Teacher educators at the University of Canterbury, College of Education, like all teacher educators in Aotearoa New Zealand, have ethical, legal, and moral obligations in relation to Te Tiriti o Waitangi/the Treaty of Waitangi. The Treaty is an agreement that was signed in 1840 by representatives of the British Crown and representatives of independent Māori hapū (sub-tribe). The failure of the Crown to uphold the Treaty plus the colonisation of New Zealand has held wide-ranging ramifications for Māori, including a negative impact on Māori education. Policy guidelines both at a national level and locally at the University of Canterbury provide requirements and guidelines for teachers and teacher educators in relation to the Treaty. The aim of many of these guidelines is to address equity issues in education and to support Māori ākonga (students) to achieve success as Māori. This thesis draws upon data from interviews with five teacher educators from the University of Canterbury, College of Education to explore their understandings of the Treaty and how these understandings inform their practice. A qualitative research approach was applied to this study. Semi-structured interviews were used and a grounded theory approach to the data analysis was applied. Three key themes arose from the data and these provided insights into the teacher educator participants’ understandings of the Treaty, how they acquired Treaty knowledge and their curriculum decision making. Bronfenbrenner’s (1979) ecological systems theory approach was used as a framework to situate how the teacher educators’ understandings of the Treaty have developed. Critical theory and concepts associated with critical pedagogy underpin this research. Critical pedagogy highlights the importance for teacher educators in New Zealand to have an understanding of the historical and contemporary complexities of educational issues related to the Treaty.

Violence is considered to be one of the most critical and threatening global problems plaguing the world today, leaving a trail of devastating consequences to societies, economies, cultures, families and individuals (Desjarlais & Kleinman, 1997). Adolescents who grow up in a context of violence learn distorted ways of thinking, acting, living and interacting. Aggressive tendencies and violent behaviour become internalised and adopted as acceptable ways to resolve conflict situations. Chronic, continuous exposure to violence results in physical, psychological and emotional disturbances, such as depression, anxiety, lowered self-confidence, sleep disturbances, decreased attention and concentration spans. This study addressed the form of violence known as community violence, i.e. violence that children experience within their communities (either as witnesses or as victims). This study investigated the effects of this negative environmental experience and investigated potential mediating and moderating variables that could influence the harmful effects of such experiences. The variables considered as mediating and/or moderating variables were social support and self-esteem. The theoretical framework adopted for this study was Bronfennbrenner’s Bioecological Systems theory. This framework provides a theory through which the interaction of the variables of this study can be explained and understood. This study is part of a larger study which explored community violence, hope and well-being, therefore secondary data was utilised. The sample consisted of 568 Grade nine learners and data was collected through the administration of a questionnaire compiled through the combination of five scales: the Children’s Hope Scale, the Recent Exposure to Violence Scale (REVS), the KIDSCREEN-52, social support scale and Rosenberg’s self-esteem scale. The data was analysed through regression and multiple regression. The results of the study found that neither social support nor self-esteem were mediators and only social support functioned as a moderator variable. / Magister Artium (Psychology) - MA(Psych)

This thesis explores the influences of social networks and social support on the literacy engagement of 7 high school students from a multicultural, multilingual, and economically disadvantaged urban neighborhood in a large, diverse North American city. Specifically, this study describes (1) students’ social networks and social literacy interactions; (2) the types of social support the network relationships provide for participants’ literacy; and (3) the ways in which this socioliterate support might affect participants’ literacy engagement. Guided by Ecological Systems Theory (Bronfenbrenner, 1979, 1992/2005), at three times during an 18-month period the 7 participants completed social network maps and interviews, checklists about their reading and writing choices, and retrospective interviews about their reading and writing practices on self-selected texts. These data were analyzed on the basis of Tardy’s (1985) typology of social support and the tripartite model of engagement proposed by Fredricks, Blumenfeld, and Paris (2004), then individual case reports were created for each participant. For cross-case analysis (Stake, 2006), the individual reports were compared across similar, predetermined themes. Two primary conclusions are supported by the data and analysis: These adolescents received varying amounts and types of socioliterate support from certain members of their social networks, particularly teachers and family members, and this support positively influenced their literacy engagement when they were facing difficult or uninteresting tasks. The study provides an understanding of the relationship between social support, motivation, and engagement in single literacy events, including proposed relationships between these three concepts, as well as perspectives on the role of technology in adolescent social network formation and on the sources from whom adolescents seek literacy-based social support. The study describes pedagogical spaces that can provide and activate such literacy support and suggests topics for future research relating to adolescent literacy, socioliterate networks and support, and literacy engagement.

Magister Artium - MA (Psychology) / Post-apartheid South Africa has been marked by high levels of trauma resulting from exposure to violence. Many South Africans are therefore at risk for developing Posttraumatic Stress Disorder (PTSD). Despite a large body of research identifying various protective factors which may influence an individual's response to a traumatic event, a gap in South African research on the relationship between exposure to multiple traumatic experiences, protective factors and the development of PTSD was identified. Therefore, located within the systems theory framework, the aim of this study was to investigate the relationship between demographic characteristics, types of exposure to trauma and resilience associated with the development of posttraumatic stress (PTS) when there are multiple exposures to trauma. A quantitative, cross-sectional, exploratory study on 158 psychology students at the University of the Western Cape was undertaken. Using a non-random, convenience sampling method, data were collected by means of four self-report questionnaires namely; a biographical questionnaire, the Life Events Checklist for DSM-5 (LEC-5), the Resilience Scale for Adults (RSA), and the Posttraumatic Stress Disorder Checklist for DSM-5 (PCL-5).

