M. Diac. (Spelterapie) / Text in Afrikaans with summaries in Afrikaans and English / Anorexia nervosa is ‘n komplekse eetversteuring wat hoofsaaklik voorkom onder adolessente meisies regoor die wêreld. Anorexia nervosa word geklassifiseer as ‘n versteuring wat ten spyte van literatuur steeds nie ten volle verstaan of begryp kan word nie, weens die kompleksiteit daarvan. Hierdie kompleksitieit het ‘n tekort aan insig en begrip van ander tot gevolg wat weerstand by die adolessent wek. Die terapeutiese proses met hierdie individue word sodoende negatief beïnvloed en lei tot beperkte groei en verandering. In die betrokke studie is die ervaringswêreld van die adolessent wat lei aan anorexia nervosa nagevors met die doel om lig te bring op hierdie komplekse, tog hedendaagse verskynsel. Na die uitvoering van ongestruktureerde onderhoudvoering met adolessente meisies wat lei aan anorexia nervosa, is verskeie temas, konsepte en kategorieë geïdentifiseer en bespreek aan die hand van Gestalt terapeutiese konsepte. / Anorexia nervosa is a complex eating disorder that mainly affects adolescent girls all over the world. Anorexia nervosa is classified as a disorder that, despite existing literature, cannot be fully understood or comprehended, due to the complexity of the disorder. The complexity of Anorexia nervosa makes it difficult for people to understand these individuals, which causes resistance to occur within the adolescents. The resistance then complicates the therapeutic process, which can lead to inefficient growth and change in therapy. In this study, the experience of adolescent girls that suffer from anorexia nervosa is researched with the aim of shedding some light on this complex, though common, issue. After interviewing adolescents that suffer from anorexia nervosa, certain themes, concepts and categories were identified and explained by the hand of Gestalt therapeutic concepts. / Social Work

The researcher is concerned about the lack of attention given to withdrawn early adolescents (WEAs) at school. During early adolescence, the foundations for lasting character, personality traits and social interaction are laid. Learners exhibiting withdrawal behaviour are described as being quiet, reserved, removed or distant. Attempts by educators to get them involved in lessons often end in failure and this causes educators to become frustrated and confused about how to deal with these learners. The aim of this study is therefore to establish the factors that contribute to withdrawal behaviour in early adolescents. The researcher devised an identification instrument that makes the identification of WEAs much easier for educators. He also established the deep seated fears and anxieties of WEAs and ascertained how they would like to be treated by their educators. / Psychology of Education / M. Ed. (Psychology of Education)

M.Ed. / This research aims at the description of a therapeutic approach relevant to the adolescent underachiever in whose case the cause of the problem is often overlooked because it is not self-evident. In this specific case there seemed to be no clear reason why the adolescent was not achieving academically according to his potential. An in-depth study was necessary, involving also the family of the respondent. From conversations with educational psychologists, the history of the adolescent and the literature, it seems as if the focus of the intervention in cases where there do not seem to be overt reasons for the underachievement, was on the adolescent only. Courses in motivation and study skills were offered, but were not effective. Because the adolescent is a member of a family, the research is aligned to a systems approach. I wanted to explore the the possibility that the cause of the problem could be found in the style of parenting and resulting family dynamics. A qualitative, investigative, descriptive and contextual design was used. One adolescent was deliberately chosen according to set criteria, and subjected to the utilisation of multiple data-gathering sources and methods. These included interviews, document analysis and observation. The parents of the underachiever as well as his register teacher, were also interviewed. A case study report was compiled according to the processed data. A cross-validation report was compiled, using notes which were taken when I was dealing with the cases that first aroused my interest. Hereafter literature control was applied to compare the results of this study with other available research, and to point out new insights into a family's educational style as a cause of underachievement, gained from the study. All data were submitted to an independent consultant for analysis. After the data were analysed, I concluded that the educational style of parents can be a cause of underachievement. From an integrative systemic perspective, an educational psychological therapeutic programme was described. It is hoped that, aided by this programme, the educational psychologist may make a contribution towards helping the underachieving adolescent and his/her family to overcome their problems so that he/she may realise his/her full potential.

This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Specifically the purpose was to determine an attributional predisposition of disturbed students and nondisturbed students. Furthermore, this study sought to ascertain whether disturbed students and nondisturbed students indicated different attributions for success and failure at achievement tasks. The study then examined the congruence between students' attributional predispositions and their actual attributions.

D.Ed. / The overall objective of this research is the description of an educational psychological therapeutic approach for the use of educational psychologists in private practice in the treatment of adolescents with emotional and behavioral problems.Two research questions arose out of the need for the development of an integrated educational psychological therapeutic approach, namely: In what way can the educational psychological perspective, existentialphenomenological psychology, transpersonal psychology and Medical Hypnoanalitical approach be integrated in order to develop a holistic view of humanity through which conscious and subconscious meanings in a person's experience world (psychodynamic, perinatal and transpersonal experiences) could be described to reflect the personal, unique, unrepeatable and original qualities of the individual? Based on the description of a holistic view of human nature which serves as the foundation for the development of a therapeutic approach through which the client with emotional and behavioral problems could be understood within the referential framework of his own experiences, the researcher poses the question: What constitutes the therapeutic approach through which the therapist could gain insight into the conscious and subconscious meanings in the experience world (psychodynamic, perinatal and transpersonal experiences) of a person in order to address the true causes underlying the pro lematic symptoms?

