A dissertation submitted to the Faculty of Arts in partial fulfillment of the requirements for the Degree of Masters Of Psychology (Counselling Psychology) in the Department of Psychology at the University Of Zululand, 2017 / The current study aimed to explore the emotional involvement of teenage fathers in their children’s primary care at the University of Zululand, Dlangezwa Campus. Twenty teenage fathers were recruited and interviewed individually using open-ended questions. Data was analysed using Creswell’s analytical approach. The seven themes that developed when data was analysed were 1) involvement of the father, 2) the pregnancy of the partner, 3) family relations, customs and traditions, 4) relationship with partner, 5) teenage fatherhood and academics, 6) impact of fatherhood on teenage father’s life, and, lastly 7) prevention of teenage pregnancy. Results indicate that teenage fathers are involved in their children’s lives despite the many challenges that impede them. Conclusion: teenage fathers are involved in their children’s primary care

Purpose: The aim of this Bachelor Thesis is to explore what makes an interactive viral marketing campaign effective in terms of Word-of-Mouth. Background: With the growth of Internet, a new force of marketing has developed where the consumer is more involved in the marketing process. This thesis studies the underlying emotions and motivations of consumer incentives to engage in positive Word-of-Mouth, regarding an interactive viral marketing campaign. Method: In order to fulfil the purpose of this study a case study is performed. An inductive approach is followed and qualitative research in the form of a netnography and interviews are used to collect the empirical material that is required in order to answer the given research questions. The netnography was performed on Facebook and ten respondents from the netnographical study were invited to participate in interviews. Conclusion: Based on the frame of reference, a strong relationship was expected between certain emotions and the willingness to share or discuss Tipp-ex’s campaign. However, the results indicate that other variables such as Comprehension and Personalisation might have a greater effect on Word-of-Mouth incentives. Regarding motivations, Message- involvement was found to be the motivation that triggers a consumer to engage in Word-of-Mouth.

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Crime committed by youth within South Africa is a problem of growing concern. Family environments are seen as powerful putative factors in the development of offending behaviour. On the basis of family systems theory, it was postulated that juveniles are influenced by the reciprocal interactions amongst family members as it shapes their development. Kohlberg’s theory of moral development illustrates that the formation of morals is influenced by the quality of relationships within family units. This study therefore explored juvenile delinquent’s perceptions of their families and the impact it had on their offending behaviour. The subjective world of these offenders was focused upon within the qualitative paradigm through an exploration of their experiences. This method was deemed significant as it attempted to understand these delinquents in terms of their own definitions of their family lives in order to provide an in-depth and insightful account into how they perceived their families to have influenced their behaviour. Eleven juvenile offenders, aged between 15 and 21 attending a diversion programme participated in the study. The research was conducted in the form of semi-structured individual interviews where various themes relating to the family were explored. The participants’ responses were recorded and analysed utilising thematic content analysis. The participants perceived their families to potentially act as a contributing factor in the development of their criminal behaviour. Specific aspects, namely different family forms, family relationships, patterns and response styles, as well as families levels of emotional involvement were all perceived to have impacted on their delinquent behaviour. Although none of these factors can be considered in isolation, a complex interplay of these family characteristics may significantly contribute to the development of asocial behaviour. In contrast to these findings, areas of contestation also arose from participants’ talk. Despite their delinquency and the potential contribution of the family, some participants identified the family to act as a protective factor and thus not influencing their involvement in criminal acts. Aside from the family, other influences such as peer groups and community violence were also identified as potential risk factors for juvenile delinquency. Therefore although an important contributing factor, the family cannot be considered in isolation when attempting to identify what may lead these juveniles to engage in criminal acts.

This thesis studied four CEMUS courses offered in spring 2011. The purpose of this study was: 1) to measure CEMUS students‘ self-reported behavior and action as well as behavior intention towards sustainable development; 2) to analyze different factors and barriers to their behavior and action; 3) to analyze course coordinators‘ knowledge and perspectives about behavior change and action towards sustainable development; and 4) to analyze each course‘s impact on students. Finally, this thesis discusses how education can be improved to foster behavior and action towards sustainable development. This study used both qualitative and quantitative methods. According to the results, most CEMUS students were willing to recycle; to switch off electricity when it‘s not needed; and to travel by bicycle or public transportation instead of by car. On the other hand, fewer students had a willingness to pay for environmental costs and to cut down water consumption and waste. Among the opportunities for indirect action, it was political participation and working within the field of sustainable development (SD) that were most preferred. In contrast, much fewer students were willing to avoid purchasing products from companies with poor track records on CSR, to participate in voluntary work related to SD and to donate money for social or environmental causes. The two most frequently perceived constraints for behavior change among students were a lack of money and obstructive social norms. As a course outcome, four out of six coordinators expect students to take action afterwards but there is a lack of knowledge on how to encourage students to behave and act more sustainably. Based on the results, this thesis discussed what kinds of learning methods can be applied in CEMUS and ESD. It was concluded that education should focus on a specific domain and a small spatial scale, and assign project assignments in which students communicate and interact with stakeholders. Such an approach will help to approach the goals of Education for Sustainable Development (ESD). CEMUS could also implement the theory of locus of control, emotional involvement and four different kinds of knowledge in their education in order to improve the effectiveness of CEMUS courses when it comes to promoting behavior and action towards sustainable development.

<p>This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.</p><p>The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?</p><p>Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.</p><p>The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.</p>

This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context. The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom? Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching. The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.

The overarching question of the study was how common mutual love is, and to what extent attachment relates to relationship asymmetries. Four research questions and four hypotheses were posed and explored using a cross-sectional survey design with data analyzed using quantitative methods. Instruments were employed to measure passionate love, companionate love, partner value, emotional involvement and attachment. All four hypotheses found partial support. The main result show that a) asymmetries are relatively common on all scales b) mutual love means increased satisfaction, but mainly for women c) for most couples partners take turn at being the strong link, and this fluctuating dynamic leads to increased satisfaction c) attachment anxiety is related to asymmetries in romantic obsession rather than general passion d) avoidance in men relate to asymmetries in passionate love whereas avoidance in women relate to asymmetries in companionate love e) it seems common to have some form of positive illusions about whether one’s relationship is mutual or not. Finally, disagreeing about emotional involvement affects satisfaction more than actual asymmetries in love. The conclusion drawn is that honest communication is more important than mutual love.