The purpose of this study was to identify and understand the social-ecological resources which encouraged resilient Basotho youth in the rural areas of the Thabo Mofutsanyana district of the Free State province towards positive adjustment in the face of poverty and underdevelopment. Positive adjustment, or resilience, is the focus of the International Community-University Research Alliance (ICURA) and International Development Research Centre (IDRC) funded project, called Pathways to Resilience. My study forms part of this broader resilience study. Resilience, or positive adjustment to hardship, can be defined as the capacity of individuals to navigate their way to health-promoting resources that encourage positive adjustment, and the concomitant capacity of the individual’s family, community and culture to provide these health resources and experiences in culturally meaningful ways. Recently, researchers have suggested that the socio-ecological resources that encourage positive adjustment might differ across ecologies. There is little understanding in South Africa of which resources, within specific ecologies, encourage such positive adjustment. My study seeks to address this gap, with specific reference to Basotho youth in the Thabo Mofutsanyana district in the Free State. I used a qualitative phenomenological strategy of inquiry and participatory visual methods to determine the socio-ecological antecedents of the resilience of 130 resilient Basotho youth from rural areas of the Thabo Mofutsanyana district in the Free State province of South Africa. Using Bronfenbrenner‟s Ecological Systems Theory (1979), Sameroff‟s Transactional Model of Development (2009) and Unger’s Social Ecology of Resilience (2011) as framework, I explored the resources underpinning the resilience of my participants. The findings suggest that the resilient Basotho youth in this study were encouraged to adjust well to the risks of poverty and associated threats by making use of social-ecologically accessible resilience-promoting resources. In other words the resilient Basotho youth found resilience-promoting resources in their microsystems (individual, family, school, peers and nature and pets), mesosystems (social interactions), exosystems (community resources like libraries and medical facilities, and role models) and macrosystems (religious beliefs and practices, pastors, and access to information through television, radio, cell phone, and inspirational publications). The conclusion of my study lays emphasis on the interwovenness of socioecological systems in resilience processes: no one system could be sing led out. The entire ecosystem was involved, reciprocally, in providing the participants with resilience-promoting resources. My findings emphasise the importance of mothers, grandmothers, school and educational resources, religious beliefs and practices, and access to information (through the use of television, radio, computer and inspirational literature) for Basotho youth in the Thabo Mofutsanyana district, but do not suggest that these are the sole pathways to their resilience. Continued research in other parts of South Africa, with additional groups of youth, is needed to reach a comprehensive understanding of the socio-ecological antecedents of resilience among South African youth. / MEd, Learner support, North-West University, Vaal Triangle Campus, 2012

The purpose of this study was to identify and understand the social-ecological resources which encouraged resilient Basotho youth in the rural areas of the Thabo Mofutsanyana district of the Free State province towards positive adjustment in the face of poverty and underdevelopment. Positive adjustment, or resilience, is the focus of the International Community-University Research Alliance (ICURA) and International Development Research Centre (IDRC) funded project, called Pathways to Resilience. My study forms part of this broader resilience study. Resilience, or positive adjustment to hardship, can be defined as the capacity of individuals to navigate their way to health-promoting resources that encourage positive adjustment, and the concomitant capacity of the individual’s family, community and culture to provide these health resources and experiences in culturally meaningful ways. Recently, researchers have suggested that the socio-ecological resources that encourage positive adjustment might differ across ecologies. There is little understanding in South Africa of which resources, within specific ecologies, encourage such positive adjustment. My study seeks to address this gap, with specific reference to Basotho youth in the Thabo Mofutsanyana district in the Free State. I used a qualitative phenomenological strategy of inquiry and participatory visual methods to determine the socio-ecological antecedents of the resilience of 130 resilient Basotho youth from rural areas of the Thabo Mofutsanyana district in the Free State province of South Africa. Using Bronfenbrenner‟s Ecological Systems Theory (1979), Sameroff‟s Transactional Model of Development (2009) and Unger’s Social Ecology of Resilience (2011) as framework, I explored the resources underpinning the resilience of my participants. The findings suggest that the resilient Basotho youth in this study were encouraged to adjust well to the risks of poverty and associated threats by making use of social-ecologically accessible resilience-promoting resources. In other words the resilient Basotho youth found resilience-promoting resources in their microsystems (individual, family, school, peers and nature and pets), mesosystems (social interactions), exosystems (community resources like libraries and medical facilities, and role models) and macrosystems (religious beliefs and practices, pastors, and access to information through television, radio, cell phone, and inspirational publications). The conclusion of my study lays emphasis on the interwovenness of socioecological systems in resilience processes: no one system could be sing led out. The entire ecosystem was involved, reciprocally, in providing the participants with resilience-promoting resources. My findings emphasise the importance of mothers, grandmothers, school and educational resources, religious beliefs and practices, and access to information (through the use of television, radio, computer and inspirational literature) for Basotho youth in the Thabo Mofutsanyana district, but do not suggest that these are the sole pathways to their resilience. Continued research in other parts of South Africa, with additional groups of youth, is needed to reach a comprehensive understanding of the socio-ecological antecedents of resilience among South African youth. / MEd, Learner support, North-West University, Vaal Triangle Campus, 2012

