This investigation has been undertaken to determine the extent to which personality guidance receives the necessary attention in secondary schools in the Transvaal. For this investigation the survey was conducted amongst Heads of Department for Educational Guidance in all Afrikaans-medium and double-medium secondary schools in the Transvaal. The theoretical background for the investigation was obtained by studying authoritative literature on the developmental possibilities of the secondary school pupil and the implications thereof for personality guidance. The physical, social, cognitive and emotional developmental possibilities of the adolescent were described as well as possible inherent problems. The task of the school, home and peer group with regard to the pupil's sound personality development was considered. The emphasis, however, was placed on the task of the school and in particular the role of the subject teacher. In the empirical investigation the questionnaire method was used. The SAS-computer programme was applied to determine the average of the responses for each question. From the results of the investigation it appears that 30,5% of the Heads of Department for Educational Guidance believe that personality guidance is thoroughly carried out while 45% are of the opinion that it receives only moderate attention. A further 20,4% describe the guidance provided as unsatisfactory and 4,1% of the Heads of Department indicated that at their schools nothing is being done regarding personality guidance. Even though 75,5% of the respondents reacted positively, it would appear that in practise personality guidance receives only casual attention. It is not specifically pursued and therefore It does not have a lasting effect on the pupils. Ideally the guidance programme should provide for comprehensive and thorough formative personality guidance to pupils. The results of the investigation suggest that there is definite room for Improvement. For the personality programme to be really effective, it is necessary that pupils should be maximally exposed to the contents of the programme while comprehensive involvement of a committed staff is essential. Regular follow-up is necessary to monitor progress and, if necessary, to effect adjustments. / Proefskrif (DEd)--PU vir CHO, 1989

This investigation has been undertaken to determine the extent to which personality guidance receives the necessary attention in secondary schools in the Transvaal. For this investigation the survey was conducted amongst Heads of Department for Educational Guidance in all Afrikaans-medium and double-medium secondary schools in the Transvaal. The theoretical background for the investigation was obtained by studying authoritative literature on the developmental possibilities of the secondary school pupil and the implications thereof for personality guidance. The physical, social, cognitive and emotional developmental possibilities of the adolescent were described as well as possible inherent problems. The task of the school, home and peer group with regard to the pupil's sound personality development was considered. The emphasis, however, was placed on the task of the school and in particular the role of the subject teacher. In the empirical investigation the questionnaire method was used. The SAS-computer programme was applied to determine the average of the responses for each question. From the results of the investigation it appears that 30,5% of the Heads of Department for Educational Guidance believe that personality guidance is thoroughly carried out while 45% are of the opinion that it receives only moderate attention. A further 20,4% describe the guidance provided as unsatisfactory and 4,1% of the Heads of Department indicated that at their schools nothing is being done regarding personality guidance. Even though 75,5% of the respondents reacted positively, it would appear that in practise personality guidance receives only casual attention. It is not specifically pursued and therefore It does not have a lasting effect on the pupils. Ideally the guidance programme should provide for comprehensive and thorough formative personality guidance to pupils. The results of the investigation suggest that there is definite room for Improvement. For the personality programme to be really effective, it is necessary that pupils should be maximally exposed to the contents of the programme while comprehensive involvement of a committed staff is essential. Regular follow-up is necessary to monitor progress and, if necessary, to effect adjustments. / Proefskrif (DEd)--PU vir CHO, 1989

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

South Africa has adopted the international trend towards inclusive education. The result is an increasing number of learners with barriers to learning accommodated in mainstream schools. Alternative assessment programmes make provision to address the barriers to learning of these learners during formal assessments. Alternative assessment programmes are a good start to afford learners with barriers to learning a fair chance to impart their knowledge. However, the programmes are adult driven and, as the users of these programmes, we need to consider the learners’ views also. Knowledge of their experience will increase understanding of their needs, which in turn will help to refine the programmes and adjust the programmes to these needs. General aim of the study: to explore the lived experience of learners with barriers to learning, who participated in an alternative assessment programme in a mainstream high school in the Western Cape, in a qualitative way, through a phenomenological design. The phenomenological design provided a deeper understanding of the learners’ experience of the alternative assessment programme from the learners’ viewpoint. We held unstructured, individual interviews with the eight participants who consented to participate in the study. As requested, the participants made collages of their experiences of the alternative assessment programme in a group setting, prior to the interviews. Section B presents the findings of this qualitative study and relates the learners’ experience of the alternative assessment programme during test- and formal examination series. The findings highlight the importance of considering the opinions of learners with barriers, participating in an alternative assessment programme. / MSc (Master of Social Work), North-West University, Potchefstroom Campus, 2015