Social Interaction Technologies (SIT) have broadened the horizon of communication in terms of the way people are able to communicate. It is now possible to interact with others across the world and engage in numerous activities ranging from dating to political movements, hobbies and even professions (Chigona, Chigona, Ngqokelela, & Mpofu, 2009). Adolescents and pre-adolescents especially are inclined to make use of SIT in their social lives with the most popular mode of communication, apart from email, being instant messaging (IM) (Brown, Mounts, Lamborn, & Steinberg, 1993; Bryant, Sanders-Jackson, & Smallwood, 2006; Madden & Rainie, 2003). Adolescents tend to use IM regularly as a tool to maintain relationships and girls especially, use it as a tool to socialise (Jennings & Wartella, 2004; Lenhart, Rainie, & Lewis, 2001). The mobile phone or cell phone, which is another example of an SIT-based communication, has become an established medium of technical, social and commercial communication in South Africa. It has given rise to the development and vast growth of a mobile youth culture who consider it an essential tool for communicating (Bosch, 2008). In South Africa, instant messages may be sent via mobile phone using one of two methods: MXit and the SMS (short messaging service). MXit and the SMS are considered convenient tools of communication as an ongoing conversation in the form of a text message may be maintained in the present (Yoshii, Matsuda, Habuchi, Dobashi, Iwata, & Kin, 2002).

A descriptive correlational study investigated the possible relationship between family functioning and the self-concept development of adolescents with cystic fibrosis (CF). Twenty-two adolescents ranging from 13 to 19 years of age and members of their families volunteered to participate. The adolescents completed the Offer Self-image Questionnaire (OSIQ) and the Family Assessment Device (FAD). Thirty-four family members completed the FAD. Mean standard scores for the study population were compared to normative values for the OSIQ and the FAD. The Spearman rho correlation procedure was used to investigate relationships between scales of the two measures. Findings for the self-concept measure (OSIQ) revealed that the mean scores for the adolescents with CF were better than normative values with two exceptions; the mean score was lower than normative values on the Sexual Attitudes Scale for males and females ranging from 13 to 15 years of age and on the Body and Self-image Scale for males 13 to 19 years and females 13 to 15 years of age. On the family functioning measure (FAD) the mean scores for adolescents and their family members were lower than suggested healthy cut off scores (Epstein, Baldwin, & Bishop, 1983) with the exception of a higher score on the Roles Scale. However, scores of the sample were similar to FAD scores generated from a random sample considered by the authors of the FAD to be descriptive of the general family population (Miller, Bishop, Epstein, & Keitner, 1985). A positive relationship between well developed adolescent self-concept and positive family functioning was not indicated; most correlations between the OSIQ and FAD scales were negative. Health care for adolescents with CF should include addressing their sexual and body and self-image concerns and promoting healthy family functioning. Further investigation of self-concept and family functioning for adolescents with CF is warranted. / Applied Science, Faculty of / Nursing, School of / Graduate

Made available in DSpace on 2017-06-01T18:08:43Z (GMT). No. of bitstreams: 1 Nara Dantas.pdf: 365741 bytes, checksum: 667aeeb4f2a2db1cbacf9df039f242fa (MD5) Previous issue date: 2002-07-19 / It has been verified in literature a growing number of studies concerning adolescence. One may classify modernity as an adolescent time whose model is adolescence. It has been observed that a great number of the behaviors presented by some adults are actually imitations of those found in adolescents. With the failure of the parental function, the adolescence process has been lengthened throughout the times and also new forms of symptomatic manifestations characteristic of this period have been observed. With the discovery of the oedipus complex, adolescence loses the importance it has had at the begining of the psychoanalysis construction. It reappears at Three Essays on the Theory of Sexuality (1905) as the last stage of sexuality and it is assigned by Freud to be the place where one of the hardest and most painful tasks are to be endured: the detachment from the parental figures. In the present work adolescence is chosen as an oedipal re-signification time, recovering from freudian works and transforming it in an operant concept considering Lacan s contributions to psychoanalysis, with the purpose of offering a metapsychological statute. This theoretical construction will make possible to give emphasis to adolescence in psychoanalysis given that we cannot deny its existence is contemporary phenomena / Temos verificado, desde algum tempo, um crescente número de estudos voltados para a adolescência. Há quem classifique a modernidade como um tempo adolescente, cujo modelo de referência é a adolescência. Observamos que muitos dos comportamentos apresentados por alguns adultos são imitações dos encontrados nos adolescentes. Com a falência da função paterna, o processo adolescente tem se alongado através dos tempos, bem como, temos visto novas formas de manifestações sintomáticas características dessa idade. Com a descoberta do complexo de Édipo, a adolescência perde a importância que tivera no início da construção da psicanálise. Vemos ela reaparecer nos Três Ensaios (1905) como última etapa da sexualidade e é eleita, por Freud, como lugar de uma das mais difíceis e dolorosas tarefas que se deve empreender, ou seja, o desligamento das figuras parentais. Nosso objetivo nesse trabalho é eleger a adolescência como tempo de re- significação edípica, resgatando-a da obra freudiana, transformando-a num conceito operante, a partir das contribuições trazidas por Lacan à psicanálise, para oferecer-lhes um estatuto metapsicológico. Essa construção teórica possibilitará dar um lugar de destaque à adolescência na psicanálise, visto que não podemos negar sua existência nos fenômenos contemporâneos

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