The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Social and demographic changes have a tremendous effect on the care for older people to the effect that caring for older people might have become a rare commodity. Increased life expectancy during the past century has prolonged the period in which older people need care and has made family care giving an increasingly recurrent activity for adult children. After the demolition of the apartheid area in South Africa, most research focused on previously disadvantaged groups, namely Black and Brown people which resulted in a research gap regarding older White people. Little is known about older White people’s experiences of care in South Africa, as older White people are viewed as the minority group who were not previously disadvantaged. However, older White people’s vulnerability is increasing because poverty is currently escalating amongst older White South African people as a result of early retirement and retrenchment because of employment equity and the conversion goal of Black Economic Empowerment. The aim of this study was to explore older White people’s experiences of giving care to and receiving care from their children. A qualitative research approach with an explorative and descriptive nature was utilized for this study as the research question was aimed at understanding a subjective phenomenon. This research design allows the participants to give meaning to their own experiences. A case study design was followed during this research study in order to provide an in-depth description of older White people’s experience of care. The specific population for this study consisted of all White people older than 60 years, co-residing with their adult children and living in the Midvaal area of the Vaal Triangle, Gauteng. Data were collected through journaling and semi-structured interviews, with 10 older White people. Interviews were conducted on a one-on-one basis at the office of the researcher or at the houses of the participants. This ensured the preservation of the participants’ relationship with their children. The interviews were audio recorded and transcribed. Data were reduced through thematic data analysis and emerging themes and categories were identified. The principles and strategies for enhancing the trustworthiness of the data were done through crystallization and neutrality. The results indicated that older White people’s experience of care can be summarized by means of physical, emotional and financial care. Most of the participants in this study were still physically independent from their children and they could attend to their own physical care. Emotional care was identified by the participants as the ultimate indicator of caring and this component contributed profoundly to their psychological well-being. The financial care component highlighted that older White people’s vulnerability is increasing and that poverty is more prevalent in older White people than what is reflected in current research. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Social and demographic changes have a tremendous effect on the care for older people to the effect that caring for older people might have become a rare commodity. Increased life expectancy during the past century has prolonged the period in which older people need care and has made family care giving an increasingly recurrent activity for adult children. After the demolition of the apartheid area in South Africa, most research focused on previously disadvantaged groups, namely Black and Brown people which resulted in a research gap regarding older White people. Little is known about older White people’s experiences of care in South Africa, as older White people are viewed as the minority group who were not previously disadvantaged. However, older White people’s vulnerability is increasing because poverty is currently escalating amongst older White South African people as a result of early retirement and retrenchment because of employment equity and the conversion goal of Black Economic Empowerment. The aim of this study was to explore older White people’s experiences of giving care to and receiving care from their children. A qualitative research approach with an explorative and descriptive nature was utilized for this study as the research question was aimed at understanding a subjective phenomenon. This research design allows the participants to give meaning to their own experiences. A case study design was followed during this research study in order to provide an in-depth description of older White people’s experience of care. The specific population for this study consisted of all White people older than 60 years, co-residing with their adult children and living in the Midvaal area of the Vaal Triangle, Gauteng. Data were collected through journaling and semi-structured interviews, with 10 older White people. Interviews were conducted on a one-on-one basis at the office of the researcher or at the houses of the participants. This ensured the preservation of the participants’ relationship with their children. The interviews were audio recorded and transcribed. Data were reduced through thematic data analysis and emerging themes and categories were identified. The principles and strategies for enhancing the trustworthiness of the data were done through crystallization and neutrality. The results indicated that older White people’s experience of care can be summarized by means of physical, emotional and financial care. Most of the participants in this study were still physically independent from their children and they could attend to their own physical care. Emotional care was identified by the participants as the ultimate indicator of caring and this component contributed profoundly to their psychological well-being. The financial care component highlighted that older White people’s vulnerability is increasing and that poverty is more prevalent in older White people than what is reflected in current research. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The purpose of this study was to empower educators to mobilise assets and resources within their community in order to enable the community to cope better with the daily difficulties associated with HIV/AIDS. The study was conducted to explore and describe the process of mobilising assets in a HIV/AIDS infected and affected rural community. The working assumption was that the mobilisation of community assets could support and enhance community-based coping with the HIV/AIDS pandemic. A qualitative approach was followed. Purposeful sampling was applied to select an information-rich case for in-depth study (instrumental case study design). The case was a primary school in the Nelson Mandela Metropole. Ten educators participated in the study. The study was theoretically founded on an asset-based approach, with the focus on community-based coping. An interpretavist approach was used to describe and interpret the process of asset mobilisation in coping with HIV/AIDS. A number of data selection strategies were implemented: focus groups in combination with workshops, visual data, observation and a reflective field journal. The ten educators who participated in the study were empowered to identify and mobilise assets and resources within their community and to continue with the facilitation process on their own. The educators identified three priority areas and succeeded in establishing a vegetable garden on the school premises, a support group and an information centre at school, for HIV/AIDS infected and affected members of the community. These initiatives resulted in the wider community being better equipped and empowered to cope with the daily difficulties associated with HIV/AIDS that are being experienced on emotional, spiritual, materialistic, social and knowledge levels. It is concluded that the community, the school and individuals were empowered with regard to effective coping strategies, more specifically in dealing with the challenges associated with HIV/AIDS. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The aim of this study was to explore and describe the use of music therapy during intervention with primary school girls who have been sexually abused. An empirical study of limited extent was undertaken, which was qualitative in nature and conducted from the interpretivist paradigm. In depth case study was used as research design, whilst educational psychological assessments, intervention and re-assessments, observation, interviews, analysis of documentation, field notes and a reflective diary were employed as data gathering methods. Two primary school girls in a place of safety were selected as participants in the study. Despite the fact that these girls had to cope with the trauma of sexual abuse, they had to deal with emotions and behaviour closely related to such trauma, including depression, aggression, fear, hate, inappropriate interpersonal relationships, sleeping disorders, low self-concept and behavioural difficulties. The findings of the empirical study are supported by literature, namely that music therapy can provide a safe setting to children for revealing their emotions, fears and needs related to trauma, such as sexual abuse. Music therapy had a positive effect on both cases, who illustrated positive change during the process of intervention and were able to replace negative experiences with positive emotions. Further findings of this nature include an improvement of both girls’ ability to express themselves on an emotional level, self-confidence, assertiveness, self-concepts, social skills and interpersonal relationships, as well as a decline in negative behavioural patterns and symptoms. Subsequently, both girls could perform on a higher level on all various domains of functioning. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

