Summaries in English and Afrikaans / Text in Afrikaans / Key terms in English and Afrikaans / Verskeie tekortkomings is in die bestaande konseptuele model en kwantitatiewe navorsingsliteratuur oor skofwerk geidentifiseer. Ontevredenheid met die oorvereenvoudigde oorsaak-gevolg-verklarings vir getroude vroue se skofwerkervaring het in die studie gelei tot die ontwikkeling van 'n ekologiese model van vroueskofwerk. Hierdie nuwe konseptuele model weerspieel 'n altematiewe benadering waar erkenning gegee word aan die bestaan van meervoudige realiteite wat mense in konsensus deur taal konstrueer. Die oogmerk met die ekologiese model is om, met inagneming van vroueskofwerkers se wyer konteks, patrone te ondersoek van hoe die verskillende beskrywings van getroude vroue se ervaring van skofwerk bymekaar pas. Daarmee kan 'n meer sistemiese begrip verkry word wat die kompleksiteit van menslike interaksie respekteer. Die ekologiese model van vroueskofwerk is ontwikkel as 'n hulpmiddel vir die waamemer om ryk, beskrywende ekologiese verhale te kan konstrueer van hoe getroude vroue se belewing van skofwerk tot sistemiese ontwrigting of behoud kan lei. / Several shortcomings have been identified in the existing conceptual model and quantitative research literature regarding shiftwork. Dissatisfaction with the oversimplified cause-effect-explanations for married women's shiftwork experience has led to the development of an ecological model of women shiftwork in this study. This new conceptual model reflects an alternative approach where recognition is given to the existence of multiple realities which are consensually created by people through language. The aim with the ecological model, by taking into account the broader context of women shiftworkers, is to search for patterns of how the different descriptions of women's experience of shiftwork fit together. This offers a more systemic view that respects the complexity of human interaction. The ecological model for women shiftwork is developed as an aid to the observer to construct rich, descriptive ecological stories about how married women's experience of shiftwork can lead to systemic disruption or conservation. / Psychology / M.A. (Clinical Psychology)

Summaries in English and Afrikaans / Text in Afrikaans / Key terms in English and Afrikaans / Verskeie tekortkomings is in die bestaande konseptuele model en kwantitatiewe navorsingsliteratuur oor skofwerk geidentifiseer. Ontevredenheid met die oorvereenvoudigde oorsaak-gevolg-verklarings vir getroude vroue se skofwerkervaring het in die studie gelei tot die ontwikkeling van 'n ekologiese model van vroueskofwerk. Hierdie nuwe konseptuele model weerspieel 'n altematiewe benadering waar erkenning gegee word aan die bestaan van meervoudige realiteite wat mense in konsensus deur taal konstrueer. Die oogmerk met die ekologiese model is om, met inagneming van vroueskofwerkers se wyer konteks, patrone te ondersoek van hoe die verskillende beskrywings van getroude vroue se ervaring van skofwerk bymekaar pas. Daarmee kan 'n meer sistemiese begrip verkry word wat die kompleksiteit van menslike interaksie respekteer. Die ekologiese model van vroueskofwerk is ontwikkel as 'n hulpmiddel vir die waamemer om ryk, beskrywende ekologiese verhale te kan konstrueer van hoe getroude vroue se belewing van skofwerk tot sistemiese ontwrigting of behoud kan lei. / Several shortcomings have been identified in the existing conceptual model and quantitative research literature regarding shiftwork. Dissatisfaction with the oversimplified cause-effect-explanations for married women's shiftwork experience has led to the development of an ecological model of women shiftwork in this study. This new conceptual model reflects an alternative approach where recognition is given to the existence of multiple realities which are consensually created by people through language. The aim with the ecological model, by taking into account the broader context of women shiftworkers, is to search for patterns of how the different descriptions of women's experience of shiftwork fit together. This offers a more systemic view that respects the complexity of human interaction. The ecological model for women shiftwork is developed as an aid to the observer to construct rich, descriptive ecological stories about how married women's experience of shiftwork can lead to systemic disruption or conservation. / Psychology / M.A. (Clinical Psychology)

Abstract in English, Xhosa and Afrikaans / The victimization of women and children represents one of the public health problems deserving urgent attention in Ethiopia, making the prevention of rape in all its forms a matter of vital importance. The purpose of the study was mainly to describe the extent of rape prevention interventions in Addis Ababa and examine efforts to assist rape survivors based on the perceptions of professionals working for organizations operating in this context. The study had a further purpose of identifying difficulties faced by government institutions and making suitable recommendations for the improvement of rape prevention interventions and programs in the future. A qualitative descriptive research approach was adopted mainly involving in-depth interviews for primary data collection. The study involved 14 research participants purposively selected from five government institutions. The study findings indicated Gandhi Memorial Hospital to be the only institution in Ethiopia implementing an integrated rape prevention intervention. Efforts were directed largely at secondary prevention, with little attention being paid to primary prevention. Recommendations included tackling the multiple factors influencing rape at different levels of the social-ecological model simultaneously through the implementation, strengthening, and intensification of well-designed, comprehensive rape prevention interventions and programs. / Ukuxhatshazwa kwabafazi nabantwana e-Ethiopia kufana nenye yeengxaki zempilo kwaye kudinga ukuthathelwa ingqalelo ngokungxamisekileyo. Oku kwenza ukuba ukuthintela ukudlwengulwa ngazo zonke iindlela kube ngumbandela obaluleke kakhulu. Injongo yesi sifundo ibikukucacisa iindlela zokuthintela ukudlwengulwa eAddis Ababa, nokuvavanya imizamo yokunceda abo bakhe badlwengulwa, ngokokubona kwabo basebenzela amaqumrhu aququzelela lo msebenzi. Enye injongo yesi sifundo ibikukuchonga ubunzima obufunyanwa ngamaziko aseburhulumenteni ajongene neli candelo ukuze kunikwe iingcebiso zokuphucula amacebo neenkqubo zokuthintela ukudlwengulwa. Kuqhutywe uhlobo lophando lomgangatho nolucacisayo, apho kuqokelelwe iinkcukacha zolwazi ngokwenza udliwano ndlebe olunzulu. Kusetyenzwe nabathathi nxaxheba abali-14 abakhethwe ngobuchule kumaziko aseburhulumenteni ama-5. Okufunyaniswe sesi sifundo kubonakalise ukuba isibhedlele esiyiGandhi Memorial siso sodwa esinenkqubo elungelelaniswe kakuhle yokuthintela ukudlwengulwa. Imigudu yokhukhusela ijoliswe ekuncedeni kwiziqhamo zodlwengulo nasekufundiseni ngodlwengulo (secondary prevention) hayi kudlwengulo ngqo (primary prevention). Amacebiso esifundo aquka ukulwa neemeko eziphembelela udlwengulo olwenzeka kumazinga ahlukeneyo oluntu, ngaxeshanye nokuqinisa ukusetyenziswa kweenkqubo eziqulunqwe kakuhle zokuthintela udlwengulo. / Die viktimisering van vroue en kinders is een van talle kwessies in die openbare gesondheid van Ethiopië wat dringend aandag vereis, aangesien die voorkoming van verkragting in enige vorm van die allergrootste belang is. Die doel van hierdie studie was om die omvang te bepaal van intervensies om verkragting in Addis Abeba te voorkom, en om die hulp wat aan verkragtingslagoffers verleen word, te ondersoek op grond van die belewenisse van beroepslui wat in hierdie verband vir organisasies werk. Hierdie studie het dit verder ten doel gehad om die probleme aan te toon waarmee staatsinstellings