South Africa is currently experiencing rapid social change with socio-economic deprivation, influencing the future orientation of adolescents. Research indicates that a lack of future expectations affects present behaviour−diminishing the possibility of socialisation and productivity in adulthood. The objective of this study is to assess the future perceptions of indigent adolescents. The Gestalt paradigm provided the framework for defining the study. This empirical study uses a mixed methodology design combining both the quantitative and the qualitative approaches. A crosssectional survey provided the groundwork in terms of ascertaining the degree of awareness in respect of the future orientation of indigent, urban adolescents whilst a qualitative, semi-structured, one-on-one interview provided an in-depth contextualisation of the problem. The empirical study demonstrated that, although socio-economic deprivations and pervasive social issues do influence the future orientation of adolescents in South Africa, these influences have not eradicated the indigent adolescents’ motivational striving toward a positive and productive future. / Social Work / M. Diac. (Play Therapy)

Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

Adolescent suicide and attempted suicide is an unhealthy practice that involves mental illness which led the suicidal behavior to be an important public health problem globally and in Africa. Suicide prevalence rates in young people in South Africa and in all major ethnic groups are a significant cause for concern. The adolescent mental illness causes sleepless nights on the education system. Though much research has been done on this problem it still remains one of the leading causes of death amongst adolescent learners locally and globally. As a parent and an educator reading news articles, attending memorial services and funerals of adolescent learners who took their own lives, gave me enough reason for actions to be taken in order to find out what is causing adolescents to commit suicide. During this emotional experience as the researcher, I have discovered that the adolescent stage is a very fragile stage. I also discovered that when life stresses strike, coping as an adolescent becomes difficult. This study focuses on an in-depth study of the causative factors of suicide and attempted suicide amongst the adolescent learners of Tshwane North (D3) area. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by means of focus group discussion and one to one interview using a tape recorder and taking notes. Participant's answers were analysed individually and compared with all others. Findings shows that adolescent suicide and attempted suicide is a mental disorder that need to be addressed by including physicians and psychologists, upon realizing the warning signs of suicide in order to minimalize the practice. It is also clear that adolescence is a fragile stage of growth and adolescents struggle to cope with life challenges such as peer pressure, parent separations, socialization, pregnancy, chronic illness and academic pressure. It is recommended that NGOs in collaboration with the Health and Education Departments need to take action by organizing workshops to address causative factors of suicide and how to find help when realizing a suicidal adolescent learner. The department of education needs to ensure that adolescent suicide and attempted suicide preventative strategies should be taught from primary school level and be added to life skills subject in all grades. Life Orientation educator's to be trained about adolescent suicide to be well equipped to teach learners on how to recognize warning signs in their peers and friends. / Inclusive Education / M. Ed. (Inclusive Education)

The fact that an understanding of the self determines one's self-esteem and that self-esteem is an important contributor to one's achievements is seemingly undisputed. Self-esteem is not only a product of how others evaluate an individual but also, and most importantly, how an individual evaluates himself or herself. At times people tend to evaluate themselves unrealistically while at other times they evaluate themselves realistically. Unrealistic self-evaluation is mostly a characteristic of adolescence and if this is not managed properly it can have a dire consequence for the adolescent's future. Adolescence is an important but also a difficult stage in the development of an individual. During this stage profound physical, emotional, psychological and cognitive changes occur. It is a period during which decisions about careerpaths and the demands that such decisions will place on the individual are made. It is therefore during this stage that realistic self-evaluation becomes critical. This research study was undertaken in order to determine how the Venda-speaking adolescents evaluate themselves and whether such self-evaluation is realistic or not. The research was motivated by an observation that the school drop-out rate is high and that an increasing number of girl learners fall pregnant before completing Grade 12. It is assumed that these tendencies and behaviours are a product of the learners' self-evaluation. A theoretical background on self-evaluation was then given through a literature review. In the process a link was established between self-evaluation and constructs such as self-concept, self-esteem, self worth, self-identity as well as personality. Different theories used to explain present and expected future behaviour were also discussed. After this review question items were drawn and compiled into questionnaires to be administered to randomly selected learners, teachers and parents. The question items, sixty in number, were categorised into the following dimensions of self-evaluation: * Physical self * Academic self * Social self * Value self * Family self * Psychological self Each dimension was covered by ten question items which were tested for validity and reliability. The research study came up with the following findings: * Parents and teachers agree in their evaluation of adolescents regarding the dimensions mentioned above * Adolescents rate themselves significantly more favourably than teachers and parents evaluate them. * Venda-speaking adolescents evaluate themselves unrealistically. It is hoped that the findings and recommendations of this research will be beneficial to schools, policy-makers and parents. Learning areas such as Life Orientation can be used to help learners evaluate themselves more realistically. Programmes can also be developed to ensure that adolescent self-evaluation is congruent with present behaviour. / Educational Studies / D. Ed (Psychology of Education)

An investigation into the prevalence and causative factors of adolescent depression in the greater Johannesburg area was undertaken. Present-day South African socio-economic pressures together with the normal demands and difficulties of adolescence, led to an investigation into which factors were having a bearing on adolescent depression and whether more male than female adolescents were depressed. A literature study was done and major factors, which could potentially influence the development of depression, were identified. The results of the empirical investigation indicated that negative family relations and negative peer relations play a significant role in the development of adolescent depression. Other identified factors did not appear to have a statistically significant bearing on adolescent depression. No significant statistical difference was found between the prevalence or severity of male and female adolescent depression. Educational implications of the findings are discussed and guidelines are given to teachers and parents. / Teacher Education / M.Ed. (Guidance and Counselling)

South Africa is currently experiencing rapid social change with socio-economic deprivation, influencing the future orientation of adolescents. Research indicates that a lack of future expectations affects present behaviour−diminishing the possibility of socialisation and productivity in adulthood. The objective of this study is to assess the future perceptions of indigent adolescents. The Gestalt paradigm provided the framework for defining the study. This empirical study uses a mixed methodology design combining both the quantitative and the qualitative approaches. A crosssectional survey provided the groundwork in terms of ascertaining the degree of awareness in respect of the future orientation of indigent, urban adolescents whilst a qualitative, semi-structured, one-on-one interview provided an in-depth contextualisation of the problem. The empirical study demonstrated that, although socio-economic deprivations and pervasive social issues do influence the future orientation of adolescents in South Africa, these influences have not eradicated the indigent adolescents’ motivational striving toward a positive and productive future. / Social Work / M. Diac. (Play Therapy)

Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

Adolescent suicide and attempted suicide is an unhealthy practice that involves mental illness which led the suicidal behavior to be an important public health problem globally and in Africa. Suicide prevalence rates in young people in South Africa and in all major ethnic groups are a significant cause for concern. The adolescent mental illness causes sleepless nights on the education system. Though much research has been done on this problem it still remains one of the leading causes of death amongst adolescent learners locally and globally. As a parent and an educator reading news articles, attending memorial services and funerals of adolescent learners who took their own lives, gave me enough reason for actions to be taken in order to find out what is causing adolescents to commit suicide. During this emotional experience as the researcher, I have discovered that the adolescent stage is a very fragile stage. I also discovered that when life stresses strike, coping as an adolescent becomes difficult. This study focuses on an in-depth study of the causative factors of suicide and attempted suicide amongst the adolescent learners of Tshwane North (D3) area. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by means of focus group discussion and one to one interview using a tape recorder and taking notes. Participant's answers were analysed individually and compared with all others. Findings shows that adolescent suicide and attempted suicide is a mental disorder that need to be addressed by including physicians and psychologists, upon realizing the warning signs of suicide in order to minimalize the practice. It is also clear that adolescence is a fragile stage of growth and adolescents struggle to cope with life challenges such as peer pressure, parent separations, socialization, pregnancy, chronic illness and academic pressure. It is recommended that NGOs in collaboration with the Health and Education Departments need to take action by organizing workshops to address causative factors of suicide and how to find help when realizing a suicidal adolescent learner. The department of education needs to ensure that adolescent suicide and attempted suicide preventative strategies should be taught from primary school level and be added to life skills subject in all grades. Life Orientation educator's to be trained about adolescent suicide to be well equipped to teach learners on how to recognize warning signs in their peers and friends. / Inclusive Education / M. Ed. (Inclusive Education)

Text in Afrikaans / Approximately 50 percent of all marriages end up in divorce according to estimates. Thirty percent of divorcees enter into wedlock again within one year from being divorced, thereby creating a reconstructed family. The child in the late middle childhood years experiences some unique challenges during the reconstruction of the family due to influences such as the parent-child relationship, parenting styles and the start of puberty. The purpose of this qualitative study is to determine the child's psychological experience within the reconstructed family and to provide guidelines to parents (and co-therapists) on how to deal with children during the reconstruction process. The qualitative method of research was applied as it is a more informal research procedure and the boundaries of the study subject are reasonably wide and undefined. The method provides an adaptable strategy regarding problem formulation and data collection, which allow semi-structured interviews, observations and field notes, and enable the researcher to obtain first hand knowledge and understanding of the problem. / Social Work / M. Diac.(Play Therapy)

The aim of this study was to develop, implement and evaluate a psycho-educational programme to enhance the efficacy of parents of adolescents. Thus, the research project can be identified as formative, evaluative research. To this end, an investigation was undertaken to determine how the efficacy of parents of adolescents could be enhanced through an understanding of: * the life phase of adolescence; * the life phase of parents of adolescents; * the role of parents of adolescents; * factors influencing the parenting of adolescents (e.g., generational effects and the influence of family structure on parenting); * the challenges facing adolescents and their parents which may hamper parenting efficacy; * factors which assist parents of adolescents to overcome challenges and improve their parenting efficacy; * parenting skills which foster parenting efficacy; and * the nature of a psycho-educational programme which could enhance the efficacy of parents of adolescents. A literature study provided the theoretical background to the development of the above mentioned programme. In the next phase of the study, a psycho-educational programme was developed based on the literature review, a study of similar programmes and a pilot study conducted with parents. The programme aimed at helping parents to become aware of their parenting practices, to encourage them to increase knowledge and understanding of themselves and of their adolescent children and to develop personal strategies and skills to cope with parenting challenges. The programme was implemented with a group of 21 parents of adolescents (five fathers and sixteen mothers) living in George, South Africa during sessions held once per week over a period of six weeks. Participants were divided into three groups: six single parents; eight parents of nuclear families; and seven parents from blended-extended families. Data was collected qualitatively during each meeting. In addition, focus groups were conducted at the end of the six weeks. The findings indicated that the programme enhanced the efficacy of the participating parents in supporting the development of their adolescent children. / Educational Studies / D.Ed (Psychology of Education)