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Although addiction is treated by means of different treatment programmes in South Africa, the researcher discovered that the level of self-actualization and changes in addicts relationships, are questionable. A preliminary literature review indicated that the family of origin could be the cause of addiction. The above prompted the researcher to compile a treatment programme that addresses the family of origin as a cause of addiction. The treatment programme was divided into three phases. Phases one and two were included to provide therapists with guidelines on how to assist clients to reach abstinence, as well as how to function effectively in their life-worlds, while phase three addressed the family of origin as a cause of addiction. The family systems and relations theories served as the theoretical framework of the study. Phase three of the treatment programme was implemented by therapists during an empirical investigation to determine the effectiveness of the treatment programme. / Teacher Education / D Ed. (Psychology of Education)

Thesis (MEdPsych)--Stellenbosch University, 2012. / Bibliography / ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.

Many senior citizens are surviving on minimal Social Security benefits and as a result, struggle with food security. Metrocrest Services in Farmers Branch, Texas, a suburb of Dallas, is a non-profit organization that provides several food programs to residents of the community including some programs that are specifically tailored to the needs of senior citizens. This project was to provide Metrocrest with an assessment of the food security of their senior clientele as well as other elderly residents of the Metrocrest service area and to evaluate the current senior focused programs. The project utilized qualitative research including both Metrocrest clients and residents who were not Metrocrest clients bot whose demographics were similar. The objectives were to determine the coping skills used by senior citizens in obtaining food, to assess seniors' awareness of the programs offered by Metrocrest, to discover barriers to accessing needed resources and to make recommendations of how programs could be improved or modified if needed. Through my research, I was able to present Metrocrest with a number of recommendations to improve their existing programs. I was also able to recommend some potential new programs that could be designed in conjunction with local senior centers to better serve the community.

Although addiction is treated by means of different treatment programmes in South Africa, the researcher discovered that the level of self-actualization and changes in addicts relationships, are questionable. A preliminary literature review indicated that the family of origin could be the cause of addiction. The above prompted the researcher to compile a treatment programme that addresses the family of origin as a cause of addiction. The treatment programme was divided into three phases. Phases one and two were included to provide therapists with guidelines on how to assist clients to reach abstinence, as well as how to function effectively in their life-worlds, while phase three addressed the family of origin as a cause of addiction. The family systems and relations theories served as the theoretical framework of the study. Phase three of the treatment programme was implemented by therapists during an empirical investigation to determine the effectiveness of the treatment programme. / Teacher Education / D Ed. (Psychology of Education)

The present study examined the factor structure and measurement invariance of the revised version of the Athletic Coping Skills Inventory (ACSI-28), following adjustment of the wording of items such that they were appropriate to assess Coping Skills in an educational setting. A sample of middle school students (n = 1,037) completed the revised inventory. An initial confirmatory factor analysis led to the hypothesis of a better fitting model with two items removed. Reliability of the subscales and the instrument as a whole was acceptable. Items were examined for sex invariance with differential item functioning (DIF) using item response theory, and five items were flagged for significant sex non-invariance. Following removal of these items, comparison of the mean differences between male and female coping scores revealed that there was no significant difference between the two groups. Further examination of the generalizability of the coping construct and the potential transfer of psychosocial skills between athletic and academic settings are warranted.

Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / Die doel van hierdie studie was om te bepaal hoe volwasse enkel-tweelinge hul lewens ervaar na die verlies van hul mede-tweeling. ‘n Kwalitatiewe empiriese ondersoek is gedoen met die doel om die behoeftes van enkel- tweelinge tydens die hantering van tweelingverlies en die rouproses te bepaal. Literatuur toon aan dat die oneffektiewe hanteringsvaardighede wat gebruik word tydens tweelingverlies kan lei tot emosionele, kognitiewe, identiteits-, verhoudings- en gedragskwessies. Die literatuur dui verder aan dat daar agt temas is wat bepaal of hierdie kwessies tydens die lewe van die enkel-tweeling gaan voorkom. Die agt temas is naamlik die effek van ouerlike gesindheid, negatiewe aspekte om ‘n tweeling te wees, skuldgevoelens, polarisasie, die tweelingband, versagtende omstandighede en die effek van die verlies op die verhouding met ander. ‘n Meervoudige gevallestudie met ‘n narratiewe analitiese proses is in die studie gevolg. Agt deelnemers het ‘n self-opgestelde vraelys voltooi. Daarna is semi-gestruktureerde onderhoude gevoer om die temas wat verband hou met die vraelys verder te ondersoek. ‘n Opvolg in-diepte onderhoud is ‘n maand later met elke deelnemer gevoer waartydens hulle hul ervaring as enkel-tweeling bespreek het. Die eerste verwagte uitkoms was om die behoeftes van die enkel-tweeling wat tweelingverlies hanteer, te verstaan. Die tweede verwagte uitkoms was om by te dra tot kennis oor tweelingverlies en rou by die enkel-tweeling. Die bevindinge toon aan dat vier onverwagse temas vanuit die studie na vore gekom het, naamlik geheimhouding rakende die bestaan van ‘n mede- tweeling, voel soos ‘n aangenome kind, die kwessie van geloof as prominente faktor in die genesingsproses en die tweeling identiteit wat behou wil word. Riglyne is aan opvoedkundige sielkundiges gegee om hul toe te rus om die enkel-tweeling se verlies en rou te verstaan. ‘n Bydrae ten opsigte van kennis oor tweelingverlies en rou by enkel-tweelinge is gemaak. / The purpose of this study was to determine how adult twinless twins experience life following the loss of their co-twin. A qualitative empirical investigation was conducted in order to establish the needs of twinless twins in dealing with twin loss and the bereavement process. Literature indicates that ineffective coping mechanisms used in the loss of a twin, could result in emotional, cognitive, identity, relationship and behavioural issues. The literature further indicates that there are eight themes which determine whether these problems will culminate during the life of the twinless twin. These eight themes are: the effect of parental attitude, negative aspects of being part of a twin, feelings of guilt, polarisation, the twin connection, mitigating circumstances and the effect of loss on the relationship with others. The study followed a multiple case study research design with a narrative analytical approach. Eight participants completed a self-structured questionnaire. Thereafter semi-structured interviews were conducted to further explore themes related to the questionnaire. A follow-up in-depth interview was conducted with each participant one month later during which they described their experiences of being a twinless twin. The first anticipated outcome was an understanding of the needs of a twinless twin in dealing with loss of his or her twin. The second expected outcome was to add to the body of knowledge about twin loss and bereavement in twinless twins. The findings show that four unexpected themes emerged from the study, namely: secrecy regarding the existence of a co-twin; feeling like an adopted child; the issue of faith as a prominent factor in the healing process, and maintaining a twin identity. Guidelines are given to equip educational psychologists to understand twin loss and bereavement in twinless twins. The study contributed towards knowledge of twin loss and bereavement in twinless twins. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)

