61 |
'n Spelterapieprogram vir die adolessente dogter wat seksueel misbruik is (Afrikaans)Kotze, Etna 13 December 2006 (has links)
This research deals with a play therapy programme that was developed, implemented and evaluated with fifteen adolescent girls from three different ethnical backgrounds, namely Xhosa, Coloured and white. Five girls from each respective ethnical background were selected by means of purposeful sampling. The goal of this research was to implement and evaluate a play therapy programme for die adolescent girl that was sexually abused. In order to achieve this goal, information was gathered and a theoretical framework built with the help of a literature study. A critical investigation was done on existing intervention programmes for adolescents that were sexually abused, a play therapy programme for the adolescent girl that was sexually abused was developed, implemented, evaluated and recommendations were made for the use of the programme with the different ethnical groups, namely Xhosa, Coloured and white. Applied research was done; the researcher exploited existing knowledge to gather new knowledge to address immediate problems that professional people experience in practice. Within the context of applied research the goal of this study was to do intervention research. The researcher used a single-system design, A-B-A-A, to determine the effectiveness of the play therapy programme with adolescent girls from three ethical groups, namely: Xhosa, Coloured and white. A Research hypothesis was made, namely: If the play therapy programme is implemented with the adolescent girl, her self-perception and trauma-dynamic-elements will improve. The researcher used Creswell’s mixed methodology design model. A standardized scale, namely the Child Functioning Inventory - High School, was used to measure the adolescent girls’ self-perception and trauma-dynamic-elements before and after intervention. The researcher conducted a semi-structured interview, in conjunction with an interview schedule, with the respondent’s parent(s) before and after intervention. The researcher observed the respondents during the therapy sessions, field notes were made and every session were describe by means of report writing. The researcher had a follow-up interview three months after the post measurement with the adolescent and parent(s), to monitor the long-term effect of the play therapy programme after termination. The self-perception and trauma-dynamic-elements of every respondent that took part in the research and completed the therapeutic process, improved. The conclusion can therefore be made that the play therapy programme can be used successfully with the three ethnical groups, namely Xhosa, Coloured and white. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted
|
62 |
Teachers' experiences of power relations as psychological violence / Alecia Human-van der WesthuizenHuman-van der Westhuizen, Alecia January 2012 (has links)
The purpose of this study is to examine teachers’ experiences of power relations as
psychological violence and the impact it has on their health. This study, using a qualitative
approach, thus investigates the association between power relations and the dimensions
thereof and how it manifests as psychological violence. In turn, it may have detrimental
effects on the health of the teacher and the whole teaching-learning process. Based on the
findings, recommendations for this - and future research - are proposed.
Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven
participants indicated their willingness to be individually interviewed for the study. The
qualitative findings indicated that teachers experience power relations as psychological
violence, it is experienced severely and emanates mostly from colleagues in management
positions. The most prevalent and severe forms of power relations as psychological violence
as experienced by teachers include being subjected to power abuse from principals; being
subjected to autocratic management styles and management’s power abuse through the
abdication of responsibility. The most severe physical health consequenses as experienced
by teachers include feeling tired and experiencing physical ill health. It further emerged that
the most severe phychological health consequenses were experienced in the form of feelings
of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity
and motivation were the most severe behavioural consequense because of the experience of
power abuse as psychological violence. Teachers’ personal and family relations and
teachers withdrawing socially were the most evident social consequense due to negative
experiences.
The findings from the study indicated that teachers experience power relations as
psychological violence in various forms and that it is highly prevalent. The research results
have shown that teachers identified many dimensions of power relations, such as
management styles, the perception or experience of someone’s power or “weak point”,
possessing no power or status, female teachers being treated in a subordinate manner and
racial or cultural differences of others as a contributer to abuse power in relationships at
school.
This study contributes towards the power relations and psychological violence literature in
general and in particular, teachers’ experiences in South Africa. In the light of the findings
the study recommends that teacher support programmes should be put in place in order to
address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information
about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
|
63 |
Teachers' experiences of power relations as psychological violence / Alecia Human-van der WesthuizenHuman-van der Westhuizen, Alecia January 2012 (has links)
The purpose of this study is to examine teachers’ experiences of power relations as
psychological violence and the impact it has on their health. This study, using a qualitative
approach, thus investigates the association between power relations and the dimensions
thereof and how it manifests as psychological violence. In turn, it may have detrimental
effects on the health of the teacher and the whole teaching-learning process. Based on the
findings, recommendations for this - and future research - are proposed.
Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven
participants indicated their willingness to be individually interviewed for the study. The
qualitative findings indicated that teachers experience power relations as psychological
violence, it is experienced severely and emanates mostly from colleagues in management
positions. The most prevalent and severe forms of power relations as psychological violence
as experienced by teachers include being subjected to power abuse from principals; being
subjected to autocratic management styles and management’s power abuse through the
abdication of responsibility. The most severe physical health consequenses as experienced
by teachers include feeling tired and experiencing physical ill health. It further emerged that
the most severe phychological health consequenses were experienced in the form of feelings
of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity
and motivation were the most severe behavioural consequense because of the experience of
power abuse as psychological violence. Teachers’ personal and family relations and
teachers withdrawing socially were the most evident social consequense due to negative
experiences.
The findings from the study indicated that teachers experience power relations as
psychological violence in various forms and that it is highly prevalent. The research results
have shown that teachers identified many dimensions of power relations, such as
management styles, the perception or experience of someone’s power or “weak point”,
possessing no power or status, female teachers being treated in a subordinate manner and
racial or cultural differences of others as a contributer to abuse power in relationships at
school.
This study contributes towards the power relations and psychological violence literature in
general and in particular, teachers’ experiences in South Africa. In the light of the findings
the study recommends that teacher support programmes should be put in place in order to
address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information
about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013
|
Page generated in 0.0317 seconds