Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The research explores Eye Movement Desensitisation and Reprocessing (EMDR) as a possible therapeutic technique in interventions dealing with trauma. The study focuses specifically on the adolescent phase. A distinction is made between developmental trauma and single-incident trauma and its impact on development. An attempt is made to acquire a deeper insight into adolescents’ experience of trauma. The purpose of the adolescent phase is the development of a sound identity. The challenges and the impact of traumatic experiences on the development of the adolescent on the road to adulthood are examined more closely. The symptoms of trauma and specifically the effect of trauma on the adolescent are highlighted. The study adopted an interpretivist paradigm. A qualitative design with multiple case studies was selected for the research. The research included five cases. The study was limited to adolescents who ranged in age from 13-19 years in an Afrikaans school in Johannesburg. Intake discussions were held with the parents. Intake discussions in accordance with the EMDR approach were held with the participants. Each participant attended 4 sessions. Various themes were identified in each interview, but two main themes emerged: the emotions of the adolescents regarding the trauma they experienced; the influence of trauma on the self-concept of the participants; that led to a deeper grasp of the participants’ experiences. An insight was gained into the influence that traumatic experiences had on the lives of the participants as well as the influence of these experiences on their families, school and social contexts. The main findings indicate that EMDR as a therapeutic technique does have the potential to provide support to adolescents who have been exposed to single-incident or developmental trauma. / AFRIKAANSE OPSOMMING: Die navorsing handel daaroor om Oogbeweging Desensitisasie en Herprosessering (Eye Movement Desensitization and Reprocessing) (EMDR) as terapeutiese tegniek te eksploreer as moontlike intervensie vir trauma. Die studie fokus spesifiek op die adolessente fase. Daar sal onderskei word tussen ontwikkelingstrauma en ʼn enkele traumatiese ervaring en die impak daarvan op ontwikkeling. Daar is gepoog om ʼn verdieping van insig met betrekking to die adolessent in sy ervaring van trauma ter verkry. Die adolessente fase het ten doel tot die ontwikkeling van ʼn gesonde identitieit. Die uitdagings en die impak van traumatiese ervarings op die die ontwikkeling van die adolessent op sy pad na volwassenheid word van naderby bekyk. Die simptome van trauma en spesifiek die effek van trauma op die adolessent word uitgelig. Die studie was vanuit die interpretivistiese paradigma onderneem. ʼn Kwalitatiewe navorsingsontwerp met meervoudige gevallestudies was geselekteer. Vyf gevallestudies is in die navorsing ingesluit. Die studie was beperk tot adolessente wat wissel tussen die ouderdom van 13-19 jaar wat verbonde is aan ʼn Afrikaanse skool in Johannesburg. Invoergesprekke is met die ouers gehou. Invoergesprekke volgens die EMDR benadering is met die deelnemers afgelê. Daar is 4 EMDR sessies aan elke deelnemer gebied. Verskeie temas is in elke onderhoud geïdentifiseer. Daar het twee hooftemas na vore gekom: die emosies van die adolessente ten opsigte van die trauma wat hulle beleef het, die invloed wat trauma op die self-konsep van die deelnemers uitgeoefen het wat ondersteun het tot ʼn diepe begryping van die deelnemers se ervarings. Insig is verkry in watter invloed traumatiese ervarings op die lewe van die deelnemers gehad het asook die invloed daarvan op hul gesinne, skool en sosiale konteks. Die hoof-bevindinge dui daarop dat EMDR as terapeutiese tegniek wel oor die potensiaal beskik in die ondersteuning aan adolessente wat aan ʼn enkel-insident of ontwikkelingstrauma blootgestel is.