In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an intermediate secondary school level is examined qualitatively. It is investigated how pupils at a German intermediate secondary school perceive the social skills training and how that training affects the social competencies of the pupils. It is also explored if the pupils can relate their acquired competencies with their values and beliefs. Based on the empirical-theological praxis cycle, the planning, carrying out and the results of thirteen one-to-one interviews and three group interviews are presented. Five types of adolescents can be distinguished in terms of knowing and applying social skills as result of different grounded theory coding strategies: the power-conscious, the autonomous, the ambivalent, the self-confident and the competent. This study wants to contribute to a better evaluation of the implementation of social skills programmes at schools and particularly in religious education. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

Summaries in Afrikaans and English / A primary school child finds him or herself in the middle childhood years and it is considered to be a rich phase of life, since children have already reached important milestones. These children have the ability not only to act with empathy but also to maintain independent behaviour. As a result of the development in the cognitive and moral stage of development, these children can also distinguish between right and wrong and they show insight that social rules can be changed. As a result of this development, it is believed that this child will accept learners with different skills more confidently when the required awareness is provided. One group of learners with special skills, which I focused on during this research, are those who have been deformed by burn wounds. Statistics show that a growing number of children in South Africa are deformed by burn wounds. As a result of the changing policy on inclusive education, these children cannot be denied into the mainstream education system because of deformity or disability anymore. It is therefore believed that an increasing number of deformed or disabled children will be entering the mainstream education system. Information is gathered through various methods by using triangulation. The literature study, semi-structured interviews with children as well as teachers for experimental subjects, who completed an incomplete sentence test and open questions, added valuable information. Research indicated that children in this phase of life are indeed equipped with certain life skills, which place them in a privileged position to handle interaction with the deformed child, if they receive the required awareness. The information also indicated that the gestalt approach could be used as theoretical perspective for the compilation of the guideline. This approach recognises that play is the child's natural communication medium but also recognises that awareness is created through means of experimentation. To my knowledge, there is no program or guideline from the gestalt approach that enables education staff to address children's awareness in respect of their inherent skills in the middle childhood years. The researcher made a breakthrough in the integration of the gestalt approach with the education environment by constructing a practical guideline from the gestalt approach for education staff. Education staff should, however, receive training with regards to the gestalt approach in order to use this guideline effectively. / Laerskoolkind bevind hom- of haarself in die middelkinderjare en dit word as ryk lewensfase beskou, aangesien kinders reeds belangrike mylpale bereik het. Hierdie kinders beskik oor die vermoe om nie slegs empaties op te tree nie, maar om ook selfstandige gedrag te handhaaf. As gevolg van die ontwikkeling in die kognitiewe en morele ontwikkelingsterrein, kan hulle ook tussen reg en verkeerd onderskei en toon hulle insig dat sosiale reels verander kan word. As gevolg van hierdie ontwikkeling word daar verwag dat hierdie kind met die nodige bewusmaking, leerders wat oor verskillende bekwaamhede beskik, met meer selfvertroue sal kan aanvaar. Een groep leerders, waarop daar tydens hierdie navorsing gefokus sal word, wat oor spesiale bekwaamheid beskik, is diegene wat deur brandwonde geskend is. Statistieke toon dat toenemende aantal kinders jaarliks in Suid-Afrika, weens brandwonde geskend word. As gevolg van die veranderende beleid op insluitende onderwys, kan kinders weens geskend- of gestremdheid nie meer tot die hoofstroomonderwysstelsel geweier word nie. Die verwagting is dus dat toenemende aantal geskende of gestremde kinders die hoofstroomonderwysstelsel sal betree. Inligting is deur verskeie metodes ingesamel deur die benutting van triangulering. Die literatuurstudie, semi-gestruktureerde onderhoude met kinders asook onderwysers as proefpersone wat 'n onvoltooide sinnetoets en oop vrae voltooi het, het bruikbare inligting tot gevolg gehad. Daar is gevind dat kinders in hierdie lewensfase wei oor bepaalde lewensvaardighede beskik, wat hulle in 'n bevoorregte posisie plaas om, indien hulle die nodige bewusmaking ontvang, interaksie met die geskende kind sal kan behartig. Die inligting het verder ook daarop gedui dat die gestaltspelbenadering as teoretiese perspektief vir die samestelling van die riglyn benut kan word. Hierdie benadering erken dat spel die kind se natuurlike kommunikasiemedium is, maar ook dat bewuswording geskied deur middel van eksperimentasie. Sover bekend is daar geen program of riglyn vanuit die gestaltbenadering, wat opvoedkundige personeel in staat stel om kinders in die middelkinderjare se bewustheid ten opsigte van hulle inherente vaardighede aan te spreek nie. Die navorser het 'n deurbraak in die integrering van die gestaltbenadering met die opvoedkundige omgewing gemaak deurdat 'n praktiese riglyn vanuit die gestaltspelbenadering vir opvoedkundige personeel saamgestel is. Opvoedkundige personeel behoort egter opleiding met betrekking tot die gestaltspelbenadering te ontvang ten einde hierdie riglyn effektief te kan benut. / Social Work / M. Diac. (Play Therapy)

This study identifies the need for intercultural business communication competence and contends that a course in this field is of particular relevance to South African organisations. The aim of this study is to identify, through needs analysis, the specific intercultural business communication requirements of lscor managers with regard to Japan. The requirements are identified in such a way that they may be used as the criteria for an intercultural business communication course. Quantitative and qualitative research methods were used in the study. The results of the research indicate that managers generally lack knowledge of various communication aspects relating to Japan. Participants also indicated a high degree of culture shock in terms of specific intercultural factors. The findings of the study form the content topics around which a course in intercultural business communication may be developed. The relative value of the topics to specific managers is also identified. / Communication Science / M.A. (Communication)

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: HIV/AIDS places much stress on those living with the disease. An understanding of the processes of stress and coping and how these relate to people living with HIV/AIDS (PLWHA) can inform the nature of services we offer to PLWHAs. Social support has been shown to playa mediatory role in the stress response and is also considered to be a problem-focused coping strategy. This paper presents an overview of the literature on stress, coping and social support with the aim of assisting healthcare workers to understand how these issues relate to HIV/AIDS and to show how healthcare workers, and, specifically psychologists can use their unique competencies and skills to enhance the quality of life of PLWHAs. / AFRIKAANSE OPSOMMING: MIVNIGS plaas baie druk op mense wat met die siekte moet saamleef. Insig rakende die prosesse van spanning en hantering daarvan en hoe dit verband hou met mense wat met MIVNIGS moet saamleef, het die potensiaal om die aard van die dienste wat aan die spesifieke populasie gelewer word, in te lig. Sosiale ondersteuning blyk 'n bemiddelende rol te speel in spanningsresponse en word ook beskou as 'n probleemgefokusde hanteringsmeganisme. Die betrokke werkstuk bied 'n oorsig van die literatuur rakende spanning, hantering en sosiale ondersteuning. Dit is gefokus daarop om bystand te verleen aan gesondheidsorg werkers om hulle insig te gee hoe hierdie kwessies met MIVNIGS verband hou. Dit poog ook om aan te toon hoe gesondheidsorgwerkers en spesifiek sielkundiges, hul unieke bevoegdhede en vaardighede kan benut om die wat met MIVNIGS moet saamleef, se kwaliteit van lewe te verryk.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The primary goal of this cross-cultural study was to determine how low-income female farm workers in the Western Cape of South Africa, describe their own coping mechanisms. Eight participants were asked to respond to an open-ended question on how they cope with life's difficulties. The current study formed part of a larger project entitled: "Forgotten women on farms". The psychological distress and resilience of female farm workers of colour in the Western Cape: exploring the possibilities for mental health support (Kruger, 1998). The coping interviews were analyzed by means of grounded theory. Analysis revealed that 28 coping mechanisms were identified by the participants themselves. A distinction was made between problem-focused coping mechanisms and emotion-focused coping mechanisms. Out of the 28 identified mechanisms, 8 were categorized as problem-focused coping mechanisms, while 20 were categorized as emotion-focused coping mechanisms, suggesting that the participants predominantly employ emotion-focused coping mechanisms. It was also found that the emotion-focused coping mechanisms employed by the participants often involved an avoidance of emotion. The findings were discussed by: (i) Critically discussing the way in which emotion-focused coping is traditionally defined within the coping literature. (ii) Comparing this to the conceptualization of the role of emotion by authors of trauma literature. Possible reasons for the prevalent use of emotion-focused coping mechanisms in this particular population were provided. The implications of these findings for assessment of coping strategies and for mental health care in this population were discussed. / AFRIKAANSE OPSOMMING: Ole hoofdoeisteiling van hierdie kruis-kulturele studie was om vas te stel hoe laeinkomste vroueplaaswerkers in die Wes-Kaap van Suid-Afrika hulle eie streshanteringsmeganismes beskryf. Agt deelnemers is gevra om op "n oop vraag oor hoe hulle lewensmoeilikhede hanteer, te reageer. Hierdie studie vorm deel van "n groter projek getiteld "Forgotten women on farms". The psychological distress and resilience of female farm workers of colour in the Western Cape: exploring the possibilities for mental health support (Kruger, 1998). Hierdie onderhoude oor streshantering is ontleed m.b.v. "grounded theory". Analise het getoon dat 28 hanteringsmeganismes deur die deelnemers self ge"ldentifiseer is. Onderskeid is gemaak tussen probleem-gerigte hanteringsmeganismes en emosioneel-gerigte hanteringsmeganismes. Uit die 28 gerdentifiseerde meganismes, is 8 gekategoriseer as probleem-gerigte hanteringsmeganismes, terwyl 20 gekategoriseer is as emosioneel-gerigte hanteringsmeganismes, duidend daarop dat deelnemers grootliks van emosioneel-gerigte hanteringsmeganismes gebruik maak. Daar is ook gevind dat die emosioneel-gerigte hanteringmeganismes dikwels "n vermyding van emosie behels het. Hierdie bevindinge is bespreek deur: (i) Die manier waarop emosioneel-gerigte hanteringsmeganismes tradisioneel in die literatuur gedefinieer word krities te bespreek. (ii) "n Vergelyking te tref met die wyse waarop die rol van emosie deur die outeurs van trauma literatuur gekonseptualiseer word. Moontlike redes vir die groter gebruik van emosioneel-gerigte hanteringsmeganismes in hierdie spesifieke populasie is voorsien. Die implikasies van hierdie bevindinge vir die meting van hanteringsmeganismes en vir geestesgesondheidsdienste binne hierdie populasie is bespreek.

Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study investigated the association between functional status in fibromyalgia patients and helplessness, self-efficacy, social support and cognitive appraisal. Patients' assessments of their pain and global severity of illness (as rated on a visual analog scale) as well as a physician's rating of global severity, tended to correlate with helplessness and pain-related self-statements. Patients' perceived change in difficulty and satisfaction regarding activities of daily living (measured by means of the Modified Health Assessment Questionnaire) correlated negatively with self-efficacy beliefs and relationship strain, while patients' subjective assessment of their global improvement was related to self-efficacy. The objective rating by a physician of tender points correlated with catastrophizing self-statements and opportunity for confiding. / AFRIKAANSE OPSOMMING: In hierdie studie is die verband tussen die funksionele status van pasiënte met fibromialgie en die belewing van hulpeloosheid, selfdoeltreffendheid, sosiale ondersteuning en bepaalde kognisies ondersoek. Pasiënte se beoordeling van hulle ervaring van pyn en die globale ems van hulle siekte (soos beoordeel met behulp van 'n visuele analoogskaal), asook die geneesheer se beoordeling van die ems van hulle siekte, het met hulpeloosheid en pynverwante kognisies gekorreleer. Hulle waarneming van die verandering in die uitvoerbaarheid van, en hulle tevredenheid met hulle daaglikse aktiwiteite (gemeet met die Modified Health Assessment Questionnaire) het negatief verband gehou met selfdoeltreffendheid en verhoudingstremmings, terwyl hulle globale beoordeling van die verbetering in hulle siekte met selfdoeltreffendheid gekorreleer het. Die objektiewe assessering deur 'n geneesheer van sensitiewe liggaamsareas het verband getoon met disfunksionele kognisies (katastrofering) en vertroue in ander.

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The level of unemployment in Lesotho has reached an alarming rate and this situation is compounded by massive mine retrenchments (Central Bank of Lesotho, 2001: 22). Given this background, it is imperative to gain a deeper understanding of the career life histories of retrenched Basotho migrant labourers in order to explain their perceptions/attitudes regarding education. In-depth individual interviews with 26 retrenched mineworkers were conducted for collecting data and a grounded theory approach was followed in analysing the data. The life histories of the men were critically investigated, from the time before they were employed in the mines, to the stage when they were working in the mining industries. The enquiry continued to a stage when they were retrenched from the mines. Their lives after retrenchment were looked at to establish whether they had acquired skills whilst they were employed in the mines. The objective was to determine whether the skills acquired were useful to them after retrenchment and if they could secure them employment in other sectors of the economy besides the mines. The study revealed that most of the migrant labourers had not acquired other skills besides those that were offered in the mines. As a result, all of the men were unemployed becausethey lacked skills that were relevant to the economy of Lesotho. Retrenched migrant labourers reported that education was important, especially for their children. For them, they indicated that they could pursue education if they would be employed in the mines again of it is offered where they would be employed, on the job training. The question is whether these men will secure employment in other sectors in Lesotho given that they lack relevant skills. It is advisable, therefore, for the government of Lesotho to facilitate career guidance in the country to encourage these men to acquire marketable skills and to promote employment creation. / AFRIKAANSE OPSOMMING: Die werkloosheidsyfer in Lesotho het 'n ontstellende vlak bereik en hierdie situasie word vererger deur massiewe afdankings by die myne (Central Bank of Lesotho, 2001: 22). Dit is dus noodsaaklik, gegee hierdie agtergrond dat 'n beter begrip van die beroepsgeskiedenisse van afgedankte Basotho trekarbeiders omskryf word om hulle persepsies/houdings jeens opvoeding vas te stel. Daar is individuele in-diepte onderhoude gevoer met 26 afgedankte mynwerkers om data in te samel en 'n gegronde teorie aanslag is gevolg in die analise van die data. Die lewensgeskiedenisse van die mans is krities ondersoek, vanaf die tydperk wat hulle in diens geneem is in die myne tot hulle indiensneming in die mynindustrieë. Die ondersoek sluit ook die afdankings periode in. Hulle lewens na afdanking is ook ondersoek om vas te stelof hulle vaardighede tydens hulle diens in die myne aangeleer het. Die doelstelling hiermee was om vas te stelof die aangeleerde vaardighede indiensname in ander sektore kon verseker na hulle afgedank is. Die studie toon dat die meeste trekarbeiders nie enige ander vaardighede aangeleer het as wat hulle in die myne gebruik het nie. Dit het daartoe gelei dat hulle nie geskik is vir werk in ander sektore aangesien hulle nie oor relevante vaardighede beskik nie. Afgedankte trekarbeiders het aangedui dat opvoeding belangrik is, veral vir hulle kinders. Hulle het wel aangedui dat hulle verdere opleiding sou wou ontvang indien hulle weer in diens geneem word of as deel van in-diens opleiding. Die kwessie is egter of hierdie mans in ander sektore in diens geneem sal word aangesien hulle nie oor die nodige vaardighede beskik nie. Dit word dus aanbeveel dat die Lesotho regering beroepsleiding te fasiliteer om hierdie mans aan te moedig om bemarkbare vaardighede te kry as ook om werkverskaffing aan te moedig.

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study was undertaken to address the need for a multi-sectoral approach to sexuality education among adolescents. The rise in teenage pregnancies and the rapid spread of the HIV virus urged the researcher to assess how different sectors within communities can work together to sexually educate adolescents. The goal of the research is to initiate planning of prevention- and educational strategies among all sectors of the community. It is hoped that these programmes may provide adolescents with the necessary skills to make informed decisions regarding their sexuality. The use of a multi-sectoral approach to sexuality education was evaluated by means of a exploratory study and a comparison between the findings of questionnaires and existing literature. In chapter two the nature of sexuality education is assessed. Chapter three focuses on the specific multi-sectoral approach to this sexuality education. In chapter four the findings of the empirical study is discussed. Recommendations for further research is made in chapter five. / AFRIKAANSE OPSOMMING: Die behoefte vir ’n multi-sektorale benadering tot seksualiteitsopvoeding was die hoof uitgangspunt van die studie. Met die verhoging in tienerswangerskappe en die verspreiding van die MIV-virus was dit vir die navorser belangrik om ondersoek in te stel na hoe verskillende sektore in die gemeenskap kan saamwerk om sodoende adolessente van seksualiteitsopvoeding te voorsien. Hierdie navorsing het ten doel om ’n raamwerk vir maatskaplike werkers in diens van gesinsorganisasies daar te stel vir die benutting van ’n multi-sektorale benadering tot seksualiteitsopvoedingsprogramme vir adolessente. Holistiese, jeugvriendelike intervensie en dienslewering deur multi-sektorale samewerking word ten doel gestel. By wyse van ’n verkennende studie asook ’n vergelyking tussen die bevindinge van vraelyste en bestaande literatuur was die kwessie rondom die benutting van ’n multisektorale benadering tot seksualiteitsopvoedingsprogramme geevalueer. In hoofstuk twee behandel die skrywer die aard van seksualiteitsopvoedingsprogramme en fokus op ’n multi-sektorale benadering tot sodanige programme in hoofstuk drie. ’n Bespreking oor die empiriese ondersoek wat geloots is word in hoofstuk vier gegee en in hoofstuk vyf word aanbevelings vir verdere studie gemaak.

Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2007. / The study explored the potential of rugby as a developmental experience, not only in terms of the motor skills that lead to competence in rugby, but also in terms of learning more about the life-skill of goal setting. A 10 session pre-season programme entitled “More than Rugby” was designed and implemented in order to determine whether combining skill instruction with activities specifically designed to increase an understanding of goal setting had an impact on either the development of rugby competence or understanding about goal setting and perceptions of its use. A repeated measures experimental design was followed, with two groups of high school rugby players from similar sporting backgrounds involved: An experimental group who received pre-season rugby training as well as an intervention programme dealing with goal setting, and a control group who received only the pre-season rugby training, but no special goal setting activities. Both groups were pre tested and post tested on their rugby competence (through an individual rugby skill test circuit) and their understanding of goal setting The self reported use of goal setting perceptions, the relationship between goals and performance and the effects of goals on players was measured by means of a questionnaire (adapted GSI). The results revealed a significant improvement in the quality of rugby skills of the experimental group, but no significant improvement was found in the quality of the rugby skills of the control group. Both groups showed improvement in the speed at which rugby skills were performed, but in neither case was the improvement significant. The understanding of goal setting and the knowledge of setting goals did not improve significantly for either group. It can be concluded that the inclusion of life skills content and activities, such as goal setting in rugby development programmes will not detract from skill development outcomes. Although it can be noted that the greater improvement in skill levels was achieved by the group who received goal setting, more research is recommended to explain the positive link between life skills development and sport skills development.