in hierdie opsig te kampe het, en om beter intervensies en programme vir die voorkoming van verkragting aan te beveel. ʼn Kwalitatiewe en deskriptiewe navorsingsbenadering is gevolg. Dit het omvattende onderhoude behels waartydens primêre data versamel is. Altesame 14 deelnemers by vyf staatsinstellings is vir hierdie doel gekies. Volgens die bevindings is die Gandhi Gedenkhospitaal die enigste instelling in Ethiopië wat ʼn geïntegreerde program vir die voorkoming van verkragting ingestel het. Sekondêre voorkoming geniet voorrang, terwyl primêre voorkoming min aandag geniet. Daar word aanbeveel dat tegelykertyd werk gemaak word van die veelvuldige faktore wat verkragting op verskillende vlakke van die sosiaal-ekologiese model beïnvloed. Dit moet gedoen word deur deeglik ontwerpte, omvattende intervensies en programme om verkragting te voorkom in werking te stel, uit te bou en te verskerp. / Sociology / M.A. (Sociology)

Bipolêre versteuring is ‘n kroniese, herhalende en ernstige siekte met ‘n voorkoms van 1 % wêreldwyd. Pasiënte kan psigoties word, selfmoordideasie hê en ook soms aggressief raak. Dikwels moet hulle gehospitaliseer word - ook teen hulle wil, want hulle mag soms geen insig toon nie. Pasiënte mag presenteer met ‘n ko-morbiede toestand, byvoorbeeld substansmisbruik of ‘n persoonlikheidsversteuring. Dit gebeur dikwels dat hulle nie hulle toegewysde rolle, byvoorbeeld dié van gade, broodwinner, ouer of volwasse kind, kan vervul nie. Versorgers van pasiënte gediagnoseer met bipolêre versteuring, word eweneens beïnvloed deur die siekte en die gepaardgaande stigma daarvan. Dit kan vir hulle baie moeilik wees wanneer hulle die verantwoordelikhede en rolle van die pasiënt moet oorneem. Beskou vanuit die oogpunt van ‘n ekologiese sisteemperspektief is die aard van hierdie impak op die maatskaplike funksionering van die versorgers relevant vir maatskaplike werk in die geestesgesondheidsveld. Die verkenning van hierdie impak en die ontwikkeling van ‘n intervensie om die impak aan te spreek het dus die rasionaal van hierdie studie gevorm. Die geïntegreerde biopsigososiale model, binne ‘n ekologiese sisteem perspektief, word aangewend by die psigiatriese instelling waar die navorser werk. Hierdie benadering het dus ook gedien as die vertrekpunt vir die betrokke studie. Die gemengde-metode navorsingsbenadering is tydens hierdie studie benut ten einde ‘n uitgebreide analise van die navorsingsprobleem te verskaf. Die voorgenome studie het binne die kategorie van toegepaste navorsing geval, want die doel daarvan was om ‘n program te ontwikkel om hulp te verleen aan versorgers van individue gediagnoseer met bipolêre versteuring. Die navorser het haar navorsing gerig aan die hand van Rothman en Thomas (1994) se intervensie ontwerp en ontwikkelingsmodel (D&D) deur gebruik te maak van kwalitatiewe en kwantitatiewe metodes. Na afloop van die analise van die kwalitatiewe data, is ‘n unieke psigo-maatskaplike opvoedkundige program, die SEE-SAW program, ontwikkel en toe geïmplementeer. Die konsep van balans versus wanbalans binne die sisteem is essensieel; die navorser se program het ten doel gehad om beter balans binne die sisteem van die pasiënt en versorger te bewerkstellig. Die gevolgtrekkings het duidelik getoon dat die versorger van die bipolêre pasiënt blootgestel is aan ‘n wye spectrum van behoeftes en uitdagings, maar dat intervensies soos die SEE-SAW program van groot waarde mag wees. / Bipolar disorder (BD) is a chronic, recurrent, serious illness that occurs in 1 % of people globally. Patients might become psychotic, suicidal and sometimes violent. They often need to be hospitalised, even against their will because they may have no insight. Patients may have a comorbid condition such as substance abuse or a personality disorder. They are frequently unable to fulfil their assigned roles of spouse, breadwinner, parent or adult child. Caregivers of patients diagnosed with BD are also affected by the illness and the associated stigma. It becomes very difficult for them when they have to take over the responsibilities and roles of the patient. The nature of this impact on the social functioning of the caregivers, understood from an ecological systems perspective, is relevant for social work in the mental health care field. Discovering more about this impact and developing an intervention to curb it therefore formed the rationale for this study. The integrated biopsychosocial model, within an ecological systems perspective, is being used at the psychiatric institution where the researcher works. This approach therefore also served as the point of departure from which this research was conducted. A mixed methods research approach was utilised to provide a comprehensive analysis of the research problem. The proposed study fell into the category of applied research, due to its aim of designing a programme to assist caregivers of people diagnosed with BD. The researcher directed the study according to Rothman and Thomas’s (1994) intervention design and development model (D&D), using qualitative and quantitative methods. After the analysis of the qualitative data a unique psychosocial educational programme, the SEE-SAW programme, was developed and then implemented. The concept of equilibrium versus disequilibrium in the system is central; the researcher’s programme therefore strove towards better equilibrium within the system of patient and caregiver. From the conclusions it is apparent that the caregiver of the BD patient is exposed to a wide spectrum of needs and challenges, but that interventions such as the SEE-SAW programme may be very helpful. / Thesis (PhD)--University of Pretoria, 2014. / Social Work and Criminology / PhD (Social Work) / Unrestricted

Abstracts in Afrikaans, English and Southern Sotho / Geweld en skoolgeweld veroorsaak ernstige maatskaplike ontwrigting in Suid-Afrika. Die metodes waarmee skoolgeweld tans hanteer word, is oneffektief en meestal op mag en dissipline gegrond. Die doel van hierdie navorsing is om alternatiewe benaderings vir die hantering van skoolgeweld te ondersoek en om ʼn implementeringsraamwerk vir ʼn heelskoolbenadering teen skoolgeweld te ontwikkel. Ten einde hierdie doel te bereik, fokus die navorsing, wat binne ʼn aangepaste ekologiese model (AEM) onderneem is, op ʼn konseptuele analise van die aard en inhoud van die konsepte “geweld” en “skoolgeweld”, omdat beide dikwels met konsepte soos “mag” en “dissipline” verwar word. Beide begrippe is multidimensioneel en kom binne al die sfere van die AEM voor. Dit sluit geweld weens verskeie oorsake, soos psigo-biologiese faktore, strukturele geweld en reaksiegeweld in. Skoolgeweld kom eweneens weens verskeie oorsake en in verskillende vorms binne die sfere van die AEM voor. Voorbeelde sluit lyfstraf, boeliegedrag, bendes en strukturele skoolgeweld soos rassisme, die kwaliteit van onderwys en oorvol klasse, in. Die navorsing toon aan dat die wyse waarop skoolgeweld tans in Suid-Afrika hanteer word, onsuksesvol is. Dit word hoofsaaklik by wyse van mag, dissipline en ʼn strafbenadering hanteer, wat meebring dat die verhoudings wat weens die geweld beskadig word of skipbreuk ly, versoening tussen dader en slagoffer verhoed en dat die slagoffer se behoeftes nie in ag geneem word nie. Die wyse waarop skoolgeweld hanteer word, bied ook nie ʼn wyse waarop strukturele skoolgeweld bestuur kan word nie. Een van die alternatiewe wyses waarop skoolgeweld hanteer kan word, is herstellende onderwys. Dit is ʼn betreklik nuwe benadering tot onderwys, wat op herstellende geregtigheid gegrond is, maar ook proaktiewe aktiwiteite insluit. Omdat herstellende onderwys op beginsels soos verhoudings, dialoogvoering, waardegedrewenheid, herstel en versoening gegrond is, kan dit gebruik word om skoolgeweld te beheer. Herstellende onderwys maak van verskillende proaktiewe en reaktiewe metodes gebruik, soos slagoffer-oortrederbemiddeling en groepsgesprekke. Dit fokus op ʼn skoolgemeenskap wat waardegedrewe is, eerder as op oortredings. Herstellende onderwys word egter deur ʼn aantal knelpunte gekniehalter. Die navorsing toon aan dat hierdie knelpunte deur die Freire se benadering tot onderwys ondervang kan word. Freire se benadering tot onderrig word aan die hand van ʼn aantal kernelemente, wat in vyf groepe verdeel is (naamlik sy siening oor mag en bemagtiging, etiesgodsdienstige elemente, bewustheid en aksie, dialoogvoering, onderwyspraktyk en onderwys en die samelewing) hanteer. Die navorsing toon aan dat hierdie elemente gebruik kan word om die leemtes in herstellende onderwys te vul en dat die twee benaderings en ʼn aantal ander benaderings wat daarby aansluit, soos onderwys vir maatskaplike geregtigheid, kritiese pedagogiek en die leerstellings van Mohlomi, tot ʼn geïntegreerde onderwysbenadering – geïntegreerde helende onderwys – saamgevoeg kan word. In die voorlaaste gedeelte van die navorsing word die beginsels van geïntegreerde helende onderwys gebruik om ʼn praktykgerigte implementeringsraamwerk te ontwikkel. Die raamwerk word in twee dele hanteer: eerstens die implementeringsterreine, naamlik die geleerde en geleefde leerplanne, en tweedens die implementeringsproses wat deur middel van deelnemende aksienavorsing uitvoer kan word. Die navorsing sluit af met ʼn opsomming van die navorsing, ʼn uitwysing van die beperkings van die studie en aanbevelings vir verdere ondersoek. / Violence and school violence play havoc with South African society. Current methods to curb school violence depend on power, discipline and a penal approach, and prove to be ineffective. The purpose of this research was to investigate alternative approaches to manage school violence and develop an implementation framework for a whole-school approach to it. This research was conducted according to an integrated ecological model. The concepts “violence” and “school violence” were analysed as they are often confused with the concepts “power” and “discipline”. The former pair of concepts are multidimensional and present in all spheres of the integrated ecological model. They include individual violence, group violence and structural violence. School violence manifests in different forms, including bullies and gangs. This research differentiates between controllable school violence – which is within the school community’s sphere of influence – and manageable school violence – which originates outside the school community. The research indicates that the ways in which school violence is currently addressed do not consider damaged relationships because of violence, reconciliation between the perpetrator and the victim, and the needs of the victim. In addition, they do not contribute to the management of structural school violence. Restorative education is a recent approach based on restorative justice and includes proactive activities. Because it is value-driven and grounded on relationships, dialogue, restoration and reconciliation, it can be of great use in the fight against school violence. Restorative education includes both proactive and reactive methods such as victim-offender mediation and group discussions. It focuses on a value-driven school community rather than infringements. However, restorative education has certain deficiencies. This research indicates that they can be made good thanks to Freire’s approach to education. Freire’s approach to education comprise a number of key elements, which can be divided into five groups, viz his views on power and empowerment; ethical-religious elements; consciousness and action; dialogue; educational practice; and education and the community. The research indicates that these elements can compensate for the deficiencies in restorative education. Freire’s approach and a number of connected approaches such as education for social justice, critical pedagogy and the doctrines of Mohlomi, can be combined in an integrated approach to education, referred to as integrated healing education. In the penultimate part of the research, the principles of integrated healing education are utilised to develop a practice-orientated implementation framework. The framework is discussed in two sections: the fields of implementation, viz the learned and lived curricula, and the implementation process through action research. The research concludes with a summary, limitations of the study, and recommendations. / Tirisodikgoka le tirisodikgoka ya kwa sekolong di baka tlhakatlhakano mo baaging ba Aforikaborwa. Mekgwa ya ga jaana ya go fedisa dikhuduego e ikaegile ka dithata, maitsholo a a siameng le molebo wa kotlhao, mme go bonala e sa nonofa. Maikemisetso a patlisiso eno e ne e le go batlisisa melebo e e farologaneng ya go samagana le tirisodikgoka ya kwa sekolong le go tlhama letlhomeso la tsenyotirisong la molebo wa sekolo sotlhe go samagana nayo. Patlisiso e dirilwe go ya ka sekao se se golaganeng sa ikholoji. Go lokolotswe megopolo ya "tirisodikgoka" le "tirisodikgoka ya kwa sekolong" ka ntlha ya fa gantsi e tlhakatlhakanngwa le megopolo ya "dithata" le "maitsholo a a siameng". Sebedi sa ntlha sa megopolo se dintlhadintsi mme di gona mo magatong otlhe a sekao se se golaganeng sa ikholoji. Se akaretsa tirisodikgoka ya batho bongwe ka bongwe, tirisodikgoka ya setlhopha le tirisodikgoka e e rulaganeng. Tirisodikgoka ya kwa dikolong e tlhagelela ka dipopego tse di farologaneng, go akaretsa badipisi le digongwana. Patlisiso eno e farologanya magareng ga tirisodikgoka e e laolegang ya kwa dikolong – e e mo legatong la tlhotlheletso la mo sekolong – le tirisodikgoka e e tsamaisegang kwa dikolong – e e tswang kwa ntle ga sekolo. Patlisiso e bontsha gore ditsela tse go samaganwang le tirisodikgoka ya kwa dikolong ka yona ga jaana ga di lebelele dikamano tse di senyegang ka ntlha ya tirisodikgoka, poelano magareng ga modiri le motshwasetlhabelo, le ditlhokego tsa motswasetlhabelo. Go tlaleletsa foo, ga di tshwaele mo tsamaisong ya tirisodikgoka ya kwa dikolong e e rulagantsweng. Molebo wa pusetso ke molebo wa fa gautshwane o o theilweng mo bosiamising jwa pusetso mme o akaretsa ditiragatso tsa pele ga tiragalo. Gonne o tsamaisiwa ke dintlhatheo mme o theilwe mo dikamanong, dipuisano, pusetso le poelano, o ka nna mosola thata mo ntweng kgatlhanong le tirisodikgoka ya kwa dikolong. Thuto ya pusetso e akaretsa mekgwa ya pele ga tiragalo le ya go tsibogela tiragalo e tshwana le tsereganyo ya motswasetlhabelo-molatofadiwa le dipuisano tsa ditlhopha. E tota baamegi ba sekolo ba ba laolwang ke dintlhatheo go na le tlolomolao. Le gale, thuto ya pusetso e na le makoanyana a a rileng. Thutopatlisiso eno e bontsha gore a ka baakanngwa ka molebo wa ga Freire wa thuto. Molebo wa ga Friere wa thuto o na le dikarolo di le mmalwa tsa botlhokwa, tse di ka aroganngwang ka ditlhopha tse tlhano, e leng, megopolo ya gagwe malebana le dithata le maatlafatso; dintlha tsa maitsholo-tumelo; temogo le tiragatso; puisano; tiragatso ya thuto; le thuto le baagi. Patlisiso e bontsha gore dintlha tseno di ka emela makoa a a mo thutong ya pusetso. Molebo wa ga Freire le melebo e mengwe e le mmalwa e e golaganeng e tshwana le thuto ya tshiamiso ya loago, thuto e e rutang barutwana go sekaseka dithata le kgatelelo le ditumelo tsa ga Mohlomi, di ka kopanngwa mo molebong o o golaganeng wa thuto, o o bidiwang thuto e e golaganeng e e alafang. Mo karolong ya pele ga ya bofelo ya patlisiso, go dirisiwa dintlhatheo tsa thuto e e golaganeng e e alafang go tlhama letlhomeso la tsenyotirisong le le theilweng mo tiragatsong. Letlhomeso le tlhalosiwa mo dikarolong tse pedi: lephata la tsenyotirisong, e leng kharikhulamo e e ithutilweng le e e tshetsweng, le tirego ya tsenyotirisong ka patlisiso ya tiragatso. Patlisiso e konosetsa ka tshobokanyo, ditekanyetso tsa thutopatlisiso, le dikatlenegiso. / Educational Foundations / Ph. D. (Philosophy of Education)

