Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2007. / The research focuses on the needs of Xhosa-speaking learners with Down syndrome. The needs of these learners are not known by the service providers. Different organisations base their service delivery to these communities on the needs of learners with Down syndrome from other cultures. It was therefore imperative for this study to discover the needs of Xhosa-speaking learners with Down syndrome from a disadvantaged background. The study involves a case study of two Xhosa speaking learners with Down syndrome. A major aim was to depict the quality of life of the learners with Down syndrome. This was done from an ecosystemic perspective. In the case study the needs of these two learners with Down syndrome in a Xhosa community are portrayed through the voices of their parents, educators, neighbours, and the two learners with Down syndrome. The following means of data production were used: interviews and observations. The parents, siblings of the learners with Down syndrome, and the learners with Down syndrome were seen as experts in the process.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008. / The purpose of this study was to explore the effects of the asset-based approach through life skills facilitation with a learner with disability and affected by HIV and AIDS. The conceptual framework of the study was the HIV and AIDS pandemic, disability and the asset-based approach. I followed a qualitative research approach guided by a transformative paradigm and I used the action research design. I purposefully selected the case (a learner with disability and affected HIV and AIDS) and other participants (mother and community organisations) were identified in consultation with the learner and as the research process developed. Data collection consisted of semistructured interviews, observation, journals, capacity inventory and collage. Data were transcribed verbatim and open-coding were used to identify themes that emerged. Findings that emerged were viz. mobilisation of existing assets enhances and mobilises new assets; presence of positive emotions, agency and ownership were reported. These assets led to incidences of school and community engagement, with the participant as an asset in building, creating and strengthening other people, resources and systems. Previous feelings of dependency, powerlessness and hopelessness were replaced with increased confidence, empowerment and competence. I propose the incorporation of the asset-based approach within the life orientation curriculum and the construct asset-awareness as a more userfriendly term for use in the school context. Asset-awareness refers to the raising and advancement of knowledge about abilities, gifts and assets and the use or application thereof in practice.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2006. / Stress has become endemic amongst teachers globally. Although there are common factors that account for the increased levels of stress among teachers, the particular factors involved differ from country to country. South Africa has gone through more than a decade of political and social change. Coping with the extended transitions within the educational system has affected teachers’ wellness. Emotional intelligence or emotionalsocial competencies, the term used in the study, offers a way of viewing the means of primary prevention as a whole, rather as loosely related elements. This offers a practical way of describing the key range of competencies that make it possible to modulate emotions, to solve social problems creatively, to be effective leaders or collaborators, to be assertive and responsible, or to be able to ask evocative and/or social questions that lead to new learning. This study focuses on the need for teachers to develop specific social and coping skills, as well the need for them to have the necessary environmental support, to prevent stress and promote wellness in teachers. This interpretive study used questionnaires, semi-structured interviews, and "a day in the life of" interviews to explore the perceptions of Life Orientation teachers about the emotionalsocial competencies that improve and support their wellness. The South African teachers surveyed consider that certain emotionalsocial competencies enhance their wellness. In their view, all teachers would benefit from having a toolkit emotionalsocial competencies. They also expressed the need for pre-service teacher education to offer training in these competencies.

Thesis (MEdPsych (Educational Psychology))-University of Stellenbosch, 2005. / The way in which society supports its children has a significant influence on the way in which it will develop and prosper. Children are the key to a healthy and sustainable society (Klein & Gilkerson, 2000). Promoting the development of all learners during early childhood therefore forms the foundation of the priorities the South African government has formulated for early childhood development, namely the phasing in of a compulsory Reception Year and Intersectoral support programmes for children from birth to five (Department of National Education 2000). The Report of the National Commission on Special Needs in Education / National Committee on Education Support Services (Department of Education, 1997a) makes recommendations for an integrated and inclusive system for all learners, with an emphasis on programmes for children in the pre-formal schooling phase. However, without strengthened education support services, notably relevant teacher training, the legal right to education for these learners cannot be implemented (Biersteker & Robinson 2000, 40). This study presents the interpretations of three pre-school teachers', from the Western Cape, South Africa, on their subjective experiences in implementing a motor – skills programme aimed at promoting school readiness. The sensory-motor skills a child possesses on entering school play an important role in the level of scholastic success they could potentially experience throughout their educational career. Thus when a child enters school poorly equipped to begin learning, their chances of fulfilling their potential are restricted. This research project focuses on the pre-school teacher who may have an influential role in stimulating children in developing their full learning readiness. A qualitative, interpretative research design was applied in order to conduct this study. The methods I made use of were semi-structured interviews to gain the teachers' unique experiences, my personal observations and field notes as well as the teachers' daily monitoring forms. Through the data generated I gained new insights into teachers' experiences of the implementation of a motor programme, through identifying themes from their experiences. The findings were presented in four areas of experience, namely teachers' experiences in terms of themselves, the children, the parents and the programme's implementation. I believe that although the ability to generalise the results, was limited by the small research sample, valuable information was gained with regard to teachers' experiences of programme implementation.

Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009. / Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.

Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008. / The research aims to investigate the employment experiences of a South African adult with Down syndrome, and to explore whether this improves the quality of life for this adult across several areas of functioning. This qualitative research design is situated within an interpretive research paradigm. A Case study method was used. Data have been produced using multiple sources and techniques to enhance validity. These include interviews, observation, field notes and questionnaires. Full account has been taken of ethical considerations. The case study shows that this adult with Mosaic Down syndrome and intellectual disability, who is permanently employed in the open labour market, is seen as an asset by the company. Training and support have benefited him and extra supervision and attention needed are minimal. His skills, attitudes, and family support have also enhanced his quality of life. This adult's employment experiences have contributed to a culture of acceptance of and openness to intellectual disability in the formal industrial sector. This is an example of what can be accomplished regardless of intellectual disability. As this is a case study the generalisation of the findings are limited.

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills education and training forms part of life orientation and helps to address the abovementioned aspect. Life-skills education and training falls under the most recent and powerful approaches in handling psychological problems. It strives to adapt the principles of psychology and social science into teachable skills to ensure intra-personal effectiveness and improve the general quality of peoples' lives. The aim of this pilot study was to alter The Path programme to design and develop an intrapersonal life-skills programme aimed at enhancing the self-concept of youth offenders. The intervention research model of Rothman and Thomas (1994) was employed as foundation for the design and development of The Altered Path programme. The intervention research model was chosen as it aimed at creating a means to address problems experienced by individuals and society. It strives to improve the life, health and well-being of individuals and society. This purposeful sampling consisted of six Afrikaans-speaking, male youth offenders from the Drakenstein Juvenile Centre. The Altered Path programme was implemented in three stages. The first stage consisted of sessions one to seven. The following topics were covered during this stage: introduction and programme orientation, conceptualisation of mission statements and elements, past personality influences and Cup of Sorrow, the Positive Prophecy and Talent Shield, the mission statement, the vision statement and goal setting. The second stage, which consisted of sessions eight and nine, entailed the training of the participants for service learning. The third stage entailed the implementation of the service learning process. The study found that The Altered Path programme could contribute towards a growth in intra-personal skills with regard to self-awareness, personal goal setting, spirituality, morals and values, self-esteem and self-regulation (both emotional and cognitive). The result of the intra-personal growth was that the interpersonal skills with regard to communication and helping skills of participants improved. In answer to the research question the finding was made that the intra-personal development positively affected the following dimensions of their self-concept: personal, ideal, cognitive, spiritual, social self and psychological self. In the light hereof the statement can be made that The Altered Path programme seems to have a positive effect on the overall self-concept of the participants. Conscious development of self-knowledge was identified as an element of the programme that could be refined to ensure that all participants develop self-knowledge in the same way during the field study.

Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008. / The study investigated the effect of using projective narratives and drawings that depict diminished fear, on the anxiety levels of a group of children living in children’s homes, by means of a mixed methodology. The sample consisted of 30 middle childhood children (mean age = 9.60 years, SD = 1.13) from three children’s homes in the Western Cape. Drawings were used to elicit content of fear or anxiety (anxiety evoking drawing/bangmaaktekening) and proposed coping (anxiety lessening drawing/bangwegvattekening). After completing the anxiety provoking drawing, participants in the experimental group were asked to tell a story to other children with a similar fear to lessen/take that fear away (projective narrative). The Spence Childhood Anxiety Scale (SCAS) was completed after each drawing, and drawings evaluated through the use of anxiety scales, to measure changes in anxiety levels according to the concept of triangulation. The categories ghosts, snakes, and people were found to be the most prevalent content of fear from anxiety provoking drawings, and undifferentiated fears were also common within this population. Control of anxiety from anxiety lessening drawings indicated a definite prevalence of emotion focused (secondary) coping strategies, specifically religious solace. The content of projective narratives echoed this finding, although proposed solutions were more differentiated. Ownership of projections also occurred. The experimental effect was not significant, although mean anxiety levels were considerably lower in the drawings in comparison with that of the SCAS. Drawings are thus seen as an effective, nonthreatening technique to study anxiety phenomena. A comparison of the mean item scores of the SCAS subscales indicated that symptoms of separation anxiety, generalised anxiety disorder, and obsessivecompulsive anxiety disorder were prevalent among this group of children in children’s homes. A clear distinction was found between markers of state- and trait-anxiety through the qualitative analysis of the drawings, with anxiety lessening drawings showing definite diminished state-anxiety, although more established markers of trait-anxiety did not necessarily change. There are also indications that transference of activated negative emotional stimuli occurred on an unconscious level between the two drawings. Introducing the combination of projective narratives in the intervention stage of the study appeared to facilitate learning or the experience of observed positive affect in anxiety lessened drawings. Future research would benefit from including a normative group to establish more clear markers of state- and trait-anxiety in drawings, and by the use of a bigger sample to investigate factor loadings of the SCAS among children in children’s homes. The high prevalence of anxiety symptoms in this population emphasises their status as a vulnerable population, and the need for possible group intervention – specifically the psycho-education of effective coping strategies for anxiety.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2007. / As primary caregivers (such as residential youth-care workers) are the first teachers of children and spend much more time with the child than any other service provider, educational psychologists need to implement programmes that include primary caregivers in actively working with the youth in their care. This calls for educational psychologists to gain a rich understanding of the experiences of youth-care workers in order to work collaboratively in rehabilitating youth at risk within the youth’s ecosystem. The study attempts to explore the experiences of youth-care workers in residential facilities, using the ecosystemic perspective. A proposed outcome of the research is to contribute to the skills and interventions educational psychologists can use in collaborating with and supporting youth-care workers in residential facilities to rehabilitate youth who are at risk successfully. Qualitative research within the interpretive/constructivist paradigm was employed as the research design. Research was based at two residential facilities in an outlying area of Cape Town, from which four youth-care workers and two youths were drawn as a sample. The data was collected through six semi-structured interviews, observations over a 10-month period at one of the facilities, and photographs of youth-care workers and children. The review of literature and the findings of this research uncovered many experiences that appear to typify residential youth care. These experiences include the multifaceted nature of the role that youth-care workers fulfil in a residential facility; three types of emotional affect experienced by youth-care workers working in facilities; the significance of healthy youth-care worker-child relationships and the importance of these relationships in the successful rehabilitation of youth at risk; and the levels of support and training required in order to perform the task of successfully rehabilitating youth at risk in residential settings.

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / During the previous political dispensation, the educators in the Western Cape were captured in a process of ideological influencing. This crisis became evident in the 1976 and 1985 uproars. Although the educators attempted to act in the best interest of the learners, they were in many cases blamed by the ruling government as being liberalists. The subsequent experience of fear and anxiety endangered the emotional well-being of many educators. The election of the first democratic government in 1994 held promises of a better work environment for educators. Far-reaching transformations in education policies and the implementation of new curricula presented educators with new challenges. Disciplinary problems, multicultural classrooms, teaching in a language other than the home language, and the inclusive handling of various external as well as internal barriers to learning, became stressors that educators in the Western Cape were subjected to. The aim of this study was to investigate the influence of stressors on the emotional wellbeing of educators in high schools in the Western Cape. I aimed to determine how educators in high schools perceived their own emotional well-being. Furthermore, I explored possible reasons for this and how their emotional well-being had influenced other dimensions of their wellness. I finally focused on educators’ recommendations to improve their emotional well-being. A qualitative research design, which was guided by an interpretive paradigm, was employed. During data analysis I operated in a critical paradigm. The data was collected by means of a literature review, interviews, reflective diaries, observations, documentation and artefacts. The research findings indicated that educators generally are experiencing low levels of emotional well-being. In extreme cases it is associated with emotional illnesses such as depression and burnout. It seems as if the low levels of emotional well-being experienced by educators have a negative influence on their social and physical wellbeing. Possible reasons that can explain the low levels indicate the impact of various role players, namely the type of school, an additional work load, the head master, the school management team, colleagues, learners, parents, the Western Cape Education Department, and educators’ families and friends. In spite of the experienced low levels educators were still at times committed to their occupation. Recommendations on improving emotional well-being were associated with factors in the workplace itself.