This study used a questionnaire designed to identify Adlerian characteristics of adult only children. It was hypothesized that not all of the characteristics mentioned in Adlerian theory will be found in each of the only children and certain characteristics will not be evident in any of the only children used in this study. Four adult only children volunteered to participate in this study. The study found that all 15 Adlerian characteristics that were measured for were identified in this sample. Only one characteristic was reported by 100% of the participants-reliability. This study also attempted to clarify whether or not only children grew up with friends significantly older than themselves, have high educational levels, and have high aspirations pertaining to occupations. And whether or not female only children tend to marry people significantly older than themselves, have children at a later age, and have small families.

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<p> The dominant discourse regarding Black males in America is that they are less academically successful than European American males and Black females. Similarly, Black males in the Bahamas are described as less successful than Black Bahamian females. School Counselors are in a unique position to alter the trajectory of success for Black males if they are knowledgeable of factors contributing to Black male academic success; have an awareness of the potential impact their unique roles can have; and develop and execute comprehensive, culturally responsive school counseling programs. While there is little research on the Achievement Gap in the Bahamas, much of the research in America has been conducted from a deficit perspective. This study uses a strength based perspective to identify and compare factors contributing to academic success in Black male high school students in the Bahamas and the United States and suggest a framework for responsive school counseling programs. Study results indicated that school counselors in the Bahamas and the United States were ineffective in meeting the needs of Black male students. These needs included supportive teachers, friends, parents and community mentors; a socially responsive school environment; being liked, accepted and appreciated; high teacher expectations; self-reliance (resilience), perseverance; a sense of hope and a purpose; and spirituality. Study results were analyzed from an ecological perspective and a comprehensive, culturally relevant framework was suggested to assist school counselors develop programs that are responsive to the needs of their Black, male, high school students.</p>

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Client hope has long been considered one of the most potent common factors accounting for positive psychotherapy outcomes. Research on the relationship of hope to successful outcome has produced promising results indicating the need to discover the processes and conditions under which hope flourishes during therapy. The present study examined the trajectory of hope development in psychotherapy based on in-depth, semi-structured interviews with 17 counselling clients presenting at a university counselling center with various concerns. Clients completed a measure of state hope before the first and after every session, and were interviewed once their responses indicated significantly higher levels of hope. Client narratives were analyzed using grounded theory methodology. Findings were synthesized into a dynamic and multifaceted theory, the Hope as Empowerment Theory (HET), which adopts an integrative view of hope as both cognitive and affective, and conceptualizes increased client hopefulness as a higher sense of control over the problem and as an increased sense of direction toward positive change. The compatibility of client preferences with therapist input was observed to raise clients' faith in the process of counselling, which was in some cases the stepping-stone for gaining hope in the outcome. A number of conditions, including the adaptability of client role preferences and the directiveness of hope-inspiring therapeutic strategies, were found to produce different types and varying degrees of strength of client hope. Findings are discussed in terms of the need for therapists to inquire about and consider client wishes and expectations, as well as to promote client / L'espoir du client est depuis longtemps considéré comme l'un des facteurs couramment observé ayant le plus d'impact sur les résultats positifs en psychothérapie. La recherche sur la relation entre l'espoir et l'issue favorable de la thérapie a produit des résultats prometteurs indiquant le besoin de mieux comprendre les processus et les conditions selon lesquels l'espoir peut se développer pendant la thérapie. La présente étude a examiné la trajectoire du développement de l'espoir en fonction d'entrevues approfondies et semi-structurées auprès de 17 clients demandant une consultation relativement à diverses préoccupations dans un centre de counselling universitaire. Les clients ont complété une évaluation de leur degré d'espoir avant le premier et après chaque entretien, puis ont été interviewés lorsque leurs réponses indiquaient un niveau d'espoir significativement plus élevé. Le récit des clients a été analysé selon la méthode de théorie ancrée. Une synthèse des résultats fut effectuée de façon à produire une théorie dynamique à multiples facettes, la théorie de l'espoir redonnant le pouvoir (Hope as Empowerment Theory - HET), qui propose une vision intégrative de l'espoir comme étant à la fois cognitive et affective et conceptualise l'espoir accru en un plus grand contrôle du client sur le problème ainsi qu'une mise en direction vers le changement positif. La compatibilité des préférences du client avec les interventions du thérapeute fut observée comme augmentant la confiance du client dans le processus de « counselling », et dans certains cas fut le tremplin menant à la manifestation de l'espoir envers le ré

This study explored the career awareness of learners in grade 9 and their selection of school subjects for their subsequent years of study in the secondary school. This was based in a remote rural setting with a sample of 71 respondents made up of 34 females and 37 males. Their ages ranged from 13 to 24 years old. Questionnaires and interviews were conducted with this group of learners. The findings indicated that some of these learners lack information on careers and are not adequately aware of what the world of work entails. It was found that r when they have to make selections of subjects for their subsequent years of studYr they make choices that are not in any way related to their anticipated careers. SecondlYr they are found not yet ready to think and decide about their future in the world of work indicating a lack of career maturity. Learners were not aware of the link between their work at school and ~vhat they wish to become in future. Lea.rners r/llere not able to account reasonably for their selected subjects and (iii) how they hoped to build a career path from those subjects.Of all activities in which the learners were engaged at school, much emphasis was placed on academic performance and achievements. The significance of the findings of this study as well as its implications are discussed and recommendations are made for research and practice. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.