Afrikaans text / This study was undertaken to investigate and explore the experience of the death of a parent and the support for Coloured boys, in the middleadolescence phase, within the school context. Five boys were involved in the study. The gender of the parent was not specified; but all the boys had lost their mothers. The adolescent boys indicated that the death of their mothers was a life changing event; that they struggled emotionally after the death of their mothers but they received enough support from the school, friends and peer group. Family relations were disrupted and the boys often handled their mourning alone. They indicated a continued bond with their mothers, developed a greater sense of responsibility and insight into themselves and the emotions of others deepened. The boys stressed the value of social support but the public display of emotions is influenced by their perceptions of masculinity. / Die studie is onderneem om Kleurling seuns in die middel-adolessente fase se ervaring na die dood van ’n ouer en ondersteuning binne die skoolopset te ondersoek en te verken. Vyf seuns is by die studie betrek. Die geslag van die ouer is nie gespesifiseer nie maar al die seuns het hul moeders verloor. Die adolessente seuns het aangedui dat die dood van hul moeders ’n lewensveranderende gebeurtenis was; dat hulle ’n emosionele stryd gevoer het na die dood van hul moeders maar wel voldoende ondersteuning vanaf die skool, vriende en portuurgroep ontvang het. Gesinsverhoudinge het verbrokkel en die seuns het dikwels alleen hul rou hanteer. Hulle het ’n voortgesette band met hul moeder aangedui, groter verantwoordelikheidsin ontwikkel en insig vir hulself en ander se emosies het verdiep. Die seuns het die waarde van sosiale ondersteuning beklemtoon maar die openlike toon van emosies word deur hul persepsies vanmanlikheid beïnvloed. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Afrikaans text / This study was undertaken to investigate and explore the experience of the death of a parent and the support for Coloured boys, in the middleadolescence phase, within the school context. Five boys were involved in the study. The gender of the parent was not specified; but all the boys had lost their mothers. The adolescent boys indicated that the death of their mothers was a life changing event; that they struggled emotionally after the death of their mothers but they received enough support from the school, friends and peer group. Family relations were disrupted and the boys often handled their mourning alone. They indicated a continued bond with their mothers, developed a greater sense of responsibility and insight into themselves and the emotions of others deepened. The boys stressed the value of social support but the public display of emotions is influenced by their perceptions of masculinity. / Die studie is onderneem om Kleurling seuns in die middel-adolessente fase se ervaring na die dood van ’n ouer en ondersteuning binne die skoolopset te ondersoek en te verken. Vyf seuns is by die studie betrek. Die geslag van die ouer is nie gespesifiseer nie maar al die seuns het hul moeders verloor. Die adolessente seuns het aangedui dat die dood van hul moeders ’n lewensveranderende gebeurtenis was; dat hulle ’n emosionele stryd gevoer het na die dood van hul moeders maar wel voldoende ondersteuning vanaf die skool, vriende en portuurgroep ontvang het. Gesinsverhoudinge het verbrokkel en die seuns het dikwels alleen hul rou hanteer. Hulle het ’n voortgesette band met hul moeder aangedui, groter verantwoordelikheidsin ontwikkel en insig vir hulself en ander se emosies het verdiep. Die seuns het die waarde van sosiale ondersteuning beklemtoon maar die openlike toon van emosies word deur hul persepsies vanmanlikheid beïnvloed. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)