teachers’ management of bullying, such as community violence
overflowing into the school, increased administrative load and limited support from
school management, parents and education authorities. Therefore, teachers’ abilities to
conceptualise bullying, recognise and respond to incidents of bullying, and their
knowledge of the nature and extent of bullying behaviour impact greatly on anti-bullying
strategies.
The theoretical framework which informed this study is the social context perspective
which drew on views from both social constructionism and the bio-ecological framework.
The social context perspective emphasises the interactions between individuals and the
systems as delineated in the bio-ecological model. Furthermore, this study did not aim to
reveal the “truth” about school bullying. The intention has rather been to provide a
comprehensive picture as was portrayed by the participants in this study. This picture
included the nature and extent of bullying in their secondary school, the teachers’
perspectives and experiences of bullying, and proposed prevention and intervention
strategies which they aim to implement at their school. In keeping with the constructionist
nature of the process of inquiry, a qualitative, interpretivist research approach was used.
Purposive sampling was used to identify potential participants who were then asked to
volunteer to be part of the study. Data was generated through semi-structured interviews
with individuals and focus groups. Furthermore, the constant comparative method was
used to analyse the data.
The research findings indicated that the teachers experience and perceive a wide variety
of bullying behaviours which take place at various sites, both within and outside the
school grounds and that involve a diverse range of individuals within the school
community. Furthermore, the teachers conveyed several factors which they experienced
as maintaining bullying and highlighted their perceived effects thereof. In addition to this,
the participants shared knowledge about their teaching practices and suggested a few
strategies on how to deal with bullying more effectively in their school community. / AFRIKAANSE OPSOMMING: Afknouery word beskou as ‘n deurlopende probleem in hoërskole en onderwysers moet
die gevolge daarvan daagliks hanteer. Onderwysers moet nie net die komplekse
dinamiek van afknouery ontrafel nie, maar worstel ook met ‘n skoolklimaat en -kultuur
wat nie toepaslik is om afknouery te bekamp nie. In Suid-Afrika is daar unieke
kontekstuele faktore wat ‘n invloed het op hoe onderwysers afknouery hanteer. Dit sluit
onder andere in die geweld wat oorvloei vanuit die gemeenskap na die skool, verhoogde
administratiewe werklading asook beperkte ondersteuning van die skool se bestuurspan,
ouers en die onderwysowerhede. Daarom speel onderwysers se vermoëns om
afknouery te konseptualiseer, insidente van afknouery te herken en daarop te reageer,
asook hulle kennis van afknougedrag ‘n groot impak op anti-afknouery strategieë.
Hierdie studie word gekonseptualiseer vanuit ‘n sosiaal-konstruktiwistiese en bioekologiese
perspektief. ‘n sosiale konteksperspektief beklemtoon die interaksies tussen
individue en die sisteme wat uiteengesit is in die bio-ekologiese model. Die doel van
hierdie studie was nie om die “waarheid” oor afknouery in die skool te openbaar nie. Dit
was eerder om die deelnemers se perspektief in diepte te analiseer en beskryf. ‘n
Kwalitatiewe, interpretivistiese navorsingsbenadering is daarom gevolg. ‘n Doelgerigte
steekproef is gebruik om potensiële deelnemers te identifiseer en hulle is gevra om
vrywillig deel te neem aan die studie. Data is gegenereer deur semi-gestruktureerde
individuele en fokusgroeponderhoude. Verder is die konstante vergelykende metode
gebruik om die data te analiseer.
Die navorsingsbevindinge het aangedui dat die onderwysers ‘n wye verskeidenheid
afknougedrag van diverse groepe en individue binne en buite die skoolterrein ervaar. Die
onderwysers het verskeie faktore identifiseer wat afknouery moontlik instandhou en het
die moontlike gevolge van afknouery uitgelig. Laastens het die deelnemers kennis oor
hulle onderwyspraktyke gedeel en voorstelle gemaak oor hoe om afknouery meer
effektief in hul skoolgemeenskap te hanteer.
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The experiences of mothers who raise children with fetal alcohol syndrome: a collective case studyCampbell, Theresa J. 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2007. / Fetal Alcohol Syndrome (FAS) is an ongoing problem in the Western Cape.