Daar bestaan nie duidelike riglyne waarvolgens Afrikaanse leesreekse wat in die grondslagfase gebruik word, geëvalueer kan word nie. Hierdie studie was verkennend van aard met die doel om kriteria te identifiseer wat aangewend kan word om Afrikaanse leesreekse in die grondslagfase te evalueer. Ek het ʼn interpretivistiese metateoretiese paradigma gevolg aangesien ek diepgaande kennis wou verkry oor die onderwerp. Daarvoor het ek gebruik gemaak van ʼn gevallestudie gerig deur Chall (1990) se model van leesontwikkeling. Daarby het ek uit die literatuur ʼn rubriek ontwikkel wat ek aangewend het om die drie leesreekse wat in die studie ondersoek is, se teoretiese onderbou te bepaal. Die literatuur het my ondersteun om vrae te onwikkel wat ek tydens drie fokusgroeponderhoude gevra het. Die fokusgroeponderhoude het by drie Afrikaanse laerskole binne die Tshwane-metropool in verskillende sosio-ekonomiese gebiede plaasgevind. Twaalf onderwysers het deelgeneem (n=12; vroue=12). Die deelnemende onderwysers is doelgerig geselekteer. Om my data te versterk, het ek ook gebruik gemaak van observasienotas verkry van 57 studente in die Vroeë Kinderontwikkeling en Grondslagfaseprogram, aan die Universiteit van Pretoria. Ek het die data gedokumenteer as oudio-opnames, verbatimtranskripsies en veldnotas. Verder het ek tematiese analise gebruik om die verbatimtranskripsies te analiseer, waarvolgens temas en subtemas geïdentifiseer is. Die volgende vier temas is geïdentifiseer: (i) relevansie van leesreekse, (ii) belangrike aspekte by die gebruik van leesreekse, (iii) onderwysers se gebruik van leesreekse tydens leesonderrig, (iv) wetenskaplike ontwikkeling van leesreekse vir grondslagfaseleesonderrig. Ek het inhoudsanalise gebruik om die leesreekse en observasienotas te analiseer. Bevindinge uit die studie dui daarop dat van die deelnemende skole verouderde leesreekse gebruik waarvan die inhoud nie relevant is vir die hedendaagse leerder se leefwêreld nie. Dit blyk ook dat onderwysers moontlik ʼn gebrekkige kennis van leesteorieë het. Verder het ek bevind dat onderwysers hul eie stories skryf om persepsie en fonologiese bewustheid te integreer, aangesien leesreekse nie dié leesvaardighede aanspreek nie. Ek het ook bevind dat onderwysers sekere aspekte belangrik ag by leesreekse, naamlik (i) leesreekse moet binne die leerder se leefwêreld wees, (ii) illustrasies moet die leerder uitnooi om te lees, (iii) progressie moet voorkom, (iv) herhaling van sigwoorde is belangrik, (v) uitgewers moet die volgorde van die aanleer van klanke in gedagte hou tydens die skryf van leesreekse, (vi) uitgewers moet die skriftipe, woordkeuses en korrekte spelling in ag neem, (vii) die behavioristiese benadering word algemeen aangewend tydens leesonderrig en (viii) slegs een leesreeks (leesreeks C) het voldoen aan meeste van die kriteria. <ul> “To learn to read is to light a fire; every syllable that is spelled out is a spark” Victor Hugo</ul> ENGLISH : No definite guidelines exist which can be used to evaluate Afrikaans graded readers in the foundation phase. The main goal of this study was to identify criteria which can be implemented within the foundation phase to evaluate graded readers. I made use of an interpretative metatheoretical paradigm, since I anticipated gaining in-depth knowledge regarding the subject by means of this method. Chall’s Model of Reading Development (1990) was used as a basis for this case study. I developed a rubric, which was used to identify the theoretical aspects related to the three graded readers used in the study. The literature furthermore supported me in the formation of questions which were posed to the focus groups. The focus group meetings took place at three Afrikaans primary schools within the Tshwane Metropole in different socio-economic areas. Twelve teachers participated (n=12; women=12). The participating teachers were selected using stratified sampling. In order to enhance the validity of the data, I made use of observation notes, obtained from 57 students in the Early Childhood Development and Foundation Phase programme at the University of Pretoria. The data was documented as audio-recordings, transcriptions and field notes. Thematic analysis was employed to analyse the transcriptions, whereafter themes and sub-themes were identified. The following four themes were identified: (i) The relevance of graded readers; (ii) important aspects related to the use of graded readers; (iii) the use of graded readers by teachers during reading instruction; and (iv) scientific development of graded readers for use during foundation phase reading instruction. The graded readers and observation notes were analysed by means of content analysis. The findings indicated that participating schools used graded readers of which the content is not relevant for the learner of today. It would also seem that teachers possibly lack knowledge of reading theories. In addition, teachers are writing their own stories in order to integrate perception and phonological awareness, since graded readers do not incorporate it. The findings further illuminated the fact that teachers value certain aspects in graded readers as important, namely: (i) Graded readers must fall within the context of the child’s world; (ii) illustrations must invite the learner to read, (iii) there must be progression, (iv) repetition of sight words are vital, (v) when publishers write graded readers, the range pertaining to how sounds are learned must be borne in mind, (vi) publishers must pay attention to the font type, word selection and spelling in readers, (viii) the behaviouristic approach is frequently used during reading instruction, and (viii) only one graded reader (graded reader C) met most of the set criteria. <ul>“To learn to read is to light a fire; every syllable that is spelled out is a spark” Victor Hugo</ul> / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees. / ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted