Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for the improvement of the self-concept has grown rapidly over the past few years. However, research results on the effect of adventure-based training on participants' self-concepts are very contradictory. Some studies revealed significant positive improvements, while others revealed no significant differences in pre- and post-measures. The effect of adventure training on the self-concept in the military context has so far not yet been investigated in South Africa. A sound self-concept is of critical importance to young career officers, as it enables them to function with self-confidence in both their work environment and their community roles. They enter the military environment as late adolescents, which implies that the successful mastering of specific developmental tasks such as the formation of identity or self-concept, is a prerequisite for their dynamic functioning in the world of work. The aim of this study was to determine whether adventure training can indeed be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used to determine the effect of a Ropes Course Development Programme on the self-concepts of young career officers. Subjects for the experimental group were selected from the young career officer population at the Military Academy (n=33) and subjects for the control group were selected from the young career officer population at the SA Army Gymnasium (n=32). Two measuring instruments were administered, during three time intervals, namely the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change much during the eight-week-period of the study. Only three significant withingroup changes occurred, namely in the scores of the mathematical skills selfconcept sub-scale, in the scores of the total academic self-concept and the GSE scale. All three measurements showed a significant increase for the pretest to post-post-test time interval. The experimental group showed a number of changes between pre-test and post-test, as well as pre- and post-test to post-post-test time intervals. The SOOIII sub-scales with declining scores were the participants' self-concept regarding their verbal skills (post- to post-post-test) and academic ability (preand post-test to post-post-test). The total academic self-concept score was also significantly lower from post-test to post-post-test measurement. Scores that were positively affected over time were their self-concepts regarding their relations with parents (for pre-test to post-test), religion (for pre-test to posttest and maintained to post-post- test), the total non-academic self-concept (pre- to post-test) and the total general self-concept score (from pre- to posttest). The experimental group did not change with regard to their GSE scores. The most evident between-group differences were observed during the postpost- test on the verbal skills, academic ability, and total academic selfconcept scores (control group> experimental group), and relations with same sex self-concept scores (experimental group> control group). A significant relationship between the total SOOIII score and the GSE scale over the three time periods was observed. Highly significant r-values were obtained for both groups on all but one measurement. The final conclusion is that the Ropes Course Development Programme was not an effective intervention medium to enhance the self-concepts and selfefficacy of young career officers. There is still a need for scientific research to motivate adventure-based programmes as training intervention in the South African military context. / AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem. Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het beduidende positiewe verbeteringe aangedui, terwyl ander weer geen beduidende verskille in voor- en na-toetse getoon het nie. Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om effektief in die werksomgewing te funksioneer. Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder. 'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal. Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie geleenthede geadministreer, naamlik die "Self-description Questionnaire III" (SDQIII) en die General Self-efficacy Scale (GSE). Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir die voor-toets tot na-na-toets tydsinterval. Die eksperimentele groep het 'n beduidende aantal veranderinge getoon tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets, godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets), die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele groep het nie ten opsigte van hulle GSE tellings verskil nie. Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese vermoë, en totale akademiese selfkonseptellings (kontrole groep > eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde geslag (eksperimentele groep> kontrole groep). 'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei groepe op alle metings waargeneem, met die uitsondering van een meting. Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: South African adolescents live in a transitional society during a life stage in which they seek to stabilise their identity. They face a heritage of widespread violence and poverty, the lived impact of HIV/AIDS and substance abuse, incessant bombardment by media modelling leisure and vice, an erratic education system, and strained family and social bonds. Noting these challenges South African psychology seeks to become more socially relevant and provide formalised opportunities for positive youth development, supporting the growth of strengths and virtues, and making high human potential actual. Psychologists should seek to provide interventions that can turn the tide of social degeneration towards individual and community flourishing. Schools provide an optimal context for such interventions, with adventure programmes providing a valuable mechanisms by which holistic development, flow, interdependence, competence, and modelling of pro-social values can be experienced. This study sought to investigate the different ways in which one such school-based wilderness adventure programme was experienced and the specific aspects of the programme responsible for variation in outcomes using the methodology of phenomenography. Phenomenography is a research method used to map the qualitatively different ways in which people understand, perceive, or experience various aspects of a specific phenomenon. By understanding the different ways a phenomenon can be experienced, and identifying the critical aspects responsible for more or less powerful ways of experiencing the phenomenon, phenomenography provides a powerful tool for improving educational delivery but had yet to be used as a method to study psychological interventions. Phenomenographic analysis of the descriptions of the 27 day adventure programme, in which participants covered 360km on foot, bicycle and canoe, and engaged in group debriefs, journalling, and a 30 hour solo, revealed four conceptions of the programme: (a) long gruelling school hike, (b) school initiation / rites of passage programme, (c) once-in-a-lifetime group adventure, or (d) multifaceted learning and development opportunity. These categories of description are structured hierarchically, from least to most powerful, and are directly related to the perceived outcomes of the programme. At the lowest level, perceived processes and outcomes are largely physical, whereas at the highest level participants descriptions are more complex, and focused more on learning and developmental change that was accrued during the programme and could be transferred to the participant's home and social context. There are six major dimensions of variations that were identified in the data that help to understand the hierarchical relationships between the four identified categories of description. These include (a) the overall characterisation of the programme, (b) the nature of group interactions and processes, (c) the nature of the interactions and emotional connection participants had with their adult leaders, (d) the depth with which participants engaged with their experiences on the programme, (e) the personal relevance that trials, interactions and accomplishments had for participants, and (f) the type of growth and learning that was perceived to have accrued as a result of the wilderness adventure programme. These findings have important implications for both adventure programming design and implementation, and for research on psychological interventions. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse adolessente leef in ‘n oorgang samelewing gedurende ‘n lewensstadium waarin hulle poog om hul identiteit te stabiliseer. Hulle staar ‘n erfenis van wydverspreide geweld en armoede in die gesig, die geleefde impak van MIV/VIGS en dwelmverslawing, die aanhoudende bombardement deur die media wat ontspanning en onsedelikheid modelleer, ‘n wisselvallige onderwyssisteem, en gespanne gesins- en sosiale verbintenisse. Suid-Afrikaanse sielkunde het kennis geneem van hierdie uitdagings en poog om meer sosiaal relevant te word, en om geformaliseerde geleenthede te verskaf vir positiewe jeugontwikkeling wat die ontwikkeling van sterktes en deugde ondersteun, sowel as om hoë menslike potensiaal te aktualiseer. Sielkundiges behoort te streef om intervensies te verskaf wat sosiale agteruitgang kan verander in individuele- en gemeenskapsflorering. Skole verskaf ‘n optimale konteks vir so ‘n intervensie, met avontuur programme wat ‘n waardevolle meganisme verskaf deur middel waardeur holistiese ontwikkeling, vloei, interafhanklikheid, bevoegdheid, en die modellering van pro-sosiale waardes ondervind kan word. Hierdie studie het gepoog om die verskillende maniere te ondersoek van hoe so ‘n skoolgebaseerde wildernis avontuur program ondervind was, asook die spesifieke aspekte van die program wat verantwoordelik was vir die variasie in uitkomste deur middel van die gebruik van fenomenografiese metodologie. Fenomenografie is ‘n navorsingsmetode wat gebruik word om kwalitatief verskillende maniere te karteer van hoe mense verskillende aspekte van ‘n spesifieke fenomeen begryp, waarneem, of ondervind. Deur die verskillende maniere te verstaan van hoe ‘n fenomeen ondervind kan word, en deur die kritiese aspekte te identifiseer wat verantwoordelik is vir die òf meer òf minder kragtige maniere van hoe die fenomeen ondervind kan word, verskaf fenomenografie ‘n kragtige instrument wat aangewend kan word vir verbeterde onderwyslewering alhoewel die metode tot dusver nog nie aangewend is om sielkundige intervensies te bestudeer nie. Fenomenografiese analise van die beskrywings van ‘n 27-dag avontuur program, waarin deelnemers 360 km te voet, per fiets en kanoe gedek het, en deelgeneem het aan groepontlontings, dagboekhou, en ‘n 30-uur solo, het vier opvattings van die program onthul: (a) ‘n lang, uitmergelende skool staproete, (b) ‘n skool inwyding- / passasierite program, (c) ‘n eenmalige groep avontuur, of (d) ‘n veelsydige leer- en ontwikkelingsgeleentheid. Hierdie beskrywingskategorieë is hierargies gestruktureerd, van die mins tot die mees kragtig, en is direk verwant aan die waargenome uitkomste van die program. Op die laagste vlak is waargenome prosesse en uitkomste grootliks fisies, teenoor die hoogste vlak waar die beskrywings van deelnemers meer kompleks is, en meer gefokus is op leer- en ontwikkelingsverandering wat oploop tydens die program, en oorgedra kan word tot die deelnemer se huis- en sosiale konteks. Daar is ses hoof variasie dimensies wat geïdentifiseer is in die data wat lei tot ‘n beter begrip van die hierargiese verhoudings tussen die vier geïdentifiseerde beskrywingskategorieë. Hierdie sluit in (a) die algehele karakterisering van die program, (b) die aard van die groep interaksies en prosesse, (c) die aard van die interaksies en emosionele verband wat deelnemers gehad het met hulle volwasse leiers, (d) die diepte waarmee deelnemers geskakel het met hul ondervindings van die program, (e) die persoonlike relevansie wat beproewings, interaksies en prestasies gehad het vir die deelnemers, en (f) die tipe groei en leer wat ervaar is en vermeerder het as gevolg van die wildernis avontuur program. Hierdie bevindings het belangrike implikasies vir beide die ontwerp van avontuur programmering, die implementering daarvan, en vir navorsing op sielkundige intervensies.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: There has been an increase in the popularity of adventure programming over the past few years, with the result that the practice of high-risk recreational activities is growing phenomenally. This study examined how students who are enrolled in a full time adventure education programme involving high-risk recreational activities would differ in terms of sensation-seeking, locus of control and self-efficacy when compared to their non-participative peers. The research group devoted a whole year towards an adventure-based gap year programme that utilises high-risk recreational activities as a core aspect of the programme’s curriculum. It was hypothesised that the research group will measure higher in sensation-seeking, locus of control and self-efficacy when compared to the research equivalent group. For this cross- sectional quantitative study, the research group consisted of 25 students participating in the high-risk iALA recreational adventure programme. The research equivalent group consisted of 34 first year university students. The two sample groups were assessed in terms of their attribute differences on Zuckerman’s Sensation-Seeking Scale, Sherer’s General Self-efficacy Scale, and Rotter’s Internal-External Locus of Control Scale. MANOVA and ANOVA analyses were performed in order to analyse the data. The study indicated that there was a significant difference in sensation-seeking between the two samples. There was, however, no significant difference in levels of locus of control and self-efficacy between the two samples. The study’s significant findings support trends in previous studies concerning greater sensation-seeking among participants of high-risk recreation activities. Important considerations for the results obtained are provided together with implications for further research in this field. / AFRIKAANSE OPSOMMING: Avontuurprogramme het die afgelope paar jaar in gewildheid toegeneem en het tot gevolg dat daar al hoe meer van hoë-risiko ontspanningsaktiwiteite gebruik gemaak word. Hierdie studie ondersoek hoe studente wat aan hoë-risiko ontspanningsaktiwiteite deelneem, verskil ten opsigte van die soeke na sensasie, lokus van kontrole en self-effektiwiteit in vergelyking met hul niedeelnemende portuurs. Die eksperimentele groep het vir ʼn jaar deelgeneem aan ʼn gapingsjaar-avontuurprogram met hoë-risiko ontspanningsaktiwiteite wat ʼn kernsaspek van die kurrikulum uitmaak. Die hipotese was dat die eksperimentele groep hoër sou meet in die soeke na sensasie, lokus van kontrole en self-effektiwiteit as die kontrolegroep. Vir die doel van hierdie kwantitatiewe studie het die eksperimentele groep uit 25 studente bestaan wat aan hoë-risiko ontspanningsaktiwiteite deelgeneem het gedurende die gapingsjaar-avontuurprogram. Die kontrolegroep het uit 34 eerstejaar universiteitstudente bestaan. Ten einde die verskil tussen die twee groepe te assesseer, is Zuckerman se Sensation-Seeking Scale, Sherer se General self-efficacy scale, en Rotter se Internal external locus of control scale gebruik. ʼn MANOVA en ANOVA is gebruik om die data te analiseer. Die studie het getoon dat daar ʼn betekenisvolle verskil tussen die twee groepe was ten opsigte van die soeke na sensasie. Daar was egter geen betekenisvolle verskil in die vlakke van lokus van kontrole en self-effektiwiteit tussen die twee groepe nie. Bevindings van die huidige studie oor die soeke na sensasie het bevindings van vorige studies rakende die soeke na sensasie en hoë-risiko ontspanningsaktiwiteite ondersteun. Belangrike afleidings kan gemaak word uit die resultate wat verkry is wat moontlikhede bied vir verdere navorsing in hierdie veld.

Made available in DSpace on 2016-04-04T18:27:46Z (GMT). No. of bitstreams: 1 Maria Eufrasia de Faria Bremberger.pdf: 1255453 bytes, checksum: 8af5b6af20428726caf548a8c87245af (MD5) Previous issue date: 2009-02-27 / This bibliographical research aims to investigate the concept of care and educate ( educare ) in the education of children and its relation with the psychological health dissertations and thesis of post graduation programs for psychology from the public and private universities in Brazil. The objects of analysis are the productions of the Post Graduation Programs in Psychology in the period from 1999 to 2006 registered on the data base of CAPES. Our objective is to analyze the researches developed in this Programs which handle the matter of educare in the education of children in the period short after the RCNEI (Referencial Curricular Nacional para a Educa??o Infantil) was published, so as to discuss the implications of the ideas that sustain the concept of educare and the psychological health from the children also the public policies for this segment and the quality of the education for small children. The utilized method, bibliographical qualitative-quantitative characteristics is related with studies type state of art compounded by a research of studies about this matter in a determinated period. The categories for analysis where constructed by the researcher after studying the selected productions. In relation to the theoretical concepts we have started with Henri Wallon in relation to the human development and Gonzalez Rey in relation to the psychological health in order to reflect about the public policies of children education and analyze the principal focuses of the investigated productions. At the end of the research we have found out that psychology has very low interest in relation to children education, principally when we consider educare. We rose up the hypothesis that the absence of the scholar psychology in the field of children education, mostly in day nursery, could be one of the reasons for no production of this matter. On other hand, the education are leading the scientific production in this matter, propitiating significant theoretical and practical concepts in context to the children education. The area of health, represented by the nurses, also has an important presence in these productions, with contributions that have affected public policies. Most of the analyzed researches condition the promotion of psychological health of children, in those contexts, with better skilled teachers, giving too much responsibility to those professionals, not considering the complexity that characterize the spaces to attend the small children. / Esta pesquisa de natureza bibliogr?fica investiga o conceito de cuidar e de educar na educa??o infantil e sua rela??o com a sa?de psicol?gica, em disserta??es e teses dos programas de p?s-gradua??o em psicologia das universidades p?blicas e privadas do Brasil. Constituem-se como objetos de an?lise as produ??es dos Programas de P?s-gradua??o em Psicologia do per?odo de 1999 a 2006, constantes do banco de dados da CAPES. Nosso objetivo ? analisar as pesquisas desenvolvidas nesses Programas que tratam da quest?o do cuidar-educar na educa??o infantil, no per?odo p?s-divulga??o do RCNEI (Referencial Curricular Nacional para a Educa??o Infantil), bem como discutir as implica??es das id?ias que sustentam a concep??o de cuidar e educar da sa?de psicol?gica da crian?a, al?m de abordar as pol?ticas p?blicas para a ?rea, dentre elas, o oferecimento de vagas para o segmento e a qualidade da educa??o das crian?as pequenas. O m?todo utilizado de cunho bibliogr?fico com caracter?stica qualitativo-quantitativa circunscreve-se em estudos do tipo estado da arte , composto de um levantamento das produ??es sobre o tema dentro do per?odo demarcado. As categorias de an?lise foram constru?das a partir da rela??o da pesquisadora com as produ??es acessadas. Em rela??o ao enfoque te?rico, partimos dos conceitos de Henri Wallon sobre o desenvolvimento humano e de Gonzalez Rey sobre sa?de psicol?gica para refletir sobre as pol?ticas p?blicas de educa??o infantil e para analisar os principais enfoques das produ??es investigadas. Constatamos, ao final da pesquisa, que a psicologia tem se interessado pouco pelas tem?ticas da educa??o infantil, sobretudo o cuidar e educar, e levantamos a hip?tese de que a aus?ncia da psicologia escolar no campo da educa??o infantil, principalmente nas creches, poderia ser uma das raz?es da escassez de produ??o da ?rea sobre o tema. Em contrapartida, a ?rea da educa??o lidera a produ??o em pesquisas sobre essa tem?tica, propiciando avan?os te?rico-conceituais e pr?ticos significativos para o contexto educacional infantil. A ?rea da sa?de, representada pela enfermagem, cujas contribui??es t?m afetado as pol?ticas p?blicas, tamb?m tem tido presen?a marcante nessa produ??o. A maioria das pesquisas analisadas condiciona a promo??o da sa?de psicol?gica das crian?as, nesses contextos, a uma melhor forma??o dos professores, o que lhes confere excessiva responsabilidade e desconsidera a complexidade que caracteriza os espa?os de atendimento ? crian?a pequena.

The dissertation explores the potential psychological risks in accessing pedagogy of experience, during adolescence. The beginning of the thesis characterizes the basic pedagogical concepts related to the pedagogy of experience. It briefly describes the experiential pedagogy as an approach, its objectives, principles. An important part of this thesis is the theme of psychological security, focusing on adolescence. Furthermore, the dissertation focuses on crisis intervention, ie helping the experiential course participants in a risk situation, which they cannot handle alone. The last part is devoted to the summary, and compares the views of selected experts on the issue of psychological safety and potential risks in experiential education. The first half serves as an introductory part. The second half is more specific. It includes the most important part, which is a comparison of views of experts, and a list of psychological possibilities and risks of experiential education.

As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.

The purpose of this study was to determine the relationship between the Q-scores and the L-scores made on the American Council on Education Psychological Examination and the scores made on Aptitudes "N" and "V" of the General Aptitude Test Battery by the same students, and to compare the academic grades of these same students with the aforementioned test scores in order to determine what relationship exists, if any, between academic grades made in certain selected courses and scores made on each of the aforementioned tests.

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively. / AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2006. / Stress has become endemic amongst teachers globally. Although there are common factors that account for the increased levels of stress among teachers, the particular factors involved differ from country to country. South Africa has gone through more than a decade of political and social change. Coping with the extended transitions within the educational system has affected teachers’ wellness. Emotional intelligence or emotionalsocial competencies, the term used in the study, offers a way of viewing the means of primary prevention as a whole, rather as loosely related elements. This offers a practical way of describing the key range of competencies that make it possible to modulate emotions, to solve social problems creatively, to be effective leaders or collaborators, to be assertive and responsible, or to be able to ask evocative and/or social questions that lead to new learning. This study focuses on the need for teachers to develop specific social and coping skills, as well the need for them to have the necessary environmental support, to prevent stress and promote wellness in teachers. This interpretive study used questionnaires, semi-structured interviews, and "a day in the life of" interviews to explore the perceptions of Life Orientation teachers about the emotionalsocial competencies that improve and support their wellness. The South African teachers surveyed consider that certain emotionalsocial competencies enhance their wellness. In their view, all teachers would benefit from having a toolkit emotionalsocial competencies. They also expressed the need for pre-service teacher education to offer training in these competencies.

The purpose of this qualitative, phenomenological study was to explore the support of juvenile offender learners in correctional schools from a wellness perspective. The support of juvenile offender learners on the six dimensions of wellness is crucial since it has a wide range of benefits, it links achievement of teaching and learning, and rehabilitation and avoid recidivism. The study integrates Ubuntu and Wellness frameworks (Hettler, 1984) as a lens to understand the support of juvenile offender learners’ wellness in the correctional schools. The two frameworks informed the formulated Wellness framework as an approach to address and support wellness in active teaching and learning of the juvenile learners in the correctional schools. Data collection methods used was semi- structured interviews, open-ended questionnaires and observations. The research used purposive sampling of 12 teachers and 21 juvenile offender learners from seven correctional schools in four different provinces in South Africa. Ethical considerations are followed this include how best to negotiate access to the correctional schools, signed consent forms, anonymity, and confidentiality. The findings of the study revealed inadequate support structures and challenges that threaten the wellness of juvenile learners. However, it was revealed that teachers make an effort to support juvenile offender learners’ wellness in the correctional schools. Conversely, there are gaps in terms of policy, theory, and practice on how they can effectively support juvenile learners. The major impediment is that teachers are trained to teach in mainstream schools not in the environment of imprisonment. The study recommends that teachers, Learner Support Assistant (LSA), Peer Educators (PE), and security official be trained on how to identify intellectual, physical, social, emotional, spiritual, and career challenges of juvenile learners and address them in order to improve their learning, and rehabilitate. The DCS can do this through collaboration with various stakeholders who have knowledge and expertise in the six-wellness dimensions. Hence, the study formulated the model called Collaborative Intervention Support for Wellness framework. It consists of five strategic support structures (DCS, and other governmental department, non-governmental stakeholders LSA and PE) that are to assist the teachers in the correctional schools to support and enhance the juvenile offender learners’ wellness. / Morero oa thuto ena ea boleng bo phahameng ene e le ho hlahloba tšehetso ea baithuti ba tlolo ea molao dikolong tsa tikolo tsa tikoloho ho tloha boemong bo botle. Ts’ehetso ea baithuti ba tlolo ea molao lilemong tse tšeletseng tsa bophelo bo bottle e bohlokoa, hobane enale melemo e mengata, e hokela phihlello ea ho ruta le ho ithuta, le ntlafatso le ho qoba ho iphapanya. Boithuto bona bo hokahanya meralo ea Ubuntu le Wellness (Hettler, 1984) joalo ka lense la ho utloisisa tšehetso ea bophelo ba barutoana ba litlolo tsa molao dikolong tsa tlhabollo. Meralo ena e mebedi e tsebesitse sebopeho se hlophisitseong sa Wellness e le mokhoa oa ho sebetsana le ho ts’ehetsa bophelo bo botle ho ruteng le ho ithuteng ha barutoana ba basenye dikolong tsa khalemelo. Mekhoa ea ho bokella ya tsebo ya ditaba e sebedisetsoeng ene ele dipuisano tse hlophisitsoeng hantle, dipotso tse bulehileng le dipotso. Patlisiso e sebelisitse sampole e nang le morero ae barutisi ba 12 le baithuti ba 21 ba molato hotsoa dikolong tse supileng tsa khalemelo diprofinseng tse nne tse fapaneng tsa Afrika Boroa. Mehopolo ea boit’oaro e lateloa ho kenyeletsa kamoo ho ka buisanang ka mokhoa oa ho buisana leho kena dikolong, liforomo tsa tumello tse saennoeng, ho se tsejoe lekunutu. Se fumanoeng ke liphuputsi li fumane meetso e sa lekaneng ea tšehetso le liphephetso tse sokelang boiketlo ba barutoana. Leha ho le joalo, ho ile ha senoloa hore barutise ba etsa boiteko ba ho tšehetsa bophelo ba bana ba botlokotsebe bo bottle dikolong tsa khalemelo. Ka lehlakoreng le leng, ho na le likheo ho latela melaoana, teori, le boikoetliso bah ore nab a ka tšehetsa baithuti ba basenye joang. Tši tiso e kholo ke hore barutisi a koetliselitsoe ho ruta dikolong tsa kantle eseng tikolohong ea chankaneng. Boithuto bona bo khothaletsa hore barutisi, LSA, PE, le ofisiri ea tšireletso ba koetlisoe mabapi le mokhoa oa ho khetholla mathata a kelello, mmele, sechaba, maikutlo, memoya le tsa mosebetsi oa baithuti tsa bana ba basenye le ho libua le bona bakeng sa ho ntlafatsa thuto ea bona, le ho nchafatsa.DCS e ka etsa sena ka tšebedisano mmoho le bankakarolo ba fapaneng ba nang le tsebo le boiphihlelo maemong a tšeletseng a bophelo bo bottle. Kahoo, thuto e thehile mohlala o bitsoang Collaborative Intervention Support for Wellness. E beha maemong a bohlano a tšehetso (DCS, le Lefapa le leng la mmoso, barekisi basing bammuso, LSA, le barupeli ba dithaka) tse tla thusa barutiši dikolong tsa khalemelo ho tse’etsa le ho ntlafatsa boiketlo ba barutoana ba molato. / Die doel van hierdie kwalitatiewe, fenomenologiese studie was om die ondersteuning van jeugoortredende leerders in korrektiewe skole vanuit ‘n welstandsperspektief te ondersoek. Die ondersteuning van jong jeugdige oortreders in die ses dimensies van welstand is van kardinale belang, aangesien dit ‘n wye verskeidenheid voordele inhou, verbind dit die prestasie van onderrig en leer, en rehabilitasie en vermy herhaling. Die studie integreer Ubuntu en wellness-raamwerke (Hettler,1984) as ‘n lens om die ondersteumning van jeugoortreders se welstand in die skole vir korrektiewe te verstaan. Die twee raamwerke het die geformuleerde welstand-raamwerk ingelig as ‘n benadering om welstand in die aktiewe onderrig en leer van jong leerder in die korrektiewe skole aan te spreek en te ondersteun. Metodes vir die insameling van data wat gebruik is, was semi-gestruktureerde onderhoude, oop vraelyste en waarnemings. In die navorsing is doelgerigte steekproefneming van 12 onderwysers en 21 jong oortreders van sewe korrektiewe skole in vier verskillende provinsies in Suid-Afrika gebruik. Etiese oorwegings word gevolg, dit sluit in hoe om die beste toegang tot die skole vir korrektiewe, ondertekende vorms van toestemming, anonimiteit en vertroulikheid te beding. Die bevindings van die studie het onvoldoende ondersteuningstrukture en uitdagings ontdek wat die welstand van jong leerders bedreig. Dit is egter aan die lig gebring dat onderwysers moeite doen om die welstand van die jeugoortreders in die korrektiewe skole te ondersteun. Daarteenoor is daar leemtes in terme van beleid, toerie en praktyk oor hoe hulle jong leerders effektief kan ondersteun. Die grooste struikelblok is dat onderwysers opgelei word om in hoofstroomskole onderrig te gee, nie die omgewing van gevangenisstraf nie. Die studie beveel aan dat onderwysers, LSA, PT en veiligheidsbeampte opgelei word in die identifisering van intellektuelle, fisieke, sosiale, emosionele, geestelike en loopbaanuitdagings van jong leerders en om hulle aan te spreek ten einde hul leer te verbeter en te rehabiliteer. Die DKD kan dit doen deur samewerking met verskillende belanghebbendes wat kennis en kundigheid het in die dimensies van ses welstand. Daarom het die studie die model genaamd “Collaborative Intervention Support for Wellness raamwerk geformuleer. Dit is ‘n kompromie van vyf strategies ondersteuningstrukture (DKD, en ander regeringsdepartemente, nie- regeringsbelangheggendes LSA, en portuurstudente) wat die onderwysers in die korrektiewe skole moet help om die welstand van die jeugoortreder te help en te verbeter. / Psychology / D. Phil (Psychology)