Magister Artium (Psychology) - MA(Psych) / Die bruikbaarheid van die Goodenough Draw-A-Manmeetmiddel met verstandelik gestremdes is ondersoek. Die Goodenough Draw-A-Man-meetmiddel, alhoewel aangewend om intelligensievlak van verstandelik gestremdes te bepaal, het beperkte ondersteuning volgens gepubliseerde studies. Twee studies het kontrasterende bevindinge ten opsigte van die bepaling van spesifieke grade van verstandelike gestremdheid aangedui. Ander studies het die geldigheid van die meetmiddel ten Die huidige studie het die volgende ondersoek: die bruikbaarheid van die Goodenough Draw-A-Man-meetmiddel ten opsigte van die klassifisering van die verskillende grade (sowel as onderverdeelde grade) van verstandelike gestremdheid; die verhouding tussen verstandelik gestremdes se prestasie op die Goodenough Draw-A-Manmeetmiddel en die volgende veranderlikes: geslag, ouderdom, institusionalisering versus nieinstitusionalisering; en om stereotiperende mensfiguurtekeninge en leerpotensiaal te ondersoek. van kronologiese ouderdom en geslagsverskille, sowel as die algemene bruikbaarheid met verstandelik gestremdes bevraagteken. Die ondersoekgroep het bestaan uit 153 verstandelik gestremdes met kronologiese ouderdomsomvang van 7 jaar tot 84 jaar. Hierdie subjekte is as erg tot verstandelik gestremd geklassifiseer. Hierdie groep het bestaan uit 64 manlike en 89 vroulike subjekte van wie 99 uit In institusie populasie geselekteer is, terwyl 54 geselekteer is uit In nie-institusie populasie. Die subjekte is in drie ouderdomskategorieë, naamlik 7 tot 21 jaar, 22 tot 59 jaar en 60 tot 84 jaar gegroepeer. Die ondersoekgroep se psigometriese data (die Goodenough Draw-A-Man en die Ou Suid-Afrikaanse Individuele Skaal bevindinge) gedateer 1985 tot 1990 is ontleed. Hierbenewens is 20 verstandelik gestremde inwoners se mensfiguur-tekeninge (60 tekeninge) wat tydens 1993 geadministreer is, ontleed om stereotiperende tekeninge en leerpotensiaal te ondersoek. Die resultate van die huidige studie is soos volg: Bepaling van die spesifieke grade van verstandelike gestremdheid (erg, matig en lig) illustreer dat die Goodenough Draw-A-Man-meetmiddel en die Ou Suid- Afrikaanse Individuele Skaal, verskil ten opsigte van die bepaling van spesifieke klassifikasies. Die McNemar-toets bevindinge dui op In betekenisvolle verskil tussen die twee meetmiddels (p < 0,05). Die ooreenkoms tussen hierdie twee intelligensie-meetmiddels ten opsigte van klassifikasie is soos volg: ligte graad (77,3%), matige graad (57,8%) en erge graad (47,9%). Die Chi-wadraattoets en Fisher se eksakte toets vergelyking tussen die 99 gelnstitusionaliseerdes en die 54 nie-gelnstitusionaliseerdes, sowel as tussen die 64manlike en 89 vroulike subjekte vir die drie ouderdomskategorieë, dui geen beduidende verskil in prestasie op die Goodenough Draw-A-Man-meetmiddel aan nie (p > 0,05). Die t-toets bevindinge met betrekking tot die ondersoek van stereotiperende mensfiguur-tekeninge, dui In beduidende verskil aan tussen die 20 toetslinge se prestasie op die eerste en tweede mensfiguur-tekeninge (t = -3,17, p < 0,05). Die subjekte het gemiddeld 2,4 tellings meer op die tweede tekening behaal Die t-toets bevindinge wat verband hou met die leerpotensiaal van verstandelik gestremdes, dui In beduidende verskil aan tussen die 20 toetslinge se prestasie voor en na die blootstelling aan In "perfekte" mensfiguurtekeninge (t = -5,26, P < 0,05). Die subjekte het gemiddeld 5,1 tellings meer op hul derde tekening behaal. 170 In Opsomming van die bevindinge is soos volg: dat die Goodenough Draw-A-Man-meetmiddel meer betroubaar is met die hoër funksionerende verstandelik gestremdes; dat veranderlikes soos institusionalisering, nieinstitusionalisering, geslag en ouderdom, nie In rol speel ten opsigte van hierdie groep verstandelik gestremdes se prestasie op die Goodenough Draw-A-Man nie; dat vir hierdie groep verstandelik gestremdes, stereotiperende tekeninge en modifikasie van hul kognitiewe strukture voorkom, soos in hul mensfiguurtekeninge aangedui.