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoured to explore and describe not only the learner portfolio as an authentic assessment instrument, but to establish the current perceptions, comprehension and experience of teachers in the Social Sciences learning area (Intermediate Phase) regarding its application. To answer the research question, and to make a logical link to the purpose of this study, the researcher executed a qualitative research study from an interpretative research paradigm. The researcher implemented multiple sources (interviews, document analysis and questionnaires) to generate data. In the course of the study a number of steps were taken to ensure the validity and reliability of the data, and to pay attention to the ethical aspects that surfaced during the research. In the literature study, extending over two chapters, the theoretical foundation of the study, consisting of assessment as a broad concept in outcomes-based education (OBE) and the learner portfolio as an authentic assessment instrument, is described. The study concludes that at present teachers are not equipped with an extensive knowledge of assessment, and have only a superficial knowledge of the structure, purpose and management of the learner portfolio and the benefits offered. It appear that teachers have relatively limited experience of utilising the learner portfolio as an assessment instrument, and the results of the study indicate that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and final results of learners’ activities. They do not indicate development and growth over a given period, so that the expected learning outcomes are not realised. It is clear that the utilisation of the learner portfolio as an alternative assessment instrument is imperative in the South African education system, but that it do not achieve its purpose in the context of this specific study. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die benutting van die leerderportefeulje in die leerarea Sosiale Wetenskappe as ‘n alternatiewe, outentieke assesseringsinstrument om die prestasies, vordering en groei van leerders in verhouding tot die verwagte leeruitkomste te demonstreer. Die leerderportefeulje is ‘n meer kwalitatiewe en geldige alternatief tot tradisionele ‘pen-enpapier’- toetsing, omdat die portefeulje ‘n meer omvattende beeld van leerders se prestasies, vordering en groei verskaf. Die leerderportefeulje as ‘n outentieke assesseringsinstrument word verken en beskryf, en die persepsies, begrip en ervaring rondom die benutting daarvan deur onderwysers wat by die onderrig van die leerarea Sosiale Wetenskappe in die Intermediêre Fase betrokke is, word ondersoek. Om die navorsingsvraag te beantwoord en logies by die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretatiewe navorsingsparadigma onderneem. Daar is gebruik gemaak van veelvuldige bronne (onderhoude, dokument-analise en vraelyste) om data te genereer. Verskillende stappe is gedoen om die geldigheid en betroubaarheid van die data te verseker en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. In die literatuurstudie, wat oor twee hoofstukke strek, word assessering as breë konsep binne uitkomsgebaseerde onderwys (UGO) beskryf, en die leerderportefeulje as ‘n outentieke assesseringsinstrument ondersoek. Daar is bevind dat onderwysers tans nie oor voldoende kennis van assessering beskik nie, en ‘n oppervlakkige kennis van die struktuur, doel en bestuur, asook van die voordele verbonde aan die leerderportefeulje openbaar. Dit blyk ook dat onderwysers relatief min ervaring het in die aanwending van die leerderportefeulje as ‘n assesseringsinstrument. Uit die beskrywing van die resultate is dit duidelik dat die leerderportefeulje as ‘n assesseringsinstrument nie tot sy reg kom nie. Leerderportefeuljes vertoon bloot die beste, finale werkprodukte van die leerders se leer. Dit demonstreer nie die leerders se ontwikkeling en groei oor ‘n gegewe tydperk nie, en die verwagte leeruitkomste word dus nie gerealiseer nie. Uit die studie is dit duidelik dat die benutting van leerderportefeuljes as ‘n alternatiewe assesseringsinstrument in die Suid-Afrikaanse onderwysstelsel noodsaaklik is om leerdergroei en -ontwikkeling te monitor, maar dat dit binne die konteks van hierdie spesifieke studie, nie sy doel bereik nie.