South Africa has adopted the international trend towards inclusive education. The result is an increasing number of learners with barriers to learning accommodated in mainstream schools. Alternative assessment programmes make provision to address the barriers to learning of these learners during formal assessments. Alternative assessment programmes are a good start to afford learners with barriers to learning a fair chance to impart their knowledge. However, the programmes are adult driven and, as the users of these programmes, we need to consider the learners’ views also. Knowledge of their experience will increase understanding of their needs, which in turn will help to refine the programmes and adjust the programmes to these needs. General aim of the study: to explore the lived experience of learners with barriers to learning, who participated in an alternative assessment programme in a mainstream high school in the Western Cape, in a qualitative way, through a phenomenological design. The phenomenological design provided a deeper understanding of the learners’ experience of the alternative assessment programme from the learners’ viewpoint. We held unstructured, individual interviews with the eight participants who consented to participate in the study. As requested, the participants made collages of their experiences of the alternative assessment programme in a group setting, prior to the interviews. Section B presents the findings of this qualitative study and relates the learners’ experience of the alternative assessment programme during test- and formal examination series. The findings highlight the importance of considering the opinions of learners with barriers, participating in an alternative assessment programme. / MSc (Master of Social Work), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans / Papalia, Olds en Feldman (2008:419) noem dat die woord "adolessensie" van die Latynse woord "adolescere" afkomstig is. Dit beteken "om te groei in volwassenheid". In hierdie geval word adolessensie gesien as ʼn proses eerder as ʼn spesifieke tydperk in ʼn individu se lewe. Hierdie studie fokus op die adolessent, in die besonder die vroeë adolessente dogter en haar psigo-sosiale ontwikkeling. Spesifieke navorsing word gedoen oor die verhoudingsprobleme wat by die vroeë adolessente dogter gedurende die psigo-sosiale stadium van vroeë adolessensie voorkom, en die moontlikheid van groepsterapie as terapeutiese intervensie. Die benutting van groepsterapie, in die konteks van vroeë adolessente dogters met portuurgroep-verhoudingsprobleme, het die navorser geïnteresseer, weens haar ondervinding met kinders en spesifiek vroeë adolessente dogters met verhoudingsprobleme. Dogters is meer betrokke by hul verhoudings, hulle is meer uitgesproke in terme van hul emosies en benodig emosionele ondersteuning van hul portuurgroep, meer dikwels as wat seuns doen (Papalia et al. 2008:398). Sue, Sue en Sue (2006:579) skryf die toename in groepsterapie toe aan die feit dat baie sielkundige probleme interpersoonlik en intrapersoonlik van aard is. Verhoudingsprobleme binne groepe word dikwels die beste hanteer binne ʼn groep. / Papalia et al. (2008:419) state that the word "adolescence" comes from the Latin word "adolescere". It means "to grow in maturity". In this case, adolescence is seen as a process rather than as a specific time period in an individual's life. This study focuses on the adolescent, and in particular the early adolescent girl and her psychosocial development. Specific research is done on the relationship problems that occur during the development of the psychosocial stage of early adolescent girls and possible therapeutic interventions with the problem. The utilisation of group therapy, in the context of early adolescent girls and peer-relationship problems, interests the researcher, because of her experience with children and specifically early adolescent girls who are prone to peer-relationship problems. Girls are more concerned with their relationships; they are more outspoken in terms of their emotions and seek emotional support from their peers more often than boys do (Papalia et al.2008:398). Sue et al.(2006:579) attributes the increase in group therapy to the fact that many psychological problems are interpersonal and intrapersonal in nature. Relationship problems in groups are often best handled within the group. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / Papalia, Olds en Feldman (2008:419) noem dat die woord "adolessensie" van die Latynse woord "adolescere" afkomstig is. Dit beteken "om te groei in volwassenheid". In hierdie geval word adolessensie gesien as ʼn proses eerder as ʼn spesifieke tydperk in ʼn individu se lewe. Hierdie studie fokus op die adolessent, in die besonder die vroeë adolessente dogter en haar psigo-sosiale ontwikkeling. Spesifieke navorsing word gedoen oor die verhoudingsprobleme wat by die vroeë adolessente dogter gedurende die psigo-sosiale stadium van vroeë adolessensie voorkom, en die moontlikheid van groepsterapie as terapeutiese intervensie. Die benutting van groepsterapie, in die konteks van vroeë adolessente dogters met portuurgroep-verhoudingsprobleme, het die navorser geïnteresseer, weens haar ondervinding met kinders en spesifiek vroeë adolessente dogters met verhoudingsprobleme. Dogters is meer betrokke by hul verhoudings, hulle is meer uitgesproke in terme van hul emosies en benodig emosionele ondersteuning van hul portuurgroep, meer dikwels as wat seuns doen (Papalia et al. 2008:398). Sue, Sue en Sue (2006:579) skryf die toename in groepsterapie toe aan die feit dat baie sielkundige probleme interpersoonlik en intrapersoonlik van aard is. Verhoudingsprobleme binne groepe word dikwels die beste hanteer binne ʼn groep. / Papalia et al. (2008:419) state that the word "adolescence" comes from the Latin word "adolescere". It means "to grow in maturity". In this case, adolescence is seen as a process rather than as a specific time period in an individual's life. This study focuses on the adolescent, and in particular the early adolescent girl and her psychosocial development. Specific research is done on the relationship problems that occur during the development of the psychosocial stage of early adolescent girls and possible therapeutic interventions with the problem. The utilisation of group therapy, in the context of early adolescent girls and peer-relationship problems, interests the researcher, because of her experience with children and specifically early adolescent girls who are prone to peer-relationship problems. Girls are more concerned with their relationships; they are more outspoken in terms of their emotions and seek emotional support from their peers more often than boys do (Papalia et al.2008:398). Sue et al.(2006:579) attributes the increase in group therapy to the fact that many psychological problems are interpersonal and intrapersonal in nature. Relationship problems in groups are often best handled within the group. / Psychology of Education / M. Ed. (Voorligting)

