The literature on alcohol is replete with studies attempting to determine whether or not the relief of tension (i.e.; certain hypothesized aversive states such as fear, anxiety, and frustration, which ~an influence behavior) plays a role in the etiology of moderate and excessive drinking by humans. The classic presentation of the tension reduction hypothesis (TRH) by Conger (1956) provided the impetus for the analysis of chronic alcohol consumption using animal subjects. By applying established behaviorist principles to the problem of chronic excessive drinking he developed a theory which accounts fer this behavioral phenomenon. ·According to his theory, the response of drinking alcohol is one of many possible tension reducing responses in the organism's repertoire. This theory suggests that the human user of alcohol exhibits the drinking response as a consequence of some tension state and that the sedative action of alcohol serves as a reinforcer of the response by reducing the tension state.

Throughout our teaching studies we have been briefly introduced to a few different digital mathematical programs. Nonetheless we have seldom used, nor experienced, them during our teacher-supervised placement. Therefore we wanted to explore the intentions behind a specific digital mathematical program, Kikora, compared to how teachers use it in their daily education. We also wanted to compare the company’s believes of how to motivate students and how to give feedback with the teachers’. We used the behavioristic learning theory as our framework. To fulfill our purpose we carried out a few interviews with a few teachers as well as one of Kikora’s employees. The results showed many similarities, as well as a few differences, in the company’s and the teachers’ opinions in how the program should be used, how students should get motivated and receive feedback. For example, almost all of the teachers used Kikora in the same way as the company had intended, to let students practice their mathematical skills and for homework. There were a few differences in how the teachers thought the program should be used to motivate their pupils. Throughout this master thesis we have gained a lot of useful knowledge for our future teaching careers.

Syftet med studien är att undersöka passande undervisningsstrategier till variationsteoretisk lärandemetod. Strategierna baseras på behavioristisk och socialkonstruktivistisk teori och undersöker möjligheterna för lärande inom biologiämnet. Inom socialkonstruktivistisk teori är det sociala samspelet grunden för lärande, medan lärandeinom behaviorismen innebär att utveckla önskvärt beteende genom betingning. Elever delas upp i två grupper enligt en experimentell design och får delta i undervisning konstruerad i enlearning study. Lektionerna har samma lärandemål men med olika undervisningsstrategier för att jämföra kunskapsinhämtningen samt elevers perspektiv. Resultatet visar att elever som deltagit i undervisning baserad på en socialkonstruktivistisk lärandeteori når högre kunskapsnivåer och anser att undervisningen varit roligare/mer intressant än elever i den behavioristiska gruppen. Det visar att undervisning med variationsteoretisk lärandemetod påverkas av vilka undervisningsstrategier som används.

The purpose of this study is to examine integration in such a manner as to determine its true meaning, to analyze critically its ability to meet the challenge and produce the goals which society and the teacher have set up, and to conclude whether the utilization of integration, as conceived by the writer, will develop the child's capacity of self-expression, encourage critical thinking, develop individual aptitudes, and help him make wholesome adjustments to the group.

Thesis (M. Diac. (Spelterapie)) / Die navorser het met hierdie intervensiestudie hanteringsriglyne vanuit ʼn Gestaltperspektief vir ouers met ʼn eiesinnige kleuter ontwikkel. Om bogenoemde te bereik, is slegs die eerste drie fases, asook Stap 1 van Fase 4 van Rothman en Thomas se Design & Development-model voltooi. Fase 1, naamlik die probleemanalise en projekbeplanning, het gefokus op die identifisering en betrek van respondente, die verkryging van toegang tot en samewerking van respondente, ʼn behoeftebepaling van die populasie, die analisering van die geïdentifiseerde probleem en die bepaling van die doelstellings en doelwitte. Deur die bestudering van bestaande literatuur en natuurlike voorbeelde, sowel as die identifisering van funksionele elemente van suksesvolle modelle is Fase 2, naamlik die insameling en sintese van data, suksesvol voltooi. Tydens Fase 3, naamlik die ontwerpfase, is ʼn waarnemingsisteem ontwikkel en prosedures vir die intervensie gespesifiseer. Deur die ontwikkeling van ʼn prototipe is Stap 1 van Fase 4, naamlik vroeë ontwerp en ontwikkeling, voltooi. Gevolgtrekkings en aanbevelings is vanuit die bevindinge gemaak. / Social Work

Titel:” To Save a Perpetrator”  An interview study about domestic violence and the treatment of the perpetrator The purpose of this study was to investigate the treatments available to perpetrators of domestic violence. The study is based on qualitative interviews with four people who all work with perpetrators of domestic violence in some way. The result has been analyzed with the help of attachment theory, behaviorism, violence - dominance and masculinity. The results show that there are various forms of treatment for the perpetrators. According to the interviewees there is no follow-up on whether the efforts help. The interviewees also described that these treatments are all individually adapted to the perpetrator's needs and that there is a resistance among the perpetrators to be included in group treatments. In addition, the treatments were described as often related to volunteerism under some constraint. The lack of attachment and the complexity of the treatment are discussed.