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: There is a sharp decrease in the reading habits of learners in the senior secondary school phase. Interest in Afrikaans literature is decreasing amongst both high school learners and the broader public. From an early age, readers prefer to read English. This thesis examines the reading culture of young adults. The literature study takes a look at the nature and the extent of young adult literature, with specific focus on the characteristics unique to young adult literature, the value of young adult literature and the role played by popular literature. The reading world of young adults is examined with reference to their reading habits, reading preferences and the reasons why they do not read. The factors that playa role in the reading habits of this target group are also discussed. This includes reading needs, disinclination to read, eagerness to read, reader guidance, the library, parents, the peer group, free time, age, the media, the cover, the title, the author, cost of books, literature education, the availability and obtainability of books, gender, reading pleasure, socially disadvantaged communities, culture and geographical position. The questionnaire involved 308 16- and 17-year-old young adults and focused on their reading habits, reading milieu, free time expenditure, language and book preferences and aversions. The reading habits are analysed on the basis of criteria such as how often the respondents read books, how many books they had read in the previous month and how often they visit the library. The reading milieu refers to the book, newspaper and magazine reading habits of the parents of the respondents and to the visits to the library by the respondents in their earlier youth. The role of variables such as gender, geographic position and population group is also examined. The results of the questionnaire examination confirm the hypotheses stated in this study: There is not an established reading culture among Afrikaans-speaking young adults (16- and 17 year aids). Afrikaans-speaking young adults prefer to rather read English than to read Afrikaans. In conclusion, a summary of proposals is provided that, if implemented successfully, could promote the reading habit and establish a positive attitude towards Afrikaans literature. There is a specific look at proposals with regard to literature education, the role that is played by libraries, parents, authors and the peer group, as well as marketing, book sales and projects that promote the culture of reading. / AFRIKAANSE OPSOMMING: Daar 'n skerp afname in die leesgewoontes van leerders in die senior sekondêre skoolfase. Belangstelling in die Afrikaanse letterkunde is aan die afneem onder sowel hoërskoolleerders as die breë publiek. Lesers verkies reeds vanaf 'n vroeë ouderdom om Engels te lees. Hierdie tesis ondersoek die leeskultuur van jong volwassenes. In die literatuurstudie word gekyk na die aard en omvang van jongvolwasseneliteratuur met spesifieke fokus op die kenmerke eie aan jongvolwasseneliteratuur, die waarde van jong volwasseneliteratuur en die rol wat populêre literatuur speel. Die leeswêreld van jong volwassenes word ondersoek met verwysing na hul leesgewoontes, leesvoorkeure en redes waarom hulle nie lees nie. Die faktore wat 'n rol speel in die leesgewoontes van hierdie teikengroep word ook bespreek. Dit sluit in leesbehoeftes, leestraagheid, leesywer, leserleiding, die biblioteek, ouers, die portuurgroep, vrye tyd, ouderdom, die media, die omslag, die titel, die skrywer, boekkoste, literatuuronderrig, die beskikbaarheid en bekombaarheid van boeke, geslag, leesgenot, sosiaal-benadeelde gemeenskappe, kultuur en geografiese ligging. Die vraelysondersoek het 308 16- en 17-jarige jong volwassenes betrek en fokus op hul leesgewoontes, leesmilieu, vrye tydsbesteding, taal- en boekvoorkeure en -afkeure. Die leesgewoonte word ontleed aan die hand van kriteria soos hoe gereeld die respondente boeke lees, hoeveel boeke hulle die voorafgaande maand gelees het en hoe gereeld hulle die biblioteek besoek. Die leesmilieu verwys na die ouers van respondente se boek-, koerant- en tydskrifleesgewoontes en na die respondente se besoek aan die biblioteek kleintyd. Die rol van veranderlikes soos geslag, geografiese ligging en bevolkingsgroep word ook ondersoek. Die resultate van hierdie vraelysondersoek bevestig die hipoteses gestel in hierdie studie: Daar is nie 'n gevestigde leeskultuur by Afrikaanssprekende jong volwassenes (16- en 17-jariges) nie. Afrikaanssprekende jong volwassenes verkies om liewer Engels te lees as Afrikaans. Ten slotte word daar 'n samevatting van voorstelle gegee wat, indien suksesvol geïmplementeer, die leesgewoonte bevorder en 'n positiewe houding teenoor Afrikaanse literatuur vestig. Daar word spesifiek gekyk na voorstelle ten opsigte van literatuuronderrig, die rol wat biblioteke, ouers, skrywers en die portuurgroep speel, en ook na bemarking, boekverkope en projekte wat die leeskultuur bevorder.

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study is set at a school where the population of a formerly Afrikaans medium school has radically changed as a result of new education policies in South Africa. An immediate consequence is that English is now used as a parallel LoLT. This research sets out to recount and interpret the lived experience of five teachers in responding to the challenges of teaching in a multilingual classroom. First selected literature on multilingualism and multiculturalism, both pre-set and inset teacher preparation for such contexts, and language policy in education in South Africa are reviewed. The case study uses structured interviews and classroom observation to generate data. A broadly narrative mode is used in exploring and analysing the data. The experiences of the five teachers varied greatly. Important factors in colouring their experience are the degree of facility (or otherwise) in using languages other than their mother tongue to mediate learning, their beliefs on teaching, and their openness or bias towards particular cultural groups. All of them felt that they would have benefited from specific training or development in teaching in a multilingual/multicultural environment. In the final chapter the argument is presented that teachers need support to develop and enhance their teaching strategies. Ideally pre-service teacher education courses should reflect the demographics of South Africa. At the very least all pre-service courses should include a module on multilingualism and offer the knowledge and skills necessary for successful teaching in the new South Africa. In-service courses should also create opportunities for teachers to develop dynamic ways of meeting the challenges they face in the multilingual classroom. / AFRIKAANSE OPSOMMING: Vir hierdie studie is ‘n voormalige Afrikaansmediumskool gebruik waarvan die skoolbevolking radikaal verander het as gevolg van die nuwe onderwysbeleid in Suid-Afrika. ‘n Onmiddellike gevolg was dat Engels nou as ‘n parallelle taal vir onderrig en leer gebruik word. Die navorsing handel oor en interpreteer die werklike ervarings van vyf onderwysers in reaksie op die uitdagings om in ‘n multitalige klas onderwys te gee. Eerstens word geselekteerde literatuur oor multitaligheid en multikuturaliteit, die voorbereiding van sowel voordiens- as indiensopleiding van onderwysers vir sodanige kontekste en taalbeleid in die onderwys in Suid-Afrika bespreek. Vir die gevallestudie is gestruktureerde onderhoude en klaskamerwaarneming gebruik om data te genereer. ‘n Breë narratiewe modus is gebruik on die data te ondersoek en ontleed. Die ondervindings van die vyf onderwysers het baie verskil. Belangrike faktore wat ‘n invloed gehad het op hulle ervarings is die mate van bekwaamheid ten opsigte van hulle gebruik van tale wat nie hulle moedertaal is nie om leer te medieer, hulle seining oor die onderwys, en hulle openhartigheid of vooroordeel teenoor bepaalde kulturele groepe. Almal het gevoel dat hulle sou gebaat het by spesifieke opleiding of ontwikkeling ten opsigte van onderrig in ‘n multitalige of multikulturele omgewing. In die laaste hoofstuk word dit gestel dat onderwysers ondersteuning benodig om hulle onderrigstrategieë te ontwikkel en te versterk. Ideaalgesproke behoort onderwyseropleidingsprogramme die demografie van Suid-Afrika te reflekteer. Alle onderwyseropleidingsprogramme behoort ten minste ‘n module oor multitaligheid in te sluit en die kennis en vaardighede aan te bied wat benodig word om ‘n suksesvolle onderwyser in die nuwe Suid-Afrika te wees. Indiensopleiding behoort ook geleenthede te skep vir onderwysers om dinamiese werkswyses te ontwikkel om die uitdagings wat hulle in die multitalige klas gaan teëkom te hanteer.

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

Thesis (MEdPsych)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings. / AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.

Thesis (MEdPsig)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The research in this qualitative study focuses on the role of the Educational Psychologist in facilitating inclusion of a learner with Fetal Alcohol Syndrome (FAS). The international movement towards inclusive education, with emphasis on the inclusion of all learners irrespective of their special needs in mainstream schools, gained momentum in the South African context with the announcement of Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training system. More learners with FAS are accommodated in mainstream schools and research has indicated that most cases of FAS in the world prevailed in the Western Cape. FAS is one of the leading causes of mental retardation and the challenges which the inclusion of learners with FAS pose to those who have to facilitate inclusive education, has urged this study. The study seeks to explore the role of the