The aim of this study was to explore and describe the Grade 7 adolescents’ meaning of the phenomenon of trauma to gain a more comprehensive understanding of their perceptions in order to contribute to dialogue and discourse. Current literature was used to provide an overview of the theoretical underpinnings of this study which included a summary of the key tenets as well as an overview of the relevant core theoretical assumptions of Gestalt Therapy theory, early adolescence as a developmental stage, and the concept of trauma. A qualitative instrumental case study was used to provide a comprehensive description of the subjective perceptions of the participants, using phenomenological one–on–one semi–structured interviews and documents in the form of drawings. The sample consisted of a selected group of nine early adolescents from one Northern suburb school. The common thread that ran throughout this study was that trauma is perceived as a negative experience that is unique for each individual. The findings indicated that individuals who have been exposed to a trauma are affected on levels of contact and awareness. Lack of support was found to lead to the use of inappropriate contact styles which led to incomplete Gestalts, resulting in unresolved traumatic responses, which affected their social skills and academic development. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study was to explore and describe the Grade 7 adolescents’ meaning of the phenomenon of trauma to gain a more comprehensive understanding of their perceptions in order to contribute to dialogue and discourse. Current literature was used to provide an overview of the theoretical underpinnings of this study which included a summary of the key tenets as well as an overview of the relevant core theoretical assumptions of Gestalt Therapy theory, early adolescence as a developmental stage, and the concept of trauma. A qualitative instrumental case study was used to provide a comprehensive description of the subjective perceptions of the participants, using phenomenological one–on–one semi–structured interviews and documents in the form of drawings. The sample consisted of a selected group of nine early adolescents from one Northern suburb school. The common thread that ran throughout this study was that trauma is perceived as a negative experience that is unique for each individual. The findings indicated that individuals who have been exposed to a trauma are affected on levels of contact and awareness. Lack of support was found to lead to the use of inappropriate contact styles which led to incomplete Gestalts, resulting in unresolved traumatic responses, which affected their social skills and academic development. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website). This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so. The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.

The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website). This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so. The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.