Thesis (M. Diac. (Spelterapie)) / Die navorser het met hierdie intervensiestudie hanteringsriglyne vanuit ʼn Gestaltperspektief vir ouers met ʼn eiesinnige kleuter ontwikkel. Om bogenoemde te bereik, is slegs die eerste drie fases, asook Stap 1 van Fase 4 van Rothman en Thomas se Design & Development-model voltooi. Fase 1, naamlik die probleemanalise en projekbeplanning, het gefokus op die identifisering en betrek van respondente, die verkryging van toegang tot en samewerking van respondente, ʼn behoeftebepaling van die populasie, die analisering van die geïdentifiseerde probleem en die bepaling van die doelstellings en doelwitte. Deur die bestudering van bestaande literatuur en natuurlike voorbeelde, sowel as die identifisering van funksionele elemente van suksesvolle modelle is Fase 2, naamlik die insameling en sintese van data, suksesvol voltooi. Tydens Fase 3, naamlik die ontwerpfase, is ʼn waarnemingsisteem ontwikkel en prosedures vir die intervensie gespesifiseer. Deur die ontwikkeling van ʼn prototipe is Stap 1 van Fase 4, naamlik vroeë ontwerp en ontwikkeling, voltooi. Gevolgtrekkings en aanbevelings is vanuit die bevindinge gemaak. / Social Work

This essay takes its starting point in two stories where we each describe a self-experienced dilemma. By using the stories as a starting point, the essay aims to find out what the advantages and disadvantages of reward and punishment are and why they have such a significant place in schools.The essay also aims to account for alternative methods in addition to reward and punishment. We are using the essay as our method, which means that, by letting our stories meet research, theories and literature, we reflect on our actions and thus try to create new knowledge. In order to get a historical perspective on reward and punishment we turn to B. F. Skinner and behaviorism. To approach behavioral problems and methods for dealing with them, we have used Ross W. Greene and his motto "children behave if they can" and Bo Hejlskov Elvén's approach low-affective treatment. To explain the presence of reward and punishment in school, we have used Jesper Juul's and Helle Jensen's concept of obedience culture.  We find that reward and punishment are big concepts that include several dimensions and that it is not possible to easily classify them as good or bad and right or wrong. However, we discover that they canlead to objectification of children and that there are methods to deal with behavioral problems that do not include reward or punishment. / Denna uppsats tar avstamp i två berättelser där vi beskriver varsitt egen upplevt dilemma. Genom att använda berättelserna som utgångspunkt syftar uppsatsen till att ta reda på vilka för- och nackdelar som belöning och bestraffning har samt varför de har en så stor plats i skolan. Uppsatsen syftar också till att redogöra för alternativa metoder utöver belöning och bestraffning. Vi använder oss av metoden vetenskaplig essä som innebär att vi, genom att låta våra berättelser möta forskning, teorier och litteratur, reflekterar kring vårt agerande och på så sätt försöker skapa ny kunskap. Vi vänder oss till B. F. Skinner och behaviorismen för att få ett historiskt perspektiv på belöning och bestraffning. För att närma oss beteendeproblem och metoder för att bemöta dem har vi använt oss av Ross W. Greene och hans motto “barn uppför sig om de kan” samt Bo Hejlskov Elvéns förhållningssätt lågaffektivt bemötande. För att förklara belöningens och bestraffningens närvaro i skolan har vi använt oss av Jesper Juuls och Helle Jensens begrepp lydnadskultur.  Vi finner att belöning och bestraffning är stora begrepp som innefattar flera dimensioner och att det inte går att enkelt klassa dem som bra eller dåliga och rätt eller fel. Dock upptäcker vi att de kan leda till objektifiering av barn samt att det finns metoder för att bemöta beteendeproblem som inte innefattar belöning eller bestraffning.

Thesis (MSc (Psychology))--University of Stellenbosch, 2006. / HIV vaccines are currently being developed and tested worldwide. This thesis reports on a qualitative study that was conducted to determine the concerns and problems regarding participation in future HIV vaccine trials. The sample for the study was selected from a peri-urban township, Masiphumelele, in Cape Town, Western Cape province, South Africa. The HIV-prevalence rate in Masiphumelele is 25%. A total of 10 participants between the ages of 19 and 30 were recruited for the present study. All participants’ first language was Xhosa and seven of them had English as a second language. Owing to a language barrier, an interpreter assisted the interviewer in conducting the interviews in the preferred language of the participants. Participants were recruited by convenience sampling and were asked to participate in two semi-structured interviews, under confidential conditions. The first interview addressed knowledge regarding HIV/AIDS, HIV vaccines and HIV clinical trials. The second interview identified the concerns and problems participants had regarding participation in future HIV vaccine trials. The interviews were recorded, transcribed and entered into Atlas ti., a computer program that assists in the analysis of textual data. The analysis of the data focused on the content of participants’ concerns about barriers to participation and their perspectives on facilitators to participation. The data collected on concerns and problems which, may influence participants’ willingness to participate in future HIV vaccine trials, was divided into two overarching themes, namely, barriers to participation and facilitators to participation. The barriers to participation included physical symptoms, stigma and discrimination, trypanophobia, distrust, psychological distress, sexual disinhibition and family responsibilities. The facilitators to participation included altruism, own protection from HIV infection, hopefulness, medical incentives, determining of HIV status, acquisition of knowledge, and equal treatment of participants in the experimental group and the placebo control group resulting from a double-blinded randomised trial. The question of participants’, recruited in the present study, willingness to participate in a future HIV vaccine trial are discussed in terms of Bronfenbrenner’s (1979) theoretical work on ecological systems, the social learning theory and the Health Belief Model (HBM). These theoretical frameworks deal with individuals, their behaviour and their environment, and how these influence one another. The significance and future direction of this line of research helps to overcome the barriers to participation and enhance the facilitators to participation. Thus, the intended result of such efforts is to maximise individuals’ participation in future HIV vaccine trials.

Digitized using a Konica Minolta 211 PCL Scanner. 300dpi (OCR). / Thesis (MA (Psychology))--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: The first objective of the present study was to determine whether the Theory of Planned Behaviour (TPB) could predict Willingness to Participate (WTP) in a future Phase III HIV vaccine trial among high risk adolescents in the Western Cape. The second objective was to determine whether the additional predictor variables of Self perceived risk of HIV infection, Knowledge of HIV vaccines and HIV vaccine trials, Attitudes toward HIV I AIDS and Health-promoting behaviours could further explain WTP in a future Phase III HIV vaccine trial among adolescents. A convenience sample of 224 adolescents attending secondary schools located in an African township on the Cape Flats was recruited for the present study. Hierarchical logistic regression analyses indicated that the TPB significantly improved the prediction of WTP in an HIV vaccine trial. Prediction success was 79.9%. Of all the predictor variables, only Subjective norms significantly predicted WTP in an HIV vaccine trial (OR = 1.19,95% C.L = 1.06-1.34). A second stepwise logistic regression analysis showed that Subjective norms (OR = 1.19, 95% c.I. = l.07-1.34) and Attitude towards participation in an HIV vaccine trial (OR = 1.32,95% C.L = 1.00-1.74) were significant predictors of WTP in an HIV vaccine trial. Prediction success was 80.4%. These findings provide support for the Theory of Reasoned Action (TRA) and suggest that psychosocial factors may play a role in WTP in a future Phase III HIV vaccine trial among adolescents. HIV vaccine trial preparedness programs targeting adolescents should aim to influence group norms positively and promote positive attitudes toward participation in a future Phase III HIV vaccine trial. / AFRIKAANSE OPSOMMING: Die eerste oogmerk van die huidige studie was om te bepaal of die teorie van beplande gedrag (TBG) die bereidwilligheid tot deelname (BTD) aan 'n toekomstige fase III-MIV-entstofproefneming onder hoe risiko adolessente in die Wes-Kaap kan voorspel. Die tweede oogmerk was om te bepaal of die bykomende voorspellingveranderlikes, naamlik selfwaargenome risiko vir MIV -besmetting, kennis van MIV -entstowwe en MIV -entstofproefnemings, houdings jeens MIV /Vigs en gesondheidsbevorderende gedrag BTD in 'n toekomstige fase III-MIV entstofproefneming kan verduidelik. 'n Geriefsmonster van 224 adolessente wat sekondere skole gelee in 'n dorpsgebied in Kaapstad, bywoon, is vir die huidige studie gewerf. Hierargiese logistiese regressie-analises toon dat die TBG die voorspelling van BTD aan 'n MIV -entstofproefneming aanmerklik verbeter het. Voorspellingsukses was 79.9%. Van al die voorspellingveranderlikes het slegs subjektiewe norme BTD aan 'n MIV -entstofproefneming beduidend voorspel (RK = 1.19, 95% VI = 1.06-1.34). 'n Tweede stapsgewyse logistiese regressie-analise toon dat subjektiewe norme (RK = 1.19, 95% VI = 1.07-1.34) en houding jeens deelname aan 'n MIV-entstofproefneming (RK = 1.32,95% VI = 1.00-1.74) beduidende voorspellers van BTD aan 'n MIV -entstofproefneming was. Voorspellingsukses was 80.4%. Hierdie bevindinge verleen steun aan die teorie van beredeneerde aksie (TBA) en doen aan die hand dat psigososiale faktore moontlik in die toekoms 'n rol in BTD aan 'n fase Ill-MIV-entstofproefneming onder adolessente kan speel. Programme wat op adolessente se gereedheid vir entstofproefnemings afgestem is, behoort te poog om groepnormne positief te beinvloed en positiewe houdings jeens deelname aan 'n toekomstige fase III -MIV -entstofproefneming te bevorder.