Thesis (M.A.)--Trinity Evangelical Divinity School, 1997. / Abstract. Includes bibliographical references (leaves 77-85).

Thesis (D. Min.)--Ashland Theological Seminary, 2008. / Abstract . Includes bibliographical references (leaves 146-152).

Ministry research project (D. Min.)--Midwestern Baptist Theological Seminary, 1996. / Includes bibliographical references (leaves 159-163).

In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for a world of uncertainty, due to inadequate schooling. The learners’ poor results in national and international studies and dysfunctional schools, for example, are clear evidence of inadequate schooling. If we are to improve schooling, and hence, the quality of teaching and learning in South African schools, we need to address the quality of teacher education that student teachers receive as part of their professional development. These improvements in schooling will depend on how student teachers are professionally developed, not to teach, but to facilitate learning. It is on this basis that I explore how student teachers construct and use phronesis to enhance their professional development. Within this question I explore the student teachers’ baseline phronesis when they enter the programme and how the student teachers utilise the contribution of the mentor teacher and the specialisation programme to construct and use phronesis to enhance their professional development. An interpretive, mixed methods, case study participatory action research methodology was used to explore these research questions. The participants in this study were three Postgraduate Certificate in Education Life Sciences student teachers, the specialisation lecturer, mentor teacher and the researcher. The context of this study was in the setting of a radical, innovative teacher education programme at the University of Pretoria, which focused strongly on the construction and use of phronesis. A variety of data collection instruments, including visual data, personal profile questionnaires and document analysis were used to collect the data. Ethical and research rigour issues were attended to and implemented. The findings are presented in four case study participatory action research cycles, each having a particular context and purpose. The descriptive data from each of these cycles was analysed to develop responses for the research questions. The finding in response to research question one indicated that the student teachers’ beliefs, emotions, desire and vision for the type of facilitator that they wanted to be influenced their perception of a facilitator of learning. Furthermore, their awareness of the challenges and constraints that ‘teachers’ experienced when teaching in particular contexts did not deter them from becoming facilitators of learning. The mentor teachers’ contributions were: direct with regard to providing support in designing learning tasks, resources and assessment feedback. Indirect contributions were in terms of the student teachers developing the need to generate ideas for effective practice and to change their beliefs about the role of a facilitator of learning, and the impact of this role on the learners’ work ethic and relationships. The contributions of the specialisation programme were in terms of challenging and changing student teachers’ beliefs about the role of a facilitator of learning and the development of learning practice in authentic contexts. The student teachers constructed and used their phronesis to enhance their professional development. Incorporated in each student teacher’s practice theory are their personal and professional transformations on their journey to becoming facilitators of learning. / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Alcohol abuse in families remain a serious problem in South Africa. Early exposure to dysfunctional family patterns may contribute to juvenile offending. Such an exposure will be detrimental to children’s development and may create emotional problems for them. It would appear that certain factors contribute towards juvenile delinquency such as divorce among parents, single parent families, unemployment of parents, family violence, substance abuse and poverty. The researcher was motivated to undertake this study as she observed in the field of Social Work that nearly all juvenile offenders were exposed to alcoholism in their families of origin. The question arised whether there is a relation between alcohol abuse in the family system and juvenile delinquency. The goal of this study was to explore the extent to which alcohol abuse in the family system may contribute towards juvenile delinquency and imprisonment. The researcher conducted a qualitative study through which the goal of the study has been achieved. Further research in this field is recommended to prevent the effect alcohol abuse may have on the family system. / Dissertation (MA (Social Work))--University of Pretoria, 2005. / Social Work / unrestricted

