Bibliography: leaves 256-293. / xii, 293 leaves : col. ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Explores the intricacies of girls' micro-social lived realities within larger macro-social contexts and the notion of identity as process by centring on the process of 'self-making' by ten teenage girls, living in Adelaide, South Australia in the mid 1990s. The main hypothesis argues for the strategic role of play in the constitution of 'self-making'. This is contextualised within an analytical framework of 'social praxeology', highlighting the importance of social networks to the ways the teenage participants themselves perceived and negotiated subjectivities. Argues that the young participants in this study acquired their sense of cultural (self) identities through three aspects of 'bodily praxis' - place, space and play. While the understandings of the girls and their familial and social groupings provides the focal point to the analysis, these were framed within the perspectives of sixty-five other young people and over fifty significant adults in various social institutions and wider social networks and further contextualised by a reflexive analysis of the research process itself. / Thesis (Ph.D.)--University of Adelaide, Dept. of Anthropology, 1999

Afrikaans text / Die vlak van morele ontwikkeling van wit A:frikaanssprekende, wit Engelssprekende, swart Sotbosprekende, swart Xhosasprekende en swart Zoeloesprekende adolessente seuns en meisies in vroee, middel- en laatadolessensie (12-19 jaar) in Suid-Afrika is afsonderlik, tussenkultureel en vir geslagsverskille asook ouderdomsverskille ondersoek. Moontlike verbande tussen genoemde groepe se vlak van morele ontwikkeling, stedelike/plattelandse woonomgewing, vlak: van identiteitsontwikkeling en lokus van kontrole-orientasie is ondersoek vir kultuur- en geslagsverskille. Wit en swart adolessente redeneer nie in dieselfde mate op die verskillende stadia van morele ontwikkeling nie en bulle openbaar oak verskillende morele ontwikkelingspatrone. Swart adolessente funksioneer betekenisvol meer as wit adolessente op laer stadia van morele redenering terwyl wit adolessente betekenisvol meer as swart adolessente op boer stadia van morele redenering funksioneer. Wit adolessente toon 'n morele ontwikkelings­ patroon ooreenkomstig Westerse waardes en norme wat ooreenstem met Kohlberg se teorie. Swart adolessente toon 'n andersoortige morele ontwikkelingpatroon wat nie ooreenstem met Kohlberg se teorie nie. Met betrekking tot die wit adolessente groep bereik meisies betekenisvolle boer stadia van morele ontwikkeling as seuns. Wat swart adolessente seuns en meisies betreis geen betekenisvolle geslagsverskille ten opsigte van vlak van morele redenering gevind nie. Morele ontwikkeling verloop ooreenkomstig ouderdom in stadia volgens 'n spesifieke patroon. Jonger adolessente funksioneer in 'n grater mate op laer stadia van morele redenering as ouer adolessente terwyl ouer adolessente meer tekens van boer stadia van morele redenering as jonger adolessente toon. Verskille in die morele ontwikkeling van adolessente seuns wat uit 'n stedelike omgewing kom en die wat op die platteland woon bet nie voorgekom nie. Stedelike adolessente meisies funksioneer in 'n grater mate as plattelandse adolessente meisies op boer vlakke van morele ontwikkeling. Ten opsigte van wit adolessente het 'n betekenisvolle verband tussen vlak van morele ontwikkeling en vlak van identiteitsontwikkeling voorgekom. By swart adolessente is sodanige verband nie gevind nie. Geen verband tussen vlak van morele ontwikkeling en lokus van kontrole-orientasie vir wit en swart adolessente in Suid-Afrika is aangetoon nie. Die bevindings is verklaar aan die hand van verskillende tipes sosialisering, sosiokulturele faktore, kultuur-historiese aspekte en adolessente se ontwikkelingkenmerke. / The level of moral development of white Afrikaans speaking, white English speaking, black Sotho speaking, black Xhosa speaking and black Zulu speaking adolescent boys and girls in early, middle and late adolescence {12-19 years) in South Africa was investigated separately, cross-culturally and with regard to gender differences and age differences. Possible relationships between level of moral development and urban/country living environments, level of identity development and locus of control orientation for the above­ mentioned groups were also investigated for cultural and gender differences. White and black adolescents do not reason to the same extent at different stages of moral development and they exhibit different moral developmental patterns. Black adolescents function significantly more than white adolescents at lower stages of moral reasoning while white adolescents function significantly more than black adolescents at higher stages of moral reasoning. White adolescents reveal a moral developmental pattern in line with Western values and norms which corresponds with Kohlberg's theory. Black adolescents reveal a different moral developmental pattern which does not correspond with Kohlberg's theory. With regard to the white adolescent group, girls reach significantly higher stages of moral development than boys. With regard to black adolescent boys and girls, no significant gender differences in level of moral reasoning were found. Moral development