Marginalised and poverty-stricken communities use alcohol as a method of
entertainment because it is freely available and relatively inexpensive. Due to a cycle
of ongoing poverty and lack of education, many women drink large quantities of
alcohol when they are pregnant or before they know they are pregnant. This causes
the unborn baby to be severely at risk for FAS. There has been much research done
in academic and social environments on the presentation and symptoms of FAS and
of behaviour. Less research has been done surrounding the mother's experience of
her FAS child, it is therefore my aim to research this gap in the research.
This research study investigated the experience of mothers who raised children with
FAS. Many mothers of children with prenatal exposure to alcohol feel conflict and
guilt regarding their children and I attempted to find out what their general
experience surrounding this was. Within this research topic I aimed to investigate the
mothers' attitudes, their behaviour towards and their general perceptions of their
developing child with FAS. This was viewed from an eco-systemic framework in
which the mother is an integral part of different systems impacting and working
together, that influence her maternal functioning. Finally, the aim of this research
study was to ascertain how best mothers of FAS children could be supported. In
this same process, I hoped, the mothers could learn to feel empowered to help and
support their child, and in the process attempt to shift ongoing cycles of negative
behaviour patterns to more positive outcomes.
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Exploring adolescents' views of the impact of computer-mediated communication (CMC) on their livesVerrijdt, Andrew 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Computer-Mediated Communication (CMC) refers to any form of communication that can only be achieved through the use of a computer. This includes such diverse means as e-mail, MXit, Facebook, MySpace and Twitter. Many of these forms of communication have become extremely popular within the past few years. Research internationally has shown that adolescents rapidly adopt new technologies, but there is very little research on how this process is impacting South African adolescents. This leaves parents, educators and academics without adequate information about the advantages and dangers of adolescent CMC use.
The aim of the study was to investigate the views of adolescents around the topic of CMC. The central research question related to adolescents‟ views of the impact of CMC on their lives. Sub questions related to the reasons behind the popularity of CMC, the advantages of CMC use, the effect of CMC use on language, schoolwork and relationships, the dangers of using CMC and the use of CMC for bullying.
The study was of qualitative design and was guided by a constructivist theoretical framework. A qualitative design was chosen because it was felt that qualitative methodology is most suited to investigating the subjective experiences of participants, and thus answering the research questions. Two focus groups participated and three semi-structured interviews were conducted with grade 11 learners from a Cape Town private school. Focus groups were used because this was felt to be an effective means to gather the opinions of multiple participants at once. Individual interviews were used as a means to supplement the focus groups and thus increase the trustworthiness of the study. A semi-structured approach was chosen for the interviews because this allowed the researcher to probe specific areas of interest and thus gather further data on these areas. The focus groups and interviews were audio recorded and the recordings transcribed. Content analysis was performed on the transcriptions. After several rounds of coding, the codes that occurred most often within and across the focus groups and interviews formed the basis for thematic analysis.
Several central themes around CMC use emerged from this analysis. The most central of these related to the importance the participants placed on ease of use, and the speed at which CMC can satisfy their desires. Further issues related to how CMC can have both positive and negative effects on relationships and the various dangers of CMC use. Something that recurred throughout the analysis was the idea that a CMC can, in a sense, form a semi-permeable barrier between users. These barriers allow a user to control their
communications with others, typically allowing users to express whatever they wish to express while restricting possible negative effects of their communication. A model of adolescent CMC use was created that was based on these findings. / AFRIKAANSE OPSOMMING: Rekenaar-bemiddelde kommunikasie (Computer-Mediated Communication of CMC) verwys na enige vorm van kommunikasie wat slegs met behulp van rekenaargebruik kan plaasvind. Dit omvat „n verskeidenheid metodes soos e-pos, MXit, Facebook, MySpace en Twitter. Vele sulke kommunikasiemiddele het oor die afgelope aantal jare uiters gewild geraak. Navorsing op internasionale vlak het getoon dat nuwe tegnologie snel deur adolessente aangeneem word, maar weinig navorsing is nog onderneem oor hoedanige impak hierdie proses op Suid-Afrikaanse adolessente het. Dit beteken dat ouers, opvoeders en akademici onvoldoende inligting oor die voordele en gevare van adolessente se gebruik van rekenaar-bemiddelde kommunikasie het.
Die doel van die studie was om die uitkyk van adolessente in verband met die gebruik van rekenaar-bemiddelde kommunikasie te ondersoek. Die sentrale navorsingsvraagstuk het verband gehou met adolessente se opinies oor die impak van rekenaar-bemiddelde kommunikasie op hul lewens. Ondergeskikte vrae het verband gehou met redes vir die gewildheid van rekenaar-bemiddelde kommunikasie, die voordele van die gebruik daarvan, die effek van rekenaar-bemiddelde kommunikasie op taalgebruik, skoolwerk en verhoudings, die gevare van die gebruik van rekenaar-bemiddelde kommunikasie en die gebruik daarvan om ander te treiter.
Die studie het van „n kwalitatiewe ontwerp gebruik gemaak en het binne „n konstruktiwistiese teoretiese raamwerk plaasgevind. Die kwalitatiewe ontwerp is gekies omdat die kwalitatiewe metodologie as die mees geskikte metodologie vir die ondersoek van subjektiewe ervarings van deelnemers, en dus vir die beantwoording van die navorsingsvrae, beskou is. Twee fokusgroepe het aan die ondersoek deelgeneem en drie semigestruktureerde onderhoude is met graad 11 leerders van „n private skool in Kaapstad gevoer. Fokusgroepe is gebruik omdat dit as „n doeltreffende metode vir die onmiddellike verkryging van die menings van „n verskeidenheid deelnemers beskou is. Indiwiduele onderhoude is gevoer om die fokusgroepe aan te vul en die betroubaarheid van die studie te verhoog. „n Semi-gestruktureerde benadering is vir die onderhoude gekies omdat dit die navorser in staat gestel het om areas van spesifieke belang meer deurdringend te ondersoek en daardeur verdere inligting oor hierdie areas in te samel. Die fokusgroepe en onderhoude is op band opgeneem en die opnames is getranskribeer. Inhoudsontleding van die transkripsies is uitgevoer. Na verskeie rondtes kodering, is die kodes wat met die grootste reëlmaat binne
en oor die fokusgroepe en onderhoude heen voorgekom het, as basis vir tematiese ontleding gebruik.
Verskeie sentrale temas rondom die gebruik van rekenaar-bemiddelde kommunikasie het uit hierdie ontleding na vore gekom. Die mees sentrale hiervan het verband gehou met die belangrikheid van gebruiksgemak vir deelnemers en die snelheid waarmee rekenaar-bemiddelde kommunikasie verlangens tevrede stel. Verdere kwessies het verband gehou met hoe rekenaar-bemiddelde kommunikasie „n positiewe sowel as „n negatiewe effek op verhoudings kan hê en met die onderskeie gevare van die gebruik van rekenaar-bemiddelde kommunikasie. „n Idee wat by herhaling gedurende die ontleding na vore getree het, was dat rekenaar-bemiddelde kommunikasie op „n manier „n semi-deurdringbare versperring tussen gebruikers daarvan vorm. Hierdie versperring laat die gebruiker toe om beheer oor kommunikasie met ander uit te oefen; dit laat tipies toe dat gebruikers uitdrukking gee aan enigiets wat hulle wil oordra terwyl dit terselfdertyd moontlik is om „n moontlike negatiewe uitwerking van die kommunikasie te bekamp. „n Model van adolessente se gebruik van rekenaar-bemiddelde kommunikasie is op die grondslag van hierdie bevindings gesk
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Emosionele ondersteuning van moeders met kinders met kogleere implantingsDu Toit, Tania 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Cochlear implants are electronic devices implanted in the ear, which can give
children with severe to profound hearing loss, access to sound and the opportunity
to aquire spoken language. Such implants are achieved via a delicate surgical
procedure, followed by an intensive rehabilitation program. Parents are intimately
involved in this entire process and play a pivotal role in terms of decision-making,
the surgery and the child’s language development. Research has shown that this
procedure causes increased stress levels in parents, as well as an initial experience
of mixed emotions. They also have to consider that some cochlear implants are not
successful and thus do not provide all children with access to sound and the
possibility of learning spoken language. Parents’ first contact with professional
services/persons is generally doctors, ear, nose and throat specialists, audiologists,
speech therapists and social workers. Further research shows that the relationship
between such professionals and parents is not always satisfactory. As mothers
often work closest with professionals, the following research questions arose: How
do mothers experience the emotional support they receive during the diagnosis,
implantation procedure and rehabilitation, and what are their emotional needs during
this time? Because of a lack of literature concerning the role of educational
psychologists in this process, a third question arose: What role can the educational
psychologist play during the diagnosis of deafness and the cochlear implant
process?