No description available.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / In accord with the cognitive model of poor functioning in schizophrenia, defeatist performance beliefs, or overgeneralized negative beliefs about one’s ability to perform tasks, have been linked to poor functional outcomes, cognitive impairment, and negative symptoms in schizophrenia and are a suggested therapeutic target in Cognitive Therapy for Schizophrenia. However, there is a paucity of research investigating these beliefs in schizotypy, or those exhibiting traits reflecting a putative genetic liability for schizophrenia. This study had three aims: to examine whether defeatist performance beliefs 1) are elevated in schizotypy compared to non-schizotypy, 2) are associated with functioning-related outcomes (i.e., quality of life, working memory, negative schizotypy traits), and 3) mediate the relationships between working memory and both negative schizotypy traits and quality of life. Schizotypy (n = 43) and non-schizotypy (n = 45) groups completed measures of schizotypy traits, defeatist performance beliefs, quality of life, and working memory. Results revealed that the schizotypy group reported significantly more defeatist performance beliefs than the non-schizotypy group. Within the schizotypy group, defeatist performance beliefs were significantly positively associated with negative schizotypy traits and significantly inversely associated with quality of life. No associations were observed between defeatist performance beliefs and positive schizotypy traits and working memory. Further, defeatist performance beliefs did not mediate the relationships between working memory and either quality of life or negative schizotypy traits. Findings are generally consistent with the cognitive model of poor functioning in schizophrenia and suggest that defeatist performance beliefs may be an important therapeutic target in early intervention services.

Drawing from the meta-construct model of cognition (Ingram, 1984; Ingram & Kendall, 1986), the goal of the present study was to examine whether the structural (i.e., self-complexity; SC, Linville, 1985) and propositional components of schemas (dysfunctional attitudes; DAS, Weissman & Beck, 1978), independently and in interaction with each other and stressors, lead to changes in depressive symptoms. The prediction was that if negative self-attributes across different self-aspects in a specific domain, interpersonal or achievement, are highly distinct (i.e., high negative SC) or if positive self-attributes across different aspects of self are redundant (i.e., low positive SC), then the DAS would be more likely to lead to higher levels of depression when domain-congruent stressors occur. To test the main effect, two-way interaction, and three-way interaction hypotheses, the present study used a two month longitudinal design involving three assessment periods, separated by one month. At the baseline, a total of 189 students participated in the study. Of these students, 163 and 121 students participated in the first and second follow-ups, respectively. Multiple hierarchical regression analyses were used to examine two-way and three-way interactions. Results showed strong support for the predictive power of negative SC with respect to depressive symptomatology. The DAS, on the contrary, was a concurrent factor related to depressive symptoms. Further, the present study did not provide supportive evidence for the diathesis-stress model of depression. Although contradicting expectations, the pattern of relationships between interpersonal negative SC, DAS, distal stressors suggested promising venues for future research. / Ph. D.

The supreme aim of pastoral counselling is to facilitate the process of spiritual growth, sanctification and spiritual maturity in order for the counselee (in this instance a woman) to fulfil her purpose for which she has been created. For the co-dependent woman believer, dysfunctional and sinful behavioural patterns form a hindrance in this spiritual process. The central theoretical argument of this study is that pastoral counselling can be used effectively to guide women believers who experience co-dependent spiritual and emotional problems, to healing, transformation and spiritual growth. The aim is to determine the effect of co-dependency on the spiritual dimension of the woman believer and to establish pastoral guidelines for her spiritual growth and maturity. With a view to a better understanding of the nature and the extent of co-dependency, this study moved from the context to the text and the first objective was to explore related disciplines before biblical perspectives on co-dependency could be revealed. According to this meta-theoretical research, co-dependency mainly originates from dysfunctional families and entails one or more addictive conditions. These behavioural patterns mostly result in developing a false identity and is characterised by denial, worthlessness, unhealthy boundaries, defective self-assertion and dependence on others for acceptance to the detriment of self. Women believers often incorrectly justify their co-dependent behaviour from Scripture, which is indicative of a distorted understanding of God and possible pathology of belief. The second objective was to establish Scriptural perspectives with regard to co-dependency and subsequent influences on the spiritual dimension of women believers. Co-dependency appears intergenerationally and is rooted in sinful behavioural patterns. According to the Bible this sinful behaviour indicates an independency from God which is part of the effect of the fall of man. The family of David is a good example of the influence of the sin of parents on their children to the third and succeeding generations. For the purpose of this study the co-dependent behaviour of the women descendants of Sara were explored, The results of the empirical study confirmed the basic and meta-theoretical research which established that co-dependency negatively affects the spiritual dimension of women believers. The third objective was attained with the integration of the basic and meta-theoretical information in a hermeneutical way, in order to establish, among others, the following pastoral guidelines for the counselling of co-dependent women believers: - to identify intergenerational co-dependence behavioural patterns, distorted concepts of God and pathology of belief; - to establish healthy boundaries; and - to establish their new identity in Christ Jesus. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2009.