Educational Psychologist in the process of facilitating inclusion of a learner with FAS. An eco-systemic approach underpins the study. A single learner with FAS within the context of the family and education system was chosen by means of purposive sampling as the focus of a qualitative, case study. The eco-systemic approach makes it possible to explore special needs in terms of intrinsic factors (within the learner) and extrinsic factors (within the system) in order to address the needs of the system. Semistructured interviews were held with respondents from different levels of the eco-system in which the learner functions. A review of personal records and field notes were used to gather information related to the education and learning process. The data were analysed using aspects of content analyses. Four themes emerged: support to the learner, support to the school, support to the parents and support to the school community. The findings indicated that the inclusion of learners with FAS predicts a change and an expansion in the role of the educational psychologist. Early identification, early intervention and a multi-functional team approach seem to improve the long-term prognoses of learners with FAS. The facilitation of inclusive education for learners with FAS poses a challenge to the educational psychologist to render individual support, but also to provide support in a holistic systemic manner, focusing on those who work and live with the individual learners. The learning, behaviour and developmental barriers which learners with FAS may experience were highlighted with the hope to guide those who work with these learners. Several positive and negative factors were indicated and recommendations were made. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie fokus op die rol van die Opvoedkundige Sielkundige in die fasilitering van inklusiewe onderwys aan 'n leerder met Fetale Alkohol Sindroom (FAS). Die internasionale beweging na inklusiewe onderwys, wat die insluiting van alle leerders, ongeag hulle spesiale behoeftes, by hoofstroomskole onderskryf, het ook in Suid-Afrika neerslag gevind met die uitreiking van die Onderwys Witskrif 6, Special Needs Education: Building an Inclusive Education and Training System. Meer leerders met FAS word by hoofstroomskole ingesluit en navorsing het getoon dat die voorkomssyfer van FAS in die Wes-Kaap die hoogste ter wêreld is. Die feit dat FAS tans een van die vernaamste oorsake van verstandelike gestremdheid is, en die uitdagings wat die insluiting van leerders met FAS aan diegene wat inklusiewe onderwys moet fasiliteer bied, het hierdie navorsingsondersoek genoop. Die doel van hierdie studie is om 'n in diepte ondersoek te doen na die rol van die Opvoedkundige Sielkundige in die fasilitering van inklusiewe onderwys aan 'n leerder met FAS. 'n Ekosistemiese benadering het die teoretiese raamwerk van die studie gevorm. 'n Enkele leerder met FAS is binne die konteks van sy familie en die onderwyssisteem, met behulp van doelgerigte steekproefneming, gekies om die fokus van die kwalitatiewe gevallestudie te vorm. Die ekosistemiese benadering maak dit moontlik om spesiale behoeftes ten opsigte van faktore wat primêr by die leerder (intrinsiek) voorkom, sowel as faktore wat in die sisteem (ekstrinsiek) voorkom, te ondersoek en te verseker dat die behoeftes van die sisteem aangespreek word. Semi-gestruktureerde onderhoude is gevoer met respondente uit die verskillende vlakke van die ekosisteem waarbinne die leerder funksioneer. 'n Oorsig van persoonlike rekords en verslae asook veldnotas is gebruik om inligting oor die leerder, die onderrig en die leerposes te bekom. Inhouds-analise is gebruik om die data te analiseer. Vier temas het uit die data na vore gekom, naamlik: ondersteuning aan die leerder, ondersteuning aan die skool, ondersteuning aan die ouers en ondersteuning aan die skoolgemeenskap. Die bevindinge dui daarop dat die insluiting van 'n leerder met FAS 'n roluitbreiding en 'n veranderende rol vir die Opvoedkundige Sielkunde in die vooruitsig stel. Vroeë identifikasie, vroeë intervensie en 'n multi-funksionele spanbenadering kan die langtermyn prognose van leerders met FAS verbeter. Die rol wat die Opvoedkundige Sielkundige op die verskillende vlakke van die ekosisteem kan speel, ten einde inklusiewe onderwys aan 'n leerder met FAS te fasiliteer, lê opgesluit in die mate waarin geïndividualiseerde, maar tog ook holisties omvattende ondersteuning aan diegene wat met hierdie leerders werk, gelewer kan word. Uit die bevindinge het suksesvolle en minder suksesvolle aspekte duidelik geword. Dit het daartoe bygedra dat die leer-, gedrag- en ontwikkelingshindernisse, sowel as die sterkpunte van die leerder met FAS, duidelik geword het en wenke vir toekomstige gebruik verbesonder kon word. Op grond van die bevindinge en aan die hand van literatuur is aanbevelings gemaak.

Theses (MEd)--University of Stellenbosch, 2004. / Pages 71-74 are missing. / ENGLISH ABSTRACT: Adolescents are often perceived as moody, rebellious, disinterested in school and inclined to risky behaviours such as premature sex, drug-taking and alcohol abuse. As a result of the 'storm and stress' period that they are associated with, parents appear to lose touch with their adolescents, and fail to maintain the close bonds that they took for granted while their children were young. In attempts to control their adolescents' behaviour, parents seem to drive their teenagers further away from them. The conclusion is reached that adolescents experience parental discipline in a way that either creates a sense of belonging to the family unit, or causes them to become distant and defiant of parental authority. A qualitative approach is used to establish what adolescents experience as positive and what they experience as negative regarding their parents' disciplinary styles. The study is undertaken in a private school in a suburb of Cape Town. The study revealed the following: • A democratic parenting style creates a sense of worthiness in the adolescent. In this atmosphere adolescents feel nurtured and respected and therefore grow into well-balanced young adults. • Parents should take note of their adolescents' emotional experiences and attune their disciplinary approach in order to obtain their children's willing co-operation to be guided towards adulthood by their parents. • Most teenagers do appreciate and respect their parents. / AFRIKAANSE OPSOMMING: Adolessente word dikwels beskou as buierig, rebels, ongeïnteresseerd in skool en geneig tot riskante gedrag soos voortydige seks, dwelmgebruik en alkoholmisbruik. As gevolg van die 'storm-en-drang' - periode waarmee hulle geassosieerword, verloor ouers dikwels voeling met hul adolessente, en faal hulle daarin om die noue bande wat hulle as vanselfsprekend met hul jonger kinders aanvaar het, met hul tieners te behou. Die slotsom word bereik dat adolessente ouerlike dissipline ervaar op 'n manier wat óf gehegtheid met die gesinseenheid skep, óf verwydering en opstandigheid teenoor ouerlike gesag in die hand werk. 'n Kwalitatiewe benadering is gebruik om vas te stel wat die adolessent as positief en as negatief ervaar ten opsigte van ouers se dissiplineringstyle. Die studie is in 'n privaatskool in 'n voorstad van Kaapstad onderneem. Die studie het die volgende getoon: • 'n Demokratiese ouerskapstyl kweek 'n gevoel van waardigheid by die adolessent. In hierdie omgewing voel die tiener geborge en gerespekteer en as gevolg daarvan ontwikkel hy tot 'n goedgebalanseerde jong volwassene. • Ouers moet kennis neem van hul adolessente se emosionele belewenisse en hul dissiplineringstyle aanpas om hul tieners vrywilliglik tot volwassenheid te lei. • Meeste tieners waardeer en respekteer hulouers.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Moral development demands a process of individual acceptance or rejection of values and the integration of accepted values in a personal value system. However, for the development of a personal value system, it is not sufficient - particularly in a post-modem era - merely to moralise and set an example. Children therefore have to be guided to internalise positive values and to demonstrate these values in their behaviour. In this process decision-making plays an important role. The moral decision-making model that became more popular than character building in the nineteen-sixties, does not equip learners sufficiently for moral decision-making. In order to attend to this research problem, a qualitative investigation was done, comprising a literature study and field work. The purpose ofthe investigation was to determine the indicators that playa role in compiling a programme for out-door education for learners of the Intermediary Phase, with special reference to decision-making skills. The following important aspects came to the fore from the literature study: It is becoming increasingly difficult for learners to choose between right and wrong. They are surrounded by deviating moral values. Therefore learners should be assisted in making important choices of life, based on a healthy value system. The Intermediary Phase, also known as the mid childhood period, serves as preparation for the adjustments that take place during the adolescent years. The development of moral values, therefore, is an important development task during this phase of life. For children to be able to make ajudicial decision about what is "right" and what is "wrong", they have to be knowledgeable about what is "right" and what is "wrong". There ought to be a specific criterion for making such a decision. The debate whether something such as life orientation as learning area in schools can be or cannot be approached from a particular religious conviction, is currently in progress. Values can not be instructed in a neutral way. Religion is a determining factor from a Christian frame of reference in learning