Magister Artium (Psychology) - MA(Psych) / The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner’s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions. / South Africa

Magister Artium (Psychology) - MA(Psych) / Violence is considered to be one of the most critical and threatening global problems plaguing the world today, leaving a trail of devastating consequences to societies, economies, cultures, families and individuals (Desjarlais & Kleinman, 1997). Adolescents who grow up in a context of violence learn distorted ways of thinking, acting, living and interacting. Aggressive tendencies and violent behaviour become internalised and adopted as acceptable ways to resolve conflict situations. Chronic, continuous exposure to violence results in physical, psychological and emotional disturbances, such as depression, anxiety, lowered self-confidence, sleep disturbances, decreased attention and concentration spans. This study addressed the form of violence known as community violence, i.e. violence that children experience within their communities (either as witnesses or as victims). This study investigated the effects of this negative environmental experience and investigated potential mediating and moderating variables that could influence the harmful effects of such experiences. The variables considered as mediating and/or moderating variables were social support and self-esteem. The theoretical framework adopted for this study was Bronfennbrenner's Bioecological Systems theory. / South Africa

Då unga individer varken arbetar, studerar eller erhåller annan likvärdig sysselsättning skapas problem på olika nivåer eftersom såväl samhälle, familj och individ påverkas. Vidare saknas anhörigas perspektiv vilket kan problematiseras utifrån att kunskap kring unga individers återgång till sysselsättning är av betydelse och deras anhöriga kan tänkas besitta kännedom om ämnet. Studien syftar sammanfattningsvis till att genom kvalitativa intervjuer med anhöriga och en professionell person fördjupa kunskapsläget samt öka förståelse för deras uppfattning, med fokus på vad som hindrar respektive bidrar till unga individers återgång till studier, arbete eller praktik. Studien berör unga individer av olika kön i åldrarna 14 till och med 26 år vilka är eller tidigare varit utanför studier, arbete eller praktik. Ekologisk systemteori utgör studiens teoretiska utgångspunkt och används i en tematisk analys av resultatet. Studien resulterar i ett flertal bidragande respektive hindrande faktorer för unga individers återgång. Individens motivation, utveckling och relationer kan bidra till men också hindra återgång. Detsamma gäller stöd och anpassningar, organisatoriska aspekter samt anhöriga. Även normer och regleringar kan verka bidragande samt hindrande för unga individers återgång till studier, arbete eller praktik. Därutöver visar resultatet att unga individers återgång hindras av psykisk ohälsa, händelser, ekonomiska aspekter samt av den tid som individen varit utanför studier, arbete eller praktik. Studien görs som en del av Vi-projektet.

Magister Psychologiae - MPsych / The majority of research on bullying focuses on learner-to-learner bullying, and educators are rarely identified or viewed as victims of bullying. This area of research is largely neglected, despite its serious negative outcomes such as burnout, deterioration in the educator–learner relationship and disintegrated of the educator and learning culture.

This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored.</p.> Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence. / Dissertation (MEd)--University of Pretoria, 2008. / Educational Psychology / unrestricted

The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner cyber bullying. Cyber bullying of teachers is a relatively under researched phenomenon in South Africa and can be a painful event for many teachers. The ultimate goal of this study was to raise awareness about learner cyber bullying and the effect it had on the emotional and professional well-being of the participant. Awareness about this phenomenon might lead to better support and understanding by different role players such as departments of education, principals, unions, communities, learners, educational psychologists and other teachers. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed a descriptive case study design and purposefully selected a single secondary school teacher as my unit of analysis. Data for this study was collected through a semi-structured interview with the participant in order to explore his experiences relating to learner cyber bullying. In addition to the semi-structured interview I used observation, field notes, audio recording and a research diary for data collection purposes. The collected data was analyzed through several phases to establish thematic categories. Twenty six sub-categories of learner cyber bullying were identified from the experiences of the participant which were grouped under six main categories that was discussed and interpreted in order to provide the findings portrayed by the study. The six main categories included: type of cyber bullying experienced, causes of cyber bullying, characteristics of cyber bullies, response to cyber bullying, outcomes after taking action, and results of protective factors. To ensure the trustworthiness and quality of the data, the study incorporated member checking, peer debriefing and literature control. Based on the findings of the study, I concluded that the teacher experienced learner cyber bulling primary as a negative and painful reality. The cyber bullying incident had a damaging impact on the participant’s emotional and professional well-being. In addition, the study also indicated that the participant, after addressing the cyber bullying incident, experienced some positive outcomes. Being able to share his experiences with the larger teaching community helped him to overcome some of the indignity he experienced due to the learner cyber bullying. An attempt was made to raise awareness of this phenomenon and to provide effective strategies to prevent and counter its impact on the teaching community. This study can be used as a platform for larger research projects to about the experiences of teachers as victims of cyber bullying. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted