An increasing number of empirical investigations have demonstrated that a wide variety of extra-legal factors are influential in the jury deliberation process and in the verdicts rendered. The purpose of this investigation was to determine if mock jurors possessing high levels of self-actualization would be more resistant to the biasing effects of the courtroom. One hundred eighty subjects were selected on the basis of their scores on the Personal Orientation Inventory (POI). Subjects were divided into two groups, those scoring within the high self-actualized range, and those scoring within the low self-actualized range. From this subject pool, thirty six-person juries were selected; ten high self-actualized simulated juries (HSA), ten mixed self-actualized simulated juries (MSA), composed of fifty percent high and fifty percent low self-actualized subjects, and ten low self-actualized simulated juries (LSA). Statistical analyses of the five hypotheses produced the following results. Hypothesis 1, HSA juries make more pertinent legal evidence remarks than LSA juries, was not supported. Hypothesis 2, HSA juries make more accurate legal evidence statements than LSA juries, was not supported. Hypothesis 3, HSA juries would render more relevant punishment than the LSA juries, was not supported. Hypothesis 4, HSA juries would require less deliberation time than LSA juries, was not supported. Hypothesis 5, HSA and MSA juries would make an equivalent number of remarks regarding pertinent legal evidence, was supported.

M.A. (Counselling Psychology) / The "aim of this study was (1) to compare three different procedures of evaluation used with the "Group Assessment of Interpersonal Traits" (GAIT) in terms of reliability, and (2) to assess the strength of the relationships between the different measures of empathy and selfactualization and the quality of interpersonal relationships, to achieve a tentative indication of the validity of the three evaluation procedures. From a survey of the literature it is apparent that very little agreement exists as to the exact meaning of the construct empathy, and that there is need of a valid, reliable and economical measure of empathic ability. Against this background an evaluation procedure based on Barrett-Lennard's (1981) conceptualization of empathy as a cyclical process and Goodman's (1972) GAIT-procedure was developed. Eighty-nine third year psychology students were used as subjects. They were randomly divided into 12 subgroups. Three groupings of four subgroups were exposed to three different GAIT evaluation procedures, which were those of Goodman (972), Van Wyk (978) and one that was developed for the purpose of this study. The "Personal Orientation Inventory" (POI) and the "Personal, Home, Social and Formal Relations Questionnaire" (PHSF) were respectively used as measures of selfactiJalization and interpersonal relationships.

D. Ed. (Adolescent Guidance) / An excessive amount of literature is currently available in the field of selfdevelopment. The sale of books, self-help courses, and the attendance of programmes in this regard have reached higher levels than ever before. It is impossible for the average person to assimilate all the available information, and unfortunately most of these learning materials were never verified to prove their results. It is undeniable that a need for self-development and enhancement programmes does exist - it is however necessary that they are evaluated to establish whether they do indeed work, and that they integrate some of the information to cover as broad an area as possible of the intrapersonal sphere of influence, without overloading the individual learner. In this study, a wide-ranging literature study lead to the researcher concluding that most information in the domain of intrapersonal enhancement can be divided into three primary categories. The first category, the Life Script, which is primarily formed during the childhood years and strengthened or altered by adult experiences, includes all the issues, events and endeavors of the individual's life that made him/her what he/she is today. The second category is the Life Plan, which is future-oriented and represents the dreams, desires and ambitions of the person. The final category is the Strategies, and contains the techniques and skills the individual needs to move from category one, the "as is"/Life Script-scenario, to the second category, the "to be"/Life Plan-scenario. Roughly guided by the 80/20 principle the researcher separated the "vital few'' from the "trivial many" and through the reasoning processes of analysis, derivation and synthesis, supplemented by personal experience in the field, generated a new conceptual framework for intrapersonal enhancement. A cyclical model, based on this conceptual framework, is postulated and described in detail, and showed the way for the development and compilation of the "Du Toit Self-Enhancement Programme." This programme is evaluated through research methodology that is qualitative, explorative, descriptive, and contextual in nature. Ten respondents within a corporate environment attended the programme, and their experiences in this regard explored through phenomenological interviews, reflective diaries, and field notes. The data was analysed, coded and categorized, and the results discussed in detail. The results suggested the existence of two main themes regarding the experiences of the respondents. The first theme is the experiences of change initiated by the programme, including all alterations to the established way of doing, thinking or feeling. The second theme is the experience of the utility value of the programme, including all experiences regarding the usefulness and profitability of the programme. From the discussion of the research results it is evident that the programme had a major effect on the individual learners. It can be concluded that the programme achieved its goal, which is, based on a new conceptual framework on intrapersonal development, to teach and facilitate optimal intrapersonal enhancement. The study's ultimate goal has also been achieved, which is the creation of an integrated and unique conceptual framework on intrapersonal behaviour, and the verification of the programme based on it.

This dissertation is a multidisciplinary exploration of the relationship between ‘being’ and ‘doing’. Because life in contemporary Western societies is overwhelmingly characterized by individualism and the use of instrumentalistic rationality, there is a naturalized tendency in the West to conceive ‘being’ as the product of personal actions and ‘doing’ as an instrument of becoming a particular self. The ideas put forward here suggest that this orientation towards defining ‘being’ in terms of observable action is, in reality, a dis-orientation and the source of personal, societal, and planetary fragmentation and suffering. Central to the view proposed here is the belief that ‘being’ is the source and not the product of actions, and that this source, although ultimately ineffable, is best understood not as a discernible self but as a display of consciousness that participates in an integral way with all of reality, which implies that all life-affirming forms of ‘doing’ are embodiments of wholeness and participatory consciousness. I elaborate this idea in two major discussions. In Part One, I explore the suggestion that what is fundamental to ‘being’ is not a certain place within a hierarchy of increasingly conscious levels of being but a participation in the fullness of life expressed in and through a wholeness of interdependent beings. In Part Two, I explore how this wholeness view of reality implies an orientation towards ‘doing’ that is rooted in a present-centered time-consciousness and how the current hegemony of past and future orientations towards time inhibit the kind of reflective awareness that facilitates ‘being’ as a way of doing. The Taoist concept wu wei, which refers to not interfering with the way of ultimate reality, reflects the kind of relationship between advocating, namely, one that expresses a present-centered experience of self-surrendering to an ideal of ultimate significance in which a person's sense of uniqueness is fused with a sense of unity with all beings. By embodying this quality of being ‘all in all’, actions that flow from such an experience affirm the spiritual nature of reality. / Graduate

M.Ed. / Entering the profession of psychology entails participating in professional roles and tasks that deal directly with human contact and development. Therefore, practicing psychology comprises a highly personalised nature, hence the personal self of the psychologist also comes into play. The development of the professional and personal nature of the psychologist occurs during different stages of becoming a psychologist. One such stage is that of being an intern. An intern has completed the theoretical aspect of a masters in psychology course and is involved in the practical aspect of the degree. This study explores the stage of being a psychology intern. Therefore, the purpose of this study was to identify the experiences of a particular group of psychology interns in relation to their personal self and professional self. As a result a greater understanding surrounding a particular internship experience is hoped to be achieved. The design of the study was qualitative and involved formulating a literature review. This literature review discusses the stages of professional development, tasks and roles and internship experiences. This provides the theoretical framework for this study and should enhance the understanding of the phenomenological experience of interns. Hence, the research approach and theoretical framework adopted was based on existential, phenomenological, ecosystemic and constructivistic principles. Data was collected through in-depth semi-structured interviews with three psychology interns. All participants completed their internships at the same institute in South Africa. When this study began, I, the researcher was also an intern, thus I am one of the participants. Data was also gained from my own personal reflective and research journal. The literature review, together with the results of this study assist in developing an understanding around the personal self and the professional self of the intern. It is hoped that the information gained from this study will assist future interns in creating meaning for their internship experiences.

M.A. / Matthew 25:14-30 is often used by Christian speakers to motivate people and challenge them to personal growth and development in a secular environment. Jesus uses economics to articulate the parable but although the Parable of the Talents involves money, and might profoundly have an impact upon how people see and do economics, it is about far more than just money (Dipboye, 1995:507). Traditionally, Matthew 25:14-30 is interpreted from an eschatological perspective and the subsequent responsibility towards the gifts received and the Kingdom of God. The parable is understood to converse living in an active and responsible manner, while awaiting the end of time. This implies doing good by using the gifts and opportunities that God gives, as also indicated in the parable of the wicked and faithful slaves found in Matthew 24:45-5 (Senior, 1998:279). The unfaithful servant and his subsequent punishment are mostly interpreted as a warning to Christians who neglects their talents. Interpretations of the Parable of the Talents are traditionally more inclined towards a spiritual exercise with a subsequent eschatological accountability. Senior (1998:279) for instance says: “Matthew’s story is not simply an exhortation to develop one’s talents in the manner of a self-development program - an interpretation often attached to this story (even the English word “talent” derives from this parable). However, there is an inclination to interpret the parable allegorically as well in its present form (Harrington, 1991:353). These allegorical alternatives includes physical and natural gifts and abilities, faculties of mind, and of body, position, influence, money, education, and every earthly advantage and blessing (Lenski, 1049:973). Christians are part of a secular environment, where natural and physical abilities are requirements for being productive and competitive. Christians cannot exclude and barricade themselves from a secular environment or be treated differently or exclusively. While Christians concentrate on their spiritual growth and development, physical abilities and talents are also to be multiplied and can be constituted as personal growth and development. However, this is not just a spiritual process, but also implies human efforts and self-responsibilities, as illustrated by Bruner’s (1990:557) observation: “Shouldn’t the servant have been more modest or Christ-centered and have said something like, “Look what you did through me,” instead of “Look I made…?” Southgate et al. (1999:53) underlines the fact that Christians have a tendency to pray and expect Divine intervention centred upon the action of God, hence any genuine hope of transformation must be grounded in something more than human resources alone.

As an introduction to the style and format of this research report, I feel that a foreword would serve useful to the reader. The name of the research, the development of self of therapist in therapy training was carefully considered to represent the feel of this research report. When one considers a looking glass, better known today as a mirror, a couple of processes happen simultaneously. A mirror provides us with a superficial indication of who we are. The phrase shattered assumptions comes directly from this metaphor; we are whom we see ourselves as. A mirror, to work, needs to provide us with a reflection. For us to be able to develop assumptions about ourselves, we need to see our image reflected within the mirror. For us to look closely at ourselves, to see our hidden flaws and faults, we need to move up close to the mirror, and really look closely and intently into that mirror. And what we see, is no more than a reflection of ourselves- but it is us, the us that others in the world see us as. This research report is an analysis. It is a close inspection into the mirror of the development of self in therapy training, but more than analysis, the artefacts presented in this report, are a mirror. And within that mirror, within this research, a reflection is occurring, a reflection of me, of me on my path to development of self-of-therapist. / Mrs. H. Dunbar-Krige Dr. E. Fritz

M.Phil. (Personal and Professional Leadership) / Humankind seems to have the objectives to be what they can be, grow to potential, and also experience well-being, happiness and/or fulfilment. Meeting these objectives calls for action (doing) and requires aspects such as skills, abilities, traits, knowledge and experience (having), including (knowing). Yet people are human beings, not human doings nor human havings or human knowings. Being development therefore calls for attention. Key Focus of the study: This study explores the concept, theories and elements of being with the intent to construct a model that could be used to develop being. Motivation for the study: The study is motivated by the human need to develop what they are, their being. Success with the development or growth of being, however, firstly calls for the clarification and operationalisation of the complex concept. Secondly, success with the development or growth of being, calls for an understanding of theories with regard to the concept being. Research design: This study is of non-empirical nature. A theory or model building approach was used for the main objective. A grounded theory type concept analysis was used to deduct theories of being. Main findings: In this study it was found that being is described as conscious, mortal existence that reflects the true, essential nature or essence of a person. Two theories of being were derived. According to the inclusive view, being is the sum of all aspects whereby a person is known by him or herself and by others as a result of community, context, environment and time. According to the spiritual theory of being, it is the core, the spiritual element of human kind. In both cases it is a state that could grow and develop to an end state or goal such as to a life with meaning and purpose, fulfilment, eudaimonia, and flourishing. In meeting the main objective of the study and in congruence with the findings, a model was devised and presented, whereby being could be developed. The model indicates the scope of elements and a process to address these elements, utilising a farming metaphor, to reach the objective. Practical/Managerial implications: The model could be employed to achieve personal growth or being development, for individuals, especially those with a leadership calling and organisations, by applying the suggested process to address elements indicated. Contribution and value add: The model will be of value to develop being, of leaders, individuals, groups and organisations. The clarification of the concept being contributes to the prevention of misunderstandings with regard to being, inner being and the spirit. The theories of being derived from literature create a framework for future research on being and related subjects.

Level of Occupational Aspiration is a complex though relatively unexplored phenomenon which is theorized to play a major role in career choice. This study explores the relationship between level of occupational aspiration (real/ideal) and self-concept (as measured by the Piers Harris self concept scale), and level of occupation and ego identity (as measured by the Revised Ego Identity Scale). Significant positive correlations were found between both real and ideal aspirations and self-concept for females. No relationship was demonstrated for males. Significant positive correlations were also established between real and ideal aspirations and ego identity for females. A significant positive relationship was established between real aspirations and ego identity for males. Implications for adolescent career counselling are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This research was conducted to explore the relationship between self-actualization and the Japanese martial art of Aikido. Time spent in active practice of Aikido served as the predictor variable and the quasi-experimental intervention. The Personal Orientation Dimensions served as the measuring instrument foe self- actualization. The 13 scale scores were the dependent variables. Of the most significant results, six scales were chosen to form the basis for the structured interview. The interview was conducted with five practicing Black Belt Aikidoists. The research subjects were all Aikido students from four different schools with a common lineage. Later efforts to expend outside the lineage were not productive. There were three groups in this research. Those who were tested at least once, those who were tested twice, and the five selected Aikido Black Belts for the interview. The first group was the Total Group and consisted of all respondents and the scores of the first sampling of the Test-Retest Group (n=48, 24 females, 24 males). Sixteen respondents were between 18 and 30 years old, 25 between 31 and 45, and 7 were 46 years old and above. Average months practicing Aikido was 32.95 with an average of 3.58 times per week and 4.6 hours per week. A Multiple Regression showed significant positive changes in four scales at the p<.01 level and six scales showed positive directional change at the p<.05 level. This gives some support to the hypothesis that the active practice of Aikido may contribute to self-actualization over time. The Analysis of Variance performed on the dependent means of the Test-Retest Group produced one positive direction for one scale p<.05, n=ll. This was not considered significant for this study. The interviews focused on the ccntent of six of the most significant scales and confirmed the quantitative findings. Additional information about the effects of Aikido upon students based on the interviews is presented. The study provides additional support for the use of Eastern self-actualization technology with Western students. Possibilities for use include school systems, therapist training, and promoting the general mental health of the population.