The purpose of this generic qualitative study, therefore, was to analyze, describe
and explain the experience of eight mothers of children with cochlear implants, with
regard to support and support needs. The study was conducted within the
interpretive paradigm, which guided the qualitative research design. Data was
collected by means of semi-structured interviews. The interview data were
transcribed and analyzed. The data analysis was done by using aspects of
grounded theory. The findings show that mothers’ experiences of the process were
unique, as the situation of each family differed. The eight mothers’ needs for
emotional support also differed because of their unique experiences. Furthermore, a
lack of support to parents after the rehabilitation process, just before children start
primary school, was identified, and it was established that the educational
psychologist can play a role in this phase and transition phases. Recommendations
were made to improve the support mothers receive from professional services or
people.
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Schooling experiences of Xhosa speaking learners as a minority in a high school: implications for supportSingh, Suzanne Angelique Maria 03 1900 (has links)
Thesis (MedPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The South African Schools Act (DoE, 1996) formalised access to quality education for all by granting learners access to any school regardless of social, economic, race and cultural backgrounds. This saw many black families in South Africa enrolling their children into former white schools with the perception that these schools were better resourced and that their children would therefore receive a better education. The purpose of the study is therefore to enhance understanding of the experiences of the Xhosa learners as a minority in a former Model C school and to evaluate the life experiences of the learners within the context of the school system and how these experiences may be influencing their academic success. An eco-systemic theoretical framework guided the approach and orientation to the study undertaken by the researcher. This framework enabled the researcher to contextualise the study within the interacting systems that indirectly and directly influence the life experiences of the participants.
The study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. The participants in grade 9 to 11 (two per grade) were purposively selected to participate in the study. Two methods of data collection were used, namely six individual semi-structured interviews and one focus group interview. Qualitative content analysis was used to analyse the data.
The research findings indicate that the major reasons for poor academic performance of this minority group are linked to discriminative attitudes and feelings of inadequacy. When learners experience the school as a safe place in which they have a sense of belonging, they are more motivated to learn. Working towards the creation and sustainment of this safe environment, which adequately supports the needs of the learners, requires genuine and continual collaboration between the interacting systems within the context of the learners. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet (DoE, 1996) het toegang tot gehalte onderwys vir almal gewettig deur toelating aan leerders tot enige skool te verleen, ongeag van hulle sosiale-, ekonomiese-, rasse- en kulturele agtergronde. Baie swart gesinne in Suid-Afrika het dus hulle kinders in voormalige wit skole geplaas, met die persepsie dat hierdie skole beter toegerus is en dat hul kinders beter onderrig sou ontvang. Die doel van hierdie studie was dus om die ervarings van die Xhosa-leerders, as 'n minderheidsgroep in 'n voormalige Model C-skool, beter te verstaan en om die lewenservarings van die leerders binne die konteks van die skoolstelsel te evalueer asook die moontlike invloed op hul akademiese suksesse. 'n Eko-sistemiese, teoretiese raamwerk het die benadering en oriëntasie van die studie, wat deur die navorser onderneem is, gelei. Hierdie raamwerk het die navorser in staat gestel om die studie binne die interaksie-sisteme, wat 'n direkte en indirekte invloed op die lewenservarings van die deelnemers kan hê, te kontekstualiseer. Die studie se navorsingsmetodologie kan beskryf word as 'n basiese kwalitatiewe navorsing, ingebed binne 'n interpretatiewe (verklarende) paradigma. Twee deelnemers per graad, vanaf graad 9 tot 11 is doelgerig gekies om deel te neem aan die studie. Twee metodes van data-insameling is gebruik, naamlik ses individuele semi-gestruktureerde onderhoude en een fokusgroep onderhoud. 'n Kwalitatiewe inhoudsanalise is gebruik om die data te ontleed. Die navorsing dui daarop dat die vernaamste redes vir die swak akademiese prestasie van hierdie minderheidsgroep gekoppel is aan diskriminerende houdings en gevoelens van ontoereikendheid. Wanneer leerders die skool as 'n veilige plek van geborgenheid en toebehorenheid ervaar, is hulle meer gemotiveerd om te leer. Die skepping en vestiging van hierdie veilige leefwêreld, wat die behoeftes van die leerders voldoende ondersteun, vereis ware, voortdurende samewerking tussen die sistemiese interaksies binne die konteks van die leerders.
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Adolescents in special schools' perceptions of their learning disabilitiesKuffner, Bianca 03 1900 (has links)
Thesis (MEdPsych) Stellenbosch University, 2012. / ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education.
The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis.
The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources. / AFRIKAANSE OPSOMMING: Voltooiing van formele onderwys met 'n spesifieke leergestremdheid bied baie uitdagings aan die betrokke individue. Negatiewe persepsies van leergestremdhede en/of onakkurate en onrealisties persepsies kan vir leerders met spesiale onderwysbehoeftes swak uitkomste in die volwasse lewe tot gevolg hê, asook gevoelens van frustrasie, hulpeloosheid en hopeloosheid tydens hul oorgang van skool na naskoolse kontekste. Sulke individue moet 'n akkurate persepsie van hul eie leergestremdhede vorm om te verseker dat hulle gewillig self voorspraak sal maak (self-advocate) en in staat sal wees om toepaslike ondersteuning wat nodig is om sukses in alle sfere van die lewe te ervaar, uit te soek. Die doel van hierdie studie was om 'n in-diepte ondersoek van die subjektiewe persepsies van adolessente in spesiale onderwys met betrekking tot hul eie leergestremdhede te voer, aangesien toegang tot hierdie kennis 'n belangrike eerste stap in die rigting van die ontwikkeling en voorsiening van positiewe en bemagtigende ingrypings en ondersteuning vir leerders in spesiale onderwys is.
Die navorser het haarself belyn met die konstruktivistiese/interpretatiewe paradigma en die navorsingsmetodologie wat gebruik is kan beskryf word as 'n basiese kwalitatiewe navorsingsontwerp. Sewe deelnemers van 'n spesiale skool is gekies deur middel van doelgerigte steekproeftrekking. Die navorser het individuele semi-gestruktureerde onderhoude en fokusgroep onderhoude gebruik, sowel as persoonlike dokumente (in die vorm van die leerders se persoonlike lêers) om data te verkry. Die proses van analise wat toegepas word kan beskryf word as tematiese inhoud-analise.
Die bevindinge van hierdie studie dui daarop dat adolessente bewus is van die individuele uitdagings wat aan hul gestel word deur die voltooiing van skool met 'n leergestremdheid. Tog was dit in 'n minder aftakelende sin ervaar as gevolg van die ondersteunende spesiale skool konteks waarin hul hulself bevind. Oor die algemeen was hulle nie bewus daarvan dat hulle self voorspraak (self-advocacy) sal moet maak vir ondersteuning in naskoolse kontekste nie. Die persepsies wat van hul leergestremdhede gevorm word is beïnvloed deur vroeë ervarings van hul eerste bewustheid van hul stryd om te leer, hul ervarings van die asseseringsproses en plasing in 'n spesiale skool, die persepsies wat ander van hul leergestremdhede het, sowel as hul ervarings as leerders in 'n spesiale skool. Die belangrikste aanbeveling gebaseer op die bevindinge van hierdie studie is dat die leerders in die omgewing van die spesiale skool voorsien moet word van meer eksplisiete voorligting ten opsigte van die spesifieke aard van hul leergestremdhede. Hulle moet bewus gemaak word van strategieë en hulpbronne wat hul moontlik kan gebruik in die naskoolse omgewings, asook die proses van die verkryging van toegang tot sodanige hulpbronne.
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Employing metacognitive procedures in Natural Science teachingButterfield, Alexandra 03 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching.
This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends.
The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field. / AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig.
Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer.
Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.
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An exploration of adolescents' perceptions of gamblingUpham, Carey Leigh 03 1900 (has links)
Thesis (MEdPsych)-- Stellenbosch University, 2012. / ENGLISH ABSTRACT: Adolescent gambling is regarded as one of the relatively new areas of interest within the wider field of adolescent risk behaviour, with international research highlighting the rise in popularity of various gambling games and the associated behavioural, emotional, academic, interpersonal and psychological outcomes that have been linked to adolescent gambling. These trends raise concern with regard to the youth in South Africa, as the overall risk profile of risk behaviours among South African adolescents is comparable to the risk profiles of youths around the globe. Research in the field of adolescent gambling is still in its infancy in South Africa and additional literature is necessary to curb possible problems in this area.
The methodology of this study can be described as basic exploratory qualitative research. The study was conducted within the interpretive paradigm and was also informed by ecosystemic theory. Purposive sampling was used to select twenty-six adolescent learners who were enrolled at a single, private, all boys' school in the Western Cape. The methods of data collection included semi-structured focus group and individual interviews. The method of analysis employed to analyse the research data was qualitative content analysis.
The research findings from the study indicated that the participants had a clear understanding of the concept of gambling, the associated activities and possible risks linked to gambling, as well as the various motives for participating in gambling activities. Congruent with international findings, the popularity of poker was acknowledged, with a number of adolescents discussing their awareness of their peers' participation in this gambling activity. Whilst financial reward was recognised as a possible outcome of gambling, the majority of the participants regarded social reward and entertainment as some of the key motivating factors for participation in gambling during adolescence. While acknowledging the role of skill in games such as poker, the majority of the participants were still of the opinion that the outcome was largely unpredictable. In addition, the following factors were identified as playing a fundamental role in shaping their perceptions of gambling: media, family, peers, school, religion, personality and personal experiences.
Keywords: Adolescence, Perception, Gambling, Pathological Gambling, Problem Gambling, Risk Behaviour, Ecosystemic Theory. / AFRIKAANSE OPSOMMING: Adolessente dobbelary word gesien as een van die nuwer belangstellingsvelde binne die breër gebied van navorsing oor riskante gedrag onder adolessente, met internasionale navorsing wat toegespits word op die toename in die gewildheid van verskeie dobbelspeletjies en die daarmee gepaardgaande gedrags-, emosionele, akademiese, interpersoonlike en psigologiese uitkomste wat met adolessente dobbelary verbind word. Hierdie tendens wek kommer ten opsigte van die jeug in Suid-Afrika daar die algehele risikoprofiel van riskante gedrag onder Suid-Afrikaanse adolessente vergelykbaar is met die risikoprofiel van jeugdiges reg rondom die wêreld. Navorsing op die gebied van adolessente dobbelary in Suid-Afrika is nog in 'n beginstadium en daar is 'n behoefte aan bykomende literatuur om moontlike probleme binne hierdie gebied te beperk.
Die metodologie wat vir hierdie studie gevolg is, kan as basiese verkennende kwalitatiewe navorsing beskryf word. Die studie is teen die agtergrond van die interpretiwistiese paradigma onderneem en is ook toegelig deur die ekosistemiese teorie. Doelbewuste steekproefneming is uitgevoer om ses-en-twintig adolessente leerders uit 'n enkele private seunskool in die Wes-Kaap te selekteer. Data is deur middel van semi-gestruktureerde fokusgroep- en indiwiduele onderhoude ingesamel. Die ontleding van die navorsingsdata is met behulp van kwalitatiewe inhoudsanalise uitgevoer.
Die bevindings uit die studie het getoon dat die deelnemers 'n duidelike begrip van die dobbelarykonsep, die gepaardgaande aktiwiteite en die moontlike risiko verbonde aan dobbelary gehad het, asook van die onderskeie motiewe vir deelname aan dobbelaktiwiteite. Die gewildheid van die pokerspel is ooreenstemmend met internasionale bevindings bevestig deur middel van 'n gesprek met 'n aantal adolessente oor hul bewustheid van hul portuurgroep se deelname aan hierdie dobbelaktiwiteit. Terwyl die moontlike uitkoms van finansiële wins by dobbelary erken is, het die meerderheid deelnemers die sosiale bate en vermaak as onder die vernaamste motiveringsfaktore vir deelname aan dobbelary gedurende adolessensie beskou. Die rol van vaardigheid in 'n spel soos poker is erken, maar die meerderheid deelnemers het die opinie gehandhaaf dat die resultaat grootliks onvoorspelbaar is. Daarbenewens is die media, gesin, portuurgroep, skool, geloof, persoonlikheid en persoonlike ervarings as grondliggende faktore tot die vorming van persepsies oor dobbelary beskou.
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