Published Article / The medical biological and ecosystemic models are two paradigms which are currently making a huge impact on education support services on an international level. The medical biological model has been dominating the way in which multidisciplinary support has been delivered within 20th-century special education. However, with the advent of inclusive education, the ecosystemic model has initially been pushed to the fore as the preferred metatheory of support services. This article specifically interrogates these two conflicting paradigms in education support services within the South African schooling and higher education bands, as well as Bronfenbrenner's integration of these models with regard to the bio-ecological model. Finally, this article proposes the bio-ecosystemic framework according to which the training of multidisciplinary education support services staff should proceed in order to ensure a sound and less conflicting theoretical framework.

The purpose of this study was to explore what contributes to resilience in females diagnosed with Fragile X Syndrome. Fragile X Syndrome can be defined as an inherited (genetic) condition that causes mental impairment, attention deficit and hyperactivity, anxiety and unstable mood, autistic behaviours, hyper-extensible joints, and seizures. I became aware of Fragile X Syndrome during my time as a live-in caretaker to an adolescent female who was diagnosed with Fragile X Syndrome. Because she coped with her disability so resiliently, I was encouraged to explore what contributes to resilience in females diagnosed with Fragile X Syndrome. I followed a qualitative approach, anchored in the interpretivist paradigm. This means that I tried to understand the resilience of females diagnosed with Fragile X Syndrome through the meanings that the participants in my study assigned to them. Furthermore, I worked from a transformative paradigm, which meant that I was interested in changing the traditionally negative ways in which females diagnosed with Fragile X Syndrome are seen. I followed a multiple case study approach, which included four case studies. I conveniently selected the first participant, but realised that convenience sampling was not very credible for a qualitative case study. An Advisory Panel was then used to purposefully recruit three more participants. In order to explore what contributed to their resilience, I made use of interviews, observations, and visual data collection. I also interviewed adults (e.g. parents, teachers and consulting psychologists) who were significantly involved in the lives of my participants. My findings suggest that resilience in females with Fragile X Syndrome is rooted in protective processes within the individual as well as within her family and environment. Because my findings do not point to one specific resource, my study underscores newer understandings of resilience as an Eco systemic transaction. Most of the resilience-promoting resources noted by the participants in my study as contributing to their resilience have been identified as resilience-promoting in previous studies. Although the themes that emerged in my study have been reported in resilience previously, I make a contribution to theory because I link traditional resilience-promoting resources to resilience in females diagnosed with Fragile X Syndrome. Peer support was previously reported as a resilience-promoting resource, but in my study I noticed that the main source of peer support came from peers who were also disabled. Furthermore, my study transforms how we see females diagnosed with Fragile X Syndrome. This transformation encourages communities and families to work together towards resilience in females diagnosed with Fragile X Syndrome. / Ph.D, North-West University, Vaal Triangle Campus, 2011

The objectives of this research were investigate the lived experiences of school-going learners who are HIV-positive; and develop ecosystemic management strategies to help learners who are HIV-positive. The literature research investigation revealed that HIV/AIDS is not just a health problem but also attacks the education system itself. Demand for education is dropping and changing, many educators are ill and dying, and the trauma of loss associated with HIV/AIDS is entrenched in South African classrooms. The HIV/AIDS pandemic has a traumatic impact on all educators and learners. The work of educators both those who are HIV positive and those who have developed full-blown AIDS will be compromised by periods of illness. The pandemic thrives on sexual violence, male domination and child abuse in South Africa. It is the ecosystemic paradigm that helps in seeing the connecting link between family-school-community-society-world or school and peers and this helps in providing a more useful synergistic focus than trying to work in isolation with discrete segments of a microsystem for example, with an individual in isolation. Management strategies for dealing with HIV/AIDS include the notion that achieving sustainability requires bringing together a variety of legitimate stakeholders, drawing on a variety of accepted bodies of knowledge, to negotiate a learning path based on a series of conflict resolutions within ecological constraints. Continual learning based on free flow of information and mutual respect, and investment in effective management of HIV/AIDS are keys to success. The empirical research investigation revealed that psychologically disturbed, emotional well-being, spiritual well-being, physical well-being, social life, their scholastic performance, daily routine, there is a change in their behaviour or health after the HIV- positive status has been revealed, they fear of death, their academic performance at school is affected by absenteeism and lack of concentration, there is absence of strategies to assist learners who are absent frequently because of illness, they loose valued level of functioning, lack assistance at school, fear being discriminated or ridiculed, there is absence v of measures to deal with discrimination at school, there is a lack of information on HIV/AIDS, learners fear disclosing to friends and teachers, there is a lack of communication between parents and infected learners about issues regarding HIV/AIDS. Educators are also affected emotionally, spiritually and physically. They become affected socially and they do not cope with the impact of HIV. The level of communicating the HIV/AIDS pandemic within the schools is low, the principals are not doing much as leaders to supplement this low level of communicating about HIV/AIDS, school policies on HIV/AIDS in these schools do not address issues of support for learners and educators who are incapacitated because of HIV/AIDS, there is no monitoring tool used in these schools to ensure HIV-policy adherence, principals in these schools do not ensure that educators teach learners about matters pertaining to HIV/AIDS, health programmes in these schools do not assist learners living with HIV/AIDS within the school and the level of accepting and accommodating infected learners and the personnel in these schools is low. The level of involvement of community members in matters pertaining to HIV/AIDS in these schools is low. An ecosysternic management system is proposed in this research vi / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

The study documented three case studies of primary school aged children with Down Syndrome attending ordinary public schools in Gauteng province, South Africa by employing an adapted ecosystemic model (Donald, Lazarus & Lolwana, 2002). Triangulation and content analysis was employed to analyse the data obtained from a parent questionnaire; parent, teacher and teaching assistant interviews; documented reports; school observations; an educator rating scale; a speech-language assessment and audiological screening. The study found that inclusive education had been successful for the participating children. Their communicative impairments impacted on the domains of communication, academic skills and socialization in the inclusive school context and had the greatest influence on their functioning in the ordinary school. The unique perceptions, attitudes and experiences of the children’s parents and educators were found to have a profound impact on the inclusive education process. The study found that systemic factors influencing inclusive education within the South African context acted as barriers and challenges to the successful inclusive education of the children and that their parents were the most influential and contributing force to the success of the process. Paramount implications for the systems and subsystems involved in the inclusive education process, clinical practice of Speech-Language Pathology and for the advancement of theory and research are discussed. A valuable proposed inclusive education process for the learner with Down Syndrome in the South African context is set out.

The purpose of this study was to explore what contributes to resilience in females diagnosed with Fragile X Syndrome. Fragile X Syndrome can be defined as an inherited (genetic) condition that causes mental impairment, attention deficit and hyperactivity, anxiety and unstable mood, autistic behaviours, hyper-extensible joints, and seizures. I became aware of Fragile X Syndrome during my time as a live-in caretaker to an adolescent female who was diagnosed with Fragile X Syndrome. Because she coped with her disability so resiliently, I was encouraged to explore what contributes to resilience in females diagnosed with Fragile X Syndrome. I followed a qualitative approach, anchored in the interpretivist paradigm. This means that I tried to understand the resilience of females diagnosed with Fragile X Syndrome through the meanings that the participants in my study assigned to them. Furthermore, I worked from a transformative paradigm, which meant that I was interested in changing the traditionally negative ways in which females diagnosed with Fragile X Syndrome are seen. I followed a multiple case study approach, which included four case studies. I conveniently selected the first participant, but realised that convenience sampling was not very credible for a qualitative case study. An Advisory Panel was then used to purposefully recruit three more participants. In order to explore what contributed to their resilience, I made use of interviews, observations, and visual data collection. I also interviewed adults (e.g. parents, teachers and consulting psychologists) who were significantly involved in the lives of my participants. My findings suggest that resilience in females with Fragile X Syndrome is rooted in protective processes within the individual as well as within her family and environment. Because my findings do not point to one specific resource, my study underscores newer understandings of resilience as an Eco systemic transaction. Most of the resilience-promoting resources noted by the participants in my study as contributing to their resilience have been identified as resilience-promoting in previous studies. Although the themes that emerged in my study have been reported in resilience previously, I make a contribution to theory because I link traditional resilience-promoting resources to resilience in females diagnosed with Fragile X Syndrome. Peer support was previously reported as a resilience-promoting resource, but in my study I noticed that the main source of peer support came from peers who were also disabled. Furthermore, my study transforms how we see females diagnosed with Fragile X Syndrome. This transformation encourages communities and families to work together towards resilience in females diagnosed with Fragile X Syndrome. / Ph.D, North-West University, Vaal Triangle Campus, 2011

