Text in Afrikaans / This study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline. / Psychology / M.A. (Sielkunde)

The goal of the study was to conduct a survey on the extent and nature of poly-victimization of adolescents in Heideveld. This researcher used a quantitative approach, administering an altered form of the Juvenile Victimization Questionnaire to achieve the goal. This questionnaire had 34 screener items exploring victimization events across a broad range of possible victimization types. Convenience sampling of grade 8-10 learners was used from a school in Heideveld. Ninety-one respondents completed the questionnaire, the age range spread from 13 – 18 years of age. Descriptive statistics were used to analyse the results. Responses of respondents to victimization (directed either at themselves or a peer) were explored through open-ended questions. Content analysis was performed to describe the data collected. The results showed that the extent of poly-victimization of adolescents in Heideveld is high. The findings were explored and finally conclusions and recommendations were discussed. / Social Work / M. Diac. (Play Therapy)

This study investigates the situation of Rwandan youth ex-combatants in the Democratic Republic of Congo (DRC). Specifically, the study examines how and why young people become involved in conflicts as fighters, how the conflict impacts upon them, and how the Disarmament, Demobilization, Rehabilitation and Reintegration programs set up by international aid agencies attempted to address the youth's special needs as they relate to reintegration in their home communities. By employing qualitative semi-structured interviews and group discussions with demobilized ex-combatant youth and other stakeholders in northern Rwanda, the study examines how the Western model and assumption of childhood and child soldiering has so far dictated the approaches of international aid agencies in response to the needs of young people in armed conflicts. The study challenges some of the assumptions and argues for a more representative and focussed approach that emphasizes on the socio-cultural context of the ex-combatants. The research shows how and why some youth voluntarily join armed groups. It also highlights the resilience of the youth in the midst of conflict and their ability to rebuild their lives. The findings of the research have some implications for the way the international aid agencies conceptualize and provide assistance to the young people affected by armed conflicts. It challenges the assumption held by the aid agencies regarding the exclusive emphases on victimization and trauma counselling, and refocuses on the need to rebuild the youth's resilience and coping strategies. / Sociology / MA (Sociology)

This research programme endeavours to develop, implement and evaluate an effective method of offering psychosocial support to vulnerable children. Vulnerability is defined by trained community members as including children who are experiencing especially difficult lives. The forms of difficulties experienced by the children has usually been a consequence of the HIV/AIDS pandemic, extreme poverty combined with other psychosocial risk factors, child abuse (especially child sexual abuse) and violence. This community based programme incorporates four phases of intervention, only two of which were the focus of summative evaluation. However, due to the integrated nature of the programme it was necessary to implement and document the various phases of the intervention programme: (i) community selection and mobilisation; (ii) the 5-day Sensitisation Programme (SP) sensitises adult community volunteers to the psychosocial needs of vulnerable children; (iii) the 15-session Structured Group Therapy Programme (SGTP) enables children to work through past adversities and to build resilience within small groups of peers in a programme where community volunteers served as apprentice facilitators under the supervision, guidance and ethical responsibility of qualified psychologists; (iv) community based initiatives to offer on-going of PSS activities to vulnerable children in each of the partnering communities. Nine partnering communities were selected, three township, periurban and rural communities. This programme was not effective in the informal settlements as it was not possible for these communities to place children as a priority. A qualitative summative evaluation of the SP took place using post workshop evaluation questionnaires, focus group discussions conducted by an independent researcher and an audit of the community based initiatives that developed as a result of participation in the SP. The SGTP was summatively evaluated using a 4-way Factorial design with one within-subject and three between-subject conditions: to investigate the age of the subjects, the geographic regions and gender variables. The 741 children formed five experimental and control conditions to conduct various combinations of the above-mentioned phases programmes and to adequately control for the many confounding variables. Pre- and post intervention assessments were conducted by trained community research assistants. The dependent variable measures were the Culture Free Self Esteem Inventory (Battle, 1992), the Trauma Symptom Checklist for Children (Biere & Elliot, 1997), the Reynolds Depression Scale for Children (Reynolds, 1989), the Social Support Scale (Beale Spencer, Cole, Jones, and Phillips Swanson, 1997) and the Connor's Parent Questionnaire Connors, 1998). Multivariate analysis evaluated the effectiveness of the various experimental and control conditions. The results indicate that the SGTP, run in combination with the SP, is an effective intervention strategy in that it alleviates symptoms of self-reported depression and other psychosocial manifestations of distress as well as decreased the number and severity of symptoms reported by primary caregivers, and leads to increased access to perceived social support. The SP and the SGTP conducted independently of each other have limited benefits and as such can be considered to be partially effective. The children who had formed part of the non-vulnerable control group felt left out of the programme and report an increase in symptomatology and decreased access to social support. While this community-based programme can be considered to be an effective method of therapeutic intervention and of offering psychosocial support to vulnerable children, further research is needed to consider the cost-effectiveness, the sustainability and ways in which those children who do not participate can still can benefit. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

This study investigates the situation of Rwandan youth ex-combatants in the Democratic Republic of Congo (DRC). Specifically, the study examines how and why young people become involved in conflicts as fighters, how the conflict impacts upon them, and how the Disarmament, Demobilization, Rehabilitation and Reintegration programs set up by international aid agencies attempted to address the youth's special needs as they relate to reintegration in their home communities. By employing qualitative semi-structured interviews and group discussions with demobilized ex-combatant youth and other stakeholders in northern Rwanda, the study examines how the Western model and assumption of childhood and child soldiering has so far dictated the approaches of international aid agencies in response to the needs of young people in armed conflicts. The study challenges some of the assumptions and argues for a more representative and focussed approach that emphasizes on the socio-cultural context of the ex-combatants. The research shows how and why some youth voluntarily join armed groups. It also highlights the resilience of the youth in the midst of conflict and their ability to rebuild their lives. The findings of the research have some implications for the way the international aid agencies conceptualize and provide assistance to the young people affected by armed conflicts. It challenges the assumption held by the aid agencies regarding the exclusive emphases on victimization and trauma counselling, and refocuses on the need to rebuild the youth's resilience and coping strategies. / Sociology / MA (Sociology)

Constant exposure to community violence has very detrimental and pervasive effects on children. These effects range from behavioural, cognitive and neuro-developmental problems to a variety of psychiatric disorders. The purpose of this study was to investigate whether Karate programs can be used in violent communities to help children circumvent these detrimental effects of exposure to violence. This study adopted a qualitative research approach and the epistemological framework used was social constructivism. Group interviews were conducted with the research participants. The case study method was chosen, and thematic analysis was used as the method of analysis of the children’s stories. These stories were reconstructed in terms of themes. The themes that emerged included: anxiety, fear, discipline, respect for self, others and authority. After exposure to a traditional karate program for a period of time, the participants’ attitudes towards violence changed. They believed that violence was a last resort and that there were better ways to deal with conflict. They began developing more self-discipline, not just in the dojo but in other areas of their lives as well. The participants learnt to respect others, as well as themselves and their instructors, teachers, parents and friends. They also felt less afraid to be in their community and developed more self-confidence. Karate programmes can be used in violent communities to help prevent the negative outcomes in children associated with exposure to violence. These programmes can be used in conjunction with other developmental programmes to help improve the outcomes of these children. / Psychology / M.A. (Psychology)

Thesis (M.Ed.)--Universiteit van Suid-Afrika, 2002.

Summaries in Afrikaans and Engish / The aim of this research was to explore the emotional experience of grade 7 learners in a gang afflicted area. The researcher further investigated how the learners experience this gang violence and how they give meaning to it The researcher also examined the possible ways in which the educational psychologist could assist these learners in actualising their full potential. A literature study of relevant sources has been undertaken to establish the theoretical context of the gang related problem. Two groups of 8 grade 7 learners were used as respondents in the empirical study. The qualitative research method has been used and the researcher made use of focus groups and interviews as measuring instruments. The results of the empirical study have shown that learners experience gang violence negatively when they are exposed to it on a regular basis and that it impacts negatively on their performance at school. / Die doel van hierdie ondersoek was om die emosionele belewing van graad 7-leerders in 'n bendegeteisterde gebied te ondersoek. Daar is ook ondersoek ingestel na die belewing van leerders van die bendegeweld en op watter wyse hulle daaraan betekenis gee. Voorts is daar ook gekyk na moontlike hulpverlening aan hierdie bendegeteisterde leerders deur die opvoedkundige sieikundige ten einde die leerders te help om hulle volle potensiaal te verwesenlik. 'n Literatuurstudie van relevante kontemporere bronne is onderneem om die teoretiese konteks van die bendeprobleem te bepaal. Vir die empiriese ondersoek is daar twee groepe van 8 leerders elk uit 'n graad 7-klas as respondente gebruik. Die kwalitatiewe navorsingsmetode is gebruik en daar is spesifiek gefokus op fokusgroepe en die voer van onderhoude. Die resultate uit die empiriese ondersoek het getoon dat leerders die gereele blootstelling aan bendegeweid negatief beleef en dat dit negatief op hulle skoolwerk impakteer. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)

Summaries in Afrikaans and Engish / The aim of this research was to explore the emotional experience of grade 7 learners in a gang afflicted area. The researcher further investigated how the learners experience this gang violence and how they give meaning to it The researcher also examined the possible ways in which the educational psychologist could assist these learners in actualising their full potential. A literature study of relevant sources has been undertaken to establish the theoretical context of the gang related problem. Two groups of 8 grade 7 learners were used as respondents in the empirical study. The qualitative research method has been used and the researcher made use of focus groups and interviews as measuring instruments. The results of the empirical study have shown that learners experience gang violence negatively when they are exposed to it on a regular basis and that it impacts negatively on their performance at school. / Die doel van hierdie ondersoek was om die emosionele belewing van graad 7-leerders in 'n bendegeteisterde gebied te ondersoek. Daar is ook ondersoek ingestel na die belewing van leerders van die bendegeweld en op watter wyse hulle daaraan betekenis gee. Voorts is daar ook gekyk na moontlike hulpverlening aan hierdie bendegeteisterde leerders deur die opvoedkundige sieikundige ten einde die leerders te help om hulle volle potensiaal te verwesenlik. 'n Literatuurstudie van relevante kontemporere bronne is onderneem om die teoretiese konteks van die bendeprobleem te bepaal. Vir die empiriese ondersoek is daar twee groepe van 8 leerders elk uit 'n graad 7-klas as respondente gebruik. Die kwalitatiewe navorsingsmetode is gebruik en daar is spesifiek gefokus op fokusgroepe en die voer van onderhoude. Die resultate uit die empiriese ondersoek het getoon dat leerders die gereele blootstelling aan bendegeweid negatief beleef en dat dit negatief op hulle skoolwerk impakteer. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)