takes place in accordance with age in stages according to a specific pattern. Younger adolescents function more at lower moral reasoning stages than older adolescents while older adolescents display more signs of higher moral reasoning stages than younger adolescents. No differences in the moral development of adolescent boys who come from urban environments and those from country districts were found. Girls from urban environments function significantly more than girls from country districts at higher levels of moral development. A significant relationship was found between level of moral development and level of identity development for white adolesceJJtS. No such relationship was found for black adolescents. No relationship between level of moral development and locus of control orientation for white and black adolescents in South Africa was found. The findings were considered in relation to different types of socialisation, socio-cultural factors, culture-historical aspects and adolescent developmental characteristics. / Psychology / D.Litt. et Phil. (Sielkunde)

Text in Afrikaans / Die doel van opvoeding is om die kind tot volwassenheid te lei. 'n Volwasse persoon is iemand wat homself ken, 'n inherente sin virwaardes navolg, sedelik selfstandige besluite kan neem en verantwoordelikheid kan aanvaar. Groepdruk belemmer die verwerwing van bogenoemde eienskappe by die adolessent en bemoeilik gevolglik sy opvoeding. Daarom stel opvoedkundiges toenemend meer in groepdruk as fenomeen belang. Die doeI van die ondersoek was om 'n meetinstrument te ontwikkel waarmee adolessente geidentifiseer kan word wat groepdruk moeilik hanteer. Daarbenewens was dit oak die doel om die belangrikste veranderlikes wat verband hou met groepdruk te identifiseer. 'n Literatuurstudie is onderneem met die doel om die fenomeen groepdruk te analiseer, ondersoek in te stel na die meetbaarheid van groepdruk en vas te stel watter faktore met groepdruk verband hou. 'n Meetinstrument is ontwikkel met die doel om groepdruk te meet (betroubaarheidskoeffisient : 0,86). 'n Empiriese ondersoek is uitgevoerwaarby 452 hoerskool adolessente (234 seuns en 228 dogters) betrek is. Benewens groepdruk is verskeie veranderlikes soos verhouding met ouers, verhouding met maats, selfbeeld, waardes, intelligensie en persoonlikheid ook gemeet. Biografiese gegewens soos geslag, ouderdom, demerietes, buitemuurse aktiwiteite en posisie in gesin is ingesluit. Uit die empiriese ondersoek blyk dit dat : • groepdruk 'n afname toon en verander vanaf graad 8 na graad 12; • selfbeeld, ouderdom, populariteit en verhouding met maats as die vernaamste veranderlikes wat met groepdruk verband hou, beskou kan word. Die implikasies van die bevindinge in die literatuurstudie en in die empiriese ondersoek is bespreek met die doel om ouers en onderwysers met riglyne te voorsien wat hulle kan aanwend om adolessente minder kwesbaar vir groepdruk te maak. / The aim of education is to guide the child towards adulthood. An adult is expected to know himself, follow an inherent sense of values, make moral decisions independently and accept responsibility. Group pressure hampers the attainment of the above characteristics during adolescence and therefore makes education problematic. For this reason educationists are taking a growing interest in group pressure as a phenomenon. The aim of this study was to develop a measuring instrument to identify adolescents who find it difficult to deal with group pressure. In addition it was also the aim to determine the most important variables which relate to group pressure. A literature study was undertaken in order to analyse group pressure as a phenomenon, to analyse the measurability of group pressure and to determine which factors relate to group pressure. An instrument was developed to measure group pressure (reliability coefficient: 0,86). An empiricalinvestigation was carried out involving 452 high school adolescents (234 boys and 228 girls). In addition to group pressure, several variables were measured such as the individual's relationship with parents and friends, his self-concept, values, intelligence and personality. Biographical information such as gender, age, number of demerits, extra mural activities and birth order was collated. From the empirical investigation it seems that • group pressure shows a decline from Grade 8 to 12; • self concept, age, popularity and relationship with friends can be considered the most important variables relating to group pressure. The implications of the findings in the literature study and empirical investigation were discussed with the aim to provide parents and teachers with guidelines which they can apply to make adolescents less vulnerable to group pressure. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2007. / This study was concerned with analysing the school context for factors that promote or impede resilience among middle adolescent learners. The study aimed to find out if black high school learners perceive themselves as resilient or non-resilient: It also investigated the aspects perceived by learners as retarding or enhancing resilience within the school context and to identify qualities of the school that enhance or impede resilience in learners. Four schools within the Pinetown district in KwaZulu Natal were chosen as a sample. Random sampling procedure was used to ensure that any of the schools falling within the four wards of Pinetown district had the same probability of being selected. All grade 10 learners, mostly those falling within the ages of 15 to 20 were asked to participate in data collection. The self-evaluation instrument that was used to collect data about whether learners perceived themselves as resilient was specifically designed to measure this variable. This instrument was designed at the University of Pretoria as part of a research project aimed at making a comparative study of middle adolescent perception of resilience (ranked high or low). The research instrument was statistically proven to have demonstrated content validity and construct validity. This instrument has statistically demonstrated its reliability in terms of internal consistency. The questionnaire had to be translated into isiZulu as most learners were first language Zulu speakers. Learners first had to undergo a self-evaluation process to test how resilient they perceived themselves to be. The second aspect of the questionnaire was to rate, in order of importance, those factors within the school environment that they perceived either enhanced or impeded resilience. A 5-point Likert-type scale Was used with a series of levels of degree expressing positive or negative response to the questionnaire. The researcher used at least 3-5 items in the instrument measured similar idea. All items were interspaced to avoid predictability of questions. The learners indicated the extent to which they agreed or disagreed with each statement. No numbers were given as learners might have mistaken them as values that are used for grading learners. Learners had to express their own views on Structured open-ended questions in order for the researcher to better understand the use of resilience. Data collected was integrated and analysed collectively to give a comprehensive understanding of resilience. The majority of learners rated themselves as resilient despite the many difficulties faced in their environment. They also affirmed all the resilience promoting factors as important to their life at school. The main characteristic of a good school highlighted by black South African adolescents in this study, was an appreciative, caring and supportive environment where respect for self and others prevails. Good schools in this study provided opportunities for learners to engage in a variety of extra-curricular activities and the resources needed by the learners were made available. The adolescents in this study appreciated a well organised school where rules and regulations were consistently followed. A good physical environment was seen also as conducive to teaching and learning. Educators who offered relevant information and empowered learners to deal with the challenges of life were viewed as great assets according to the findings of this study

Thesis (MScPsy)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The phenomenon of violence is an all-too-common experience for many people around the world. In South Africa the legacy of a system of institutionalised violence has influenced the fabric of this society. The consequences of violence on South African youth are of major concern for the country's future. This research examines the types and contexts of exposure to violence and the types of self-reported aggression in a sample of 426 adolescent learners from three schools in the Stellenbosch District. The role of gender in mediating the type and the location of violence exposure and aggressive behaviour is also explored in this study. A questionnaire consisting of modified versions of the Screen for Adolescent Violence Exposure (SAVE) and the Aggression Questionnaire (AQ) was administered to 187 male and 239 female adolescents from three schools. The sample reported being exposed to moderately high levels of indirect violence in their community. This exposure was significantly correlated to high levels of self-reported aggression. Results from the Analyses of Variance indicated that females were exposed to more physical/verbal abuse at home, while males more frequently witnessed traumatic violence at school and in the community. The learners reported high levels of aggression, particularly with regard to physical aggression, verbal aggression and hostility. From these observations, females were found to be more hostile, while males demonstrated higher levels of physical aggression. Analysis of the gender differences suggested that males were more likely to display verbal aggression when exposed to violence, while females' exposure to physical/verbal abuse at school appeared to increase their levels of anger. The findings from this study indicate that adolescents exposed to high levels of violence are at risk of presenting with elevated levels of aggression. Efforts need to be made to reduce the levels of exposure to violence and adolescents' levels of aggression. It is suggested that adolescents be taught prosocial skills with regard to conflict situations. / AFRIKAANSE OPSOMMING: Geweld is vir baie mense dwarsoor die wêreld 'n alledaagse verskynsel. Die stelsel van geinstitusionaliseerde geweld in Suid-Afrika het die wese van die samelewing beinvloed. Die gevolge van geweld op die Suid-Afrikaanse jeug is vir die land se toekoms kommerwekkend. Hierdie studie ondersoek die tipes en inhoud van blootstelling aan geweld, die tipes van selferkende aggressie en die verband tussen blootstelling en aggressie. Die studie ondersoek ook die rol van geslag in die blootstelling aan geweld, asook dié van aggressiewe gedrag. Die ondersoekgroep was 'n groep van 426 adolessente leerders van drie skole in die Stellenbosch Distrik. 