values and norms, as it has moral implications. This study has been approached from a Christian frame of reference. The premises of the humanistic movement, in which the classic moral decision-making approach finds its grounding, is irreconcilable with the Christian religion. Should the moral decision-making model be accepted without protest as a final decision in the complex values debate, it could result in moral selfdestruction. There are, however, aspects of the moral decision-making model that could be integrated meaningfully with character building with a view to guiding the learner to moral development. This integrated approach is a focal point in this study. Based on the literature study as well as the field work, which comprised an indaba (ideas conference), study visits abroad, and interviews, the researcher arrived at the conclusion that an integration of an institution for out-door education and an activity circuit with well-trained instructors and facilitators may provide the answer to the research problem. It is problematic to pull together an integrated approach in a simple framework; however, this study offers an intellectual framework in which twenty indicators are highlighted. These indicators can make a contribution in compiling a programme for out-door education for learners in the Intermediary Phase, with a view to teaching decision-making skills, based on character building and aspects of the moral decisionmaking model. / AFRIKAANSE OPSOMMING: Mórele ontwikkeling vereis 'n proses van individuele aanvaarding of verwerping van waardes en die integrasie van aanvaarde waardes in 'n persoonlike waardesisteem. Vir die ontwikkeling van 'n persoonlike waardesisteem is blote moralisering en voorbeeldstelling egter nie genoeg nie - veral nie in 'n postmoderne era nie. Kinders behoort derhalwe begelei te word om positiewe waardes te verinnerlik en dit in hul gedrag te demonstreer. In hierdie proses speel besluitneming 'n belangrike ror Die morele besluitnemingsmodel wat in die sestigerjare meer populêr as karakteropvoeding geword het, rus leerders nie genoegsaam toe vir die neem van morele besluite nie. Om aan hierdie navorsingsprobleem aandag te skenk, is 'n kwalitatiewe ondersoek bestaande uit 'n literatuurstudie en veldondersoek, gedoen. Die doel van die ondersoek is om die indikatore te bepaal wat 'n rol speel by die opstel van 'n buitelugopvoedingsprogram vir leerders van die Intermediêre Fase met die oog op besluitnemingsvaardighede. Vanuit die literatuurstudie blyk die volgende van belang te wees. Dit is vir leerders al moeiliker om tussen reg en verkeerd te kies. Hulle word omring deur , a(~'Ykende morele waardes. Leerders behoort dus gehelp te word om belangrike lewenskeuses vanuit 'n gesonde waardestelsel te maak. Die Intermediêre Fase, ook bekend as die middelkinderjare, dien as 'n voorbereiding vir die aanpassings wat in die adolessente jare plaasvind. Die ontwikkeling van morele waardes is dus 'n belangrike ontwikkelingstaak tydens hierdie lewensfase. Vir kinders om 'n oordeelsbesluit tussen wat "reg" en wat "verkeerd" is te kan maak, moet hulle kennis dra van wat "reg" en wat "verkeerd" is. Daar behoort 'n bepaalde kriterium te wees om hierdie keuse te kan maak. Daar is tans 'n debat in Suid-Afrika aan die gang dat iets soos lewensoriëntering as leerarea in skole nie vanuit 'n bepaalde geloofsoortuiging gedoen kan word nie, aangesien Suid-Afrika se skole in 'n sekulêre samelewing opereer. Waardes kan egter nie neutraal onderrig word nie. Godsdiens is 'n bepalende faktor vanuit 'n Christelike perspektief in die aanleer van waardes en norme, aangesien dit morele implikasies het. Hierdie studie is vanuit 'n Christelike verwysingsraamwerk benader. Die uitgangspunte van die humanistiese beweging, waarop die klassieke morele besluitnemingsbenadering gebaseer is, is onversoenbaar met die Christelike geloof. Indien die morele besluitnemingsmodel kritiekloos aanvaar word as 'n uitkoms vir die komplekse waarde-debat kan dit tot morele selfvernietiging aanleiding gee. Daar is wel aspekte van die morele besluitnemingsmodel wat sinvol geïntegreer kan word met karakteropvoeding ten einde 'n leerder tot morele ontwikkeling te lei. Hierdie geïntegreerde benadering is 'n fokuspunt van hierdie studie. Die navorser het vanuit die literatuurstudie en veldondersoek, bestaande uit 'n ideëberaad, studiebesoeke aan die buiteland asook onderhoude, tot die insig gekom dat 'n integrering van 'n buitelugopvoedingsinstansie en 'n aktiwiteitsbaan met goed opgeleide instrukteurs en fasiliteerders 'n antwoord kan wees op die navorsingsprobleem. Dit is moeilik om 'n geïntegreerde benadering in 'n enkelvoudige raamwerk saam te vat. Tog word in hierdie studie wel 'n denkraamwerk aangebied waarin twintig indikatore uitgelig word. Hierdie indikatore kan help met die opstel van 'n buitelugopvoedingsprogram vir leerders in die Intermediêre Fase ten einde besluitnemingsvaardighede, gegrond op karakteropvoeding en aspekte van die morele besluitnemingsmodel, te onderrig.