The purpose of this study was to explore the perceptions of adolescents, who have been exposed to violence, regarding the role of social support in their academic achievement. A qualitative, collective, within-site case study design was applied to obtain baseline data. The data was gathered through consecutive in-depth individual interviews with two male and six female adolescent learners (between 15 and 17 years of age) in a secondary school in Gauteng. Collages were furthermore used to assist participants with expressing their perceptions on the role that social support played in their academic achievement, despite being exposed to violence in their communities. The study was mainly informed by Bronfenbrenner’s bio-ecological systems theory, but in order to better understand the adolescent as an individual who functions within the ecological systems theory, Erikson’s psycho-social development theory as well as the theory of social support were integrated to understand this complex period of development. Interview data were analysed thematically, whilst shared analysis were utilised to give meaning to the visual data presented in the collages. The results indicate that encouragement to achieve, the provision of care and support to deal with problems in a proactive manner and enabling relationships with significant others facilitated academic achievement despite exposure to violence. Furthermore, positive self-talk, self-discipline and coping behaviours were identified as self-supportive behaviour that was perceived as enabling adolescents to achieve academically. The study indicates that adolescents who achieve academically despite exposure to violence, perceive social support as playing a significant role in the facilitation of academic achievement in these contexts of adversity. It is therefore recommended that significant others in the lives of adolescents should be informed about the important role that their supportive interactions play in the adolescent’s ability to maintain academic achievement. Further research could explore the viability of social support interventions in assisting adolescent learners to achieve their full academic potential, despite exposure to violence. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Obesity is affecting an increasingly larger proportion of adolescents in the world, and this can be attributed to low resting metabolic rate (RMR) as well as reduced physical activity (PA) levels. Little is known about objectively determined habitual PA and RMR in 16 year old African adolescents. The purpose of this study is twofold. Firstly, to determine the objectively measured PA status of adolescents and secondly, to determine the relationship that exists between RMR and PA in 16 year old adolescents. Two hundred and twenty six (226) adolescents aged sixteen (16) wore the Actiheart® monitor, combined accelerometry and heart rate for seven (7) consecutive days. Six high schools were recruited to take part in the study: two from town (high socio-economic status) and four from the township (low socio-economic status) of the Potchefstroom area of the North West Province of South Africa. Times spent in moderate to vigorous physical activity, physical activity counts per minute (CPM), total energy expenditure (TEE), active energy expenditure (AEE) and physical activity levels (PAL) were assessed using the Actiheart®. The participants’ RMR was measured by indirect calorimetry using the Fitmate Pro (Cosmed, Italy). All data analyses were performed with the SPSS Version 20 software (IBM SPSS, II). The descriptive statistics (mean and standard deviations) as well as independent t-tests and Mann-Whitney U test were performed to determine differences between ethnicity and genders and to calculate practical significance. A Type I error rate of p ≤ 0.05 was used for statistical significance. To investigate the relationship between RMR and physical activity regression analysis was performed with adjustment for gender, race and fat free mass. Results: Significantly higher PAL (1.57 ± 0.15) were determined in girls compared to boys (PAL = 1.41 ± 0.10). Black adolescents indicated significant higher PAL (1.53 ± 0.14) compared to white adolescents (1.45 ± 0.16). On average, regardless of race or gender, the participants were more active on weekdays than weekends. The current study shows that girls spent more minutes/day in moderate to vigorous physical activity (MVPA) than the boys. The results show that 16.4% of the study sample was either overweight or obese. After adjustment for gender, ethnicity and FFM, linear regression between RMR and moderate-to-vigorous PA yielded an r2 = 0.46 (p ˂ 0.05.) Conclusion: Objectively determined PA of adolescents in South Africa indicates that only one third of adolescents are meeting the recommended 60 minutes of daily MVPA. Gender and race specific interventions are needed to increase habitual physical activity levels in adolescents. Given the fact that the studied sample did not meet recommended daily physical activity and the adverse effect of inactivity and chronic diseases of life style, urgent strategies to inculcate the culture of regular physical activity as a preventative measure of chronic diseases of life style are needed. Behaviour that is carried on into adulthood is established during adolescence. Civic health efforts should focus on encouraging adolescent involvement in regular moderate-to-vigorous PA, which will subsequently increase RMR and lower the risk of the development of non-communicable chronic diseases such as obesity. Further local research is needed to confirm the association between RMR and PA in the local population. / Thesis (MSc (Biokinetics))--North-West University, Potchefstroom Campus, 2013.