The objectives of this research were investigate the lived experiences of school-going learners who are HIV-positive; and develop ecosystemic management strategies to help learners who are HIV-positive. The literature research investigation revealed that HIV/AIDS is not just a health problem but also attacks the education system itself. Demand for education is dropping and changing, many educators are ill and dying, and the trauma of loss associated with HIV/AIDS is entrenched in South African classrooms. The HIV/AIDS pandemic has a traumatic impact on all educators and learners. The work of educators both those who are HIV positive and those who have developed full-blown AIDS will be compromised by periods of illness. The pandemic thrives on sexual violence, male domination and child abuse in South Africa. It is the ecosystemic paradigm that helps in seeing the connecting link between family-school-community-society-world or school and peers and this helps in providing a more useful synergistic focus than trying to work in isolation with discrete segments of a microsystem for example, with an individual in isolation. Management strategies for dealing with HIV/AIDS include the notion that achieving sustainability requires bringing together a variety of legitimate stakeholders, drawing on a variety of accepted bodies of knowledge, to negotiate a learning path based on a series of conflict resolutions within ecological constraints. Continual learning based on free flow of information and mutual respect, and investment in effective management of HIV/AIDS are keys to success. The empirical research investigation revealed that psychologically disturbed, emotional well-being, spiritual well-being, physical well-being, social life, their scholastic performance, daily routine, there is a change in their behaviour or health after the HIV- positive status has been revealed, they fear of death, their academic performance at school is affected by absenteeism and lack of concentration, there is absence of strategies to assist learners who are absent frequently because of illness, they loose valued level of functioning, lack assistance at school, fear being discriminated or ridiculed, there is absence v of measures to deal with discrimination at school, there is a lack of information on HIV/AIDS, learners fear disclosing to friends and teachers, there is a lack of communication between parents and infected learners about issues regarding HIV/AIDS. Educators are also affected emotionally, spiritually and physically. They become affected socially and they do not cope with the impact of HIV. The level of communicating the HIV/AIDS pandemic within the schools is low, the principals are not doing much as leaders to supplement this low level of communicating about HIV/AIDS, school policies on HIV/AIDS in these schools do not address issues of support for learners and educators who are incapacitated because of HIV/AIDS, there is no monitoring tool used in these schools to ensure HIV-policy adherence, principals in these schools do not ensure that educators teach learners about matters pertaining to HIV/AIDS, health programmes in these schools do not assist learners living with HIV/AIDS within the school and the level of accepting and accommodating infected learners and the personnel in these schools is low. The level of involvement of community members in matters pertaining to HIV/AIDS in these schools is low. An ecosysternic management system is proposed in this research vi / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

In this study, the use of hypnosis in the treatment of chronic low back pain is described in terms of Ecosystemic thinking, as opposed to traditional conceptualisations of hypnosis. Six case studies were used. Each is described in detail, as well as the therapeutic rationale behind each case, in order to present the reader with an understanding of the thinking behind using Ecosystemic hypnotherapy. / Psychology / M.A. (Psychology)

In this study, the use of hypnosis in the treatment of chronic low back pain is described in terms of Ecosystemic thinking, as opposed to traditional conceptualisations of hypnosis. Six case studies were used. Each is described in detail, as well as the therapeutic rationale behind each case, in order to present the reader with an understanding of the thinking behind using Ecosystemic hypnotherapy. / Psychology / M.A. (Psychology)