'n Vraelys, bestaande uit aangepaste weergawes van die "Screen for Adolescent Violent Exposure (SAVE)" (Hastings & Kelley, 1997) en die "Aggression Questionnaire (AQ)" (Buss & Perry, 1992) is gebruik om 187 manlike en 239 vroulike adolessente by die drie skole te toets. Daar is gevind dat die ondersoekgroep blootgestel was aan redelike hoë vlakke van indirekte geweld in hulle gemeenskap wat beduidend korreleer met hul hoë selferkende aggressie. Resultate van die variansie-ontleding wys dat meisies meer blootgestel is aan fisiese/verbale geweld tuis, terwyl seuns weer meer dikwels getuies van traumatiese geweld by die skool en in die gemeenskap was. Die leerders het hoë vlakke van aggressie, veral fisiese aggressie, verbale aggressie en vyandigheid gerapporteer. Van die bevindings kan afgelei word dat meisies meer vyandig is, terwyl seuns weer hoër vlakke van fisiese aggressie geopenbaar het. Analise van die geslags verskille dui aan dat seuns meer geneig is tot verbale aggressie wanneer hulle aan geweld blootgestel word, terwyl meisies meer geneig is tot woede wanneer hulle aan fisiese of verba Ie geweld by die skool blootgestel word. Die bevindings dui aan dat adolessente wat blootgestel word aan hoë vlakke van geweld geneig is tot hoë vlakke van aggressie. Pogings behoort aangewend te word om geweld en die vlakke van aggressie verminder. Daar word aanbeveel dat adolessente sosiale vaardighede geleer moet word om konfliksituasies beter te kan hanteer.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status (EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg as demografiese veranderlikes. Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou. Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale het beduidend met skool verband gehou. Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon. Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui. Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies het geen beduidende interaksies met identiteitstatusse aangedui nie. Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure) beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Thesis (M.A.)--University of the Witwatersrand, Faculty of Humanities, School of Human and Community Development, 2005.

A Dissertation Submitted to the Faculty of Arts, University of the Witwatersrand;Johannesburg, in Partial Fulfilment of the Requirements for the Degree of Master of Arts Clinical Psychology Johannesburg 1992 / The adverse effects of the current turbulent social and political situation in South Africa upon the mental health of socio-politically disadvantaged youth has emerged as a central area of concern amongst mental health professionals. The ability of the vast number of disadvantaged youths to cope with the stresses that confront them on a daily basis, has profound consequences for the South Africa of the future. the present study was prompted by the lack of any comprehensive and accessible intervention programme for children under stress in this country, as well as by the dearth of applied stress research into so-called "normal" Apartheid-related conditions.

Adolescence is generally regarded as a time of developmental change in all aspects: physical, emotional and psychological. This change is difficult and stressful for the adolescent to comprehend and assimilate into their way of being. During these times of developmental change and stress the manner in which the adolescent chooses to or learns to cope with the various stressors they face can be a signifier of things to come. In other words, coping strategies that an individual chooses to use, be they functional or maladaptive, may inform their future. This study’s focus is the relationship between an individual’s ability to cope and his level of suicidal ideation, and explores whether these two variables are related. In South Africa, and throughout the world, there is a trend of a greater number of younger people engaging in suicidal behaviour than previously and research into any and all aspects of this phenomenon is thus valuable. Many hypotheses have been proposed and there are many related factors that need to be considered. A quantitative approach was used to examine the relationship between coping strategies and suicidal ideation. The Coping Across Situations Questionnaire and the Suicidal Ideation Questionnaire were administered to a sample of adolescent males at a co-educational high school in KwaZulu-Natal, South Africa. The results determined that there is a significant, positive relationship between maladaptive coping strategies and high levels of suicidal ideation, that demographic variables such as grade and race seem to have some impact on this relationship and that further investigation is necessary into the relationship between adaptive coping skills and low levels of suicidal ideation. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.