Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied. / ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

No abstract available. / Dissertation (MEd)--University of Pretoria, 1952. / gm2014 / Education Management and Policy Studies / Unrestricted

Die swart kind in Suid-Afrika is weens die proses van akkulturasie blootgestel aan die westerse kultuur. Die veranderende sosiale omgewing waarin hy hom bevind, ontwrig sy bestaanswyse sodanig dat sy geestesgesondheid in gedrang kom. 'n Tekort aan swart opvoedkundige-sielkundiges gee aanleiding tot kruiskulturele betrokkenheid om in die behoefte aan pedoterapeutiese begeleiding in die swart gemeenskap te kan voorsien. Kruiskulturele terapie staan in die brandpunt van die swart kleuter se geestesgesondheidsorg. Die taalprobleem, 'n kultuurvakuum, rassevooroordeel, sosiale verskille en selfs lewensopvatlike verskille, kan kommunikasieprobleme meebring. Daar is bevind dat kennis aangaande die swart kind se kultuur en sy sosiale strukture kan bydra tot begrip van die kind. Akkulturasie verminder kultuurverskille in afwykings in Suid-Afrika. 'n Universele benadering in terapie, wat oor die grense van kultuurinhoud strek, word aanbeveel om die afwykenheid op te hef. Speel as kommunikasiemedium is aan die hand gedoen om die swart kind se betekeniswereld aan die orde te stel. Die speelgoed, speletjies en speelwyses van die swart kind is beskou ten einde die speelmateriaal vir kruiskulturele terapie te kon saamstel. Verder blyk dit dat die speelterapeut se houding van warmte, empatie en opregtheid van deurslaggewende belang kan wees om rapport met die kind te stig. Terapeutiese verandering berus op 'n leerproses; 'n ervaring en verkenning waarvan die kwaliteit daarvan afhang van die interaksie tussen twee persone in die hier-en-nou en nie soseer deur hulle kulturele agtergrond nie. Voortspruitend uit die navorsingbevindinge word bepaalde aanbevelings gemaak ten aansien van die rol van die terapeut as die fasiliteerder van die speelgebeure en ook ten aansien van kruiskulturele terapie. Verder is aanbevelings gedoen omtrent die toerusting van die speelruimte, speelmateriaal, speelgoed en speelwyses van die swart kind. Dit blyk dat daar ruimte is vir verdere navors1ng op die gebied van die onderskeie pedagogiek-dissiplines ten opsigte van kruiskulturele bemoeienis met die kind. Die terapeut het 'n professionele verantwoordelikheid teenoor die swart kind met probleme wat op hom aangewys is vir hulp. Verder het die terapeut ook 'n verantwoordelikheid teenoor die samelewing deur die uiteenlopenheid van die menslike natuur te erken, te aanvaar en te respekteer. Dit is nie die verskille tussen mense nie, maar dit is die houding wat die individu teenoor daardie verskille inneem, wat as struikelblokke in die weg le tot sinvolle kultuurkontak. Verskille sal daar altyd wees, maar houdings kan verander. ENGLISH : The black child in South-Africa is exposed to the western culture. Due to the process of acculturation he finds himself in a changing social environment which disrupts his existing social security in such a way, that his mentality becomes affected. A shortage of black Educational Psychologists in the community, leads to cross-cultural involvement to provide in the need for pedotherapeutical guidance. Cross-cultural therapy seems to be the centre of attention concerning the mentality of the black child. The language problem, a cultural vacuum, racial discrimination, social differences and even differences concerning view of life, may cause communication problems. Knowledge concerning the black culture as well as social structures in the community of the black child, contribute to a relationship of understanding. In South-Africa the cultural differences concerning deviation decreases due to acculturation. An universal approach in therapy, which extend the boundaries of the con tense of a culture, is recommended to abolish deviation. Play as a medium of communication is advocated to put right the experiences of the black child. The toys, games and ways of playing of the black child is studied in order to compile the equipment necessary for cross-cultural therapy. The warm, sincere and empathic attitude of the therapist plays a vital part in the therepeutical relationship. Therapeutical changes submit to a learning process: experiencing and exploring a relationship from which the quality depend upon the two persons involve in the here-and-now and not upon their cultural background. The relationship and interaction between the therapist and the child is of greater importance than their cultural differences. From the research results certain recommendations are done with regard to the role of the therapist as well as with regard to cross-cultural therapy. Further recommendation concern the equiping of the playroom, playthings, toys and games of the black child. The final conclusion of this study is that the therapist has a proffesional responsibility to the black child in need. Further more the therapist carries a responsibility towards the society to acknowledge, to accept and to respect the divergence of human nature. It is not the differences between people, but their attitudes towards these differences, which stand in the way of closer cultural contact. There will always be differences, but attitudes are adaptable. / Dissertation (MEd)--University of Pretoria, 1991. / Educational Psychology / unrestricted

Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn and teach. There have been various challenges, problems and criticisms regarding traditional auditing and accounting education. Auditing lecturers therefore have a responsibility to investigate methods or aids that can assist lecturers in addressing these challenges, problems and criticisms in order to educate future auditors who have the knowledge, understanding and skills to function effectively in the workplace. The primary objective of this study was therefore to evaluate whether the learning and lecturing difficulties experienced may be addressed effectively through the use of an educational auditing information technology-based game, which was developed during the course and as a result of this study. The perceptions of third-year auditing students at North-West University regarding the use of this game as an educational aid in auditing education were tested through a questionnaire that was also developed as part of this study. The study involved dividing the participants into an experimental and control group. The experimental group played the educational computer game, while the control group completed the case question from which the educational game was developed. The students then completed the same questionnaire. The main findings of the study were that the educational computer game was equal in educational value to the case method, while factors such as joy, engagement and motivation were rated higher for the computer game than for the case method. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014

Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn and teach. There have been various challenges, problems and criticisms regarding traditional auditing and accounting education. Auditing lecturers therefore have a responsibility to investigate methods or aids that can assist lecturers in addressing these challenges, problems and criticisms in order to educate future auditors who have the knowledge, understanding and skills to function effectively in the workplace. The primary objective of this study was therefore to evaluate whether the learning and lecturing difficulties experienced may be addressed effectively through the use of an educational auditing information technology-based game, which was developed during the course and as a result of this study. The perceptions of third-year auditing students at North-West University regarding the use of this game as an educational aid in auditing education were tested through a questionnaire that was also developed as part of this study. The study involved dividing the participants into an experimental and control group. The experimental group played the educational computer game, while the control group completed the case question from which the educational game was developed. The students then completed the same questionnaire. The main findings of the study were that the educational computer game was equal in educational value to the case method, while factors such as joy, engagement and motivation were rated higher for the computer game than for the case method. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014

Bibliography / Thesis (MEd))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMIMG: Die transformasie vanaf ʼn tradisionele onderwysstelsel na ʼn inklusiewe stelsel het ʼn perspektiefverandering tot gevolg gehad. Die verandering in perspektief het ʼn verskuiwing weg van ʼn klem op individuele diagnose en voorskriftelike terapeutiese intervensies deur professionele persone, na ʼn groter klem op die ontwikkeling van samewerkende en konsulterende verhoudings tussen onderwysers, professionele persone en ouers meegebring. Hierdie verandering in denke het ʼn invloed gehad op die rolle van onderwysers, skoolhoofde en ondersteuningspersoneel. In hierdie studie word daar spesifiek gefokus op die rol- en praktykomskakelings van die eertydse remediërende onderwysers na leerondersteunende onderwysers (leerondersteuners). Navorsingstudies het getoon dat die rol van die leerondersteuner tans baie meer omvattend is as vroeër, met die gevolg dat die volgende navorsingsvrae ontstaan het: Wat is die rol van leerondersteuners binne inklusiewe onderwys en watter ervarings het hulle gehad tydens hul rol- en praktykomskakelings? Die doel van hierdie generiese interpretatiewe navorsingstudie was om vier leerondersteuners wat voorheen as remediërende onderwysers gewerk het se ervarings van hul rol- en praktykomskakelings te analiseer, te beskryf en te verduidelik. Die studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe navorsingsontwerp gerig het. Data is deur middel van semi-gestruktureerde en fokusgroeponderhoude asook dokumente van die Wes-Kaap Onderwysdepartement gegenereer. Die onderhoudsdata is getranskribeer en verwerk. Bevindinge het getoon dat al die leerondersteuners unieke ervarings gehad het. Daar was egter ʼn ooreenkoms in die ervaring van ʼn klemverskuiwing wat plaasgevind het vanaf remediërende onderwys na leerondersteuning. ʼn Belangrike aspek wat uit die data voortgespruit het, was dat leerondersteuners se daaglikse take en verantwoordelikhede by hul spesifieke skole grootliks van mekaar verskil het, vanweë die verskillende skoolkontekste. Daar is verder bevind dat daar ʼn leemte is in die ondersteuning wat leerondersteuners aan onderwysers bied. Voorstelle is gemaak om ondersteuningsnetwerke te vorm binne die verskillende sisteme van die leerder se konteks, sodat skole omgeskakel kan word na inklusiewe gemeenskappe. / ENGLISH ABSTRACT: The transformation from a traditional education system to an inclusive education system implies a change in perspectives. Perspectives in education support that have traditionally focused on the so-called medical deficit approach have since changed to a model that focuses on inclusive education. An inclusive education system moves away from an approach that focused on diagnosis and treatment, to a system where the removal of stumbling blocks within society and the participation of all people, especially those with differences, in the everyday life of society, are recognised. The change in perspective requires the transformation in the roles of education support professionals. This study focuses specifically on these role conversions that the former remedial teachers have to make in becoming learning support teachers. Research has shown that the role of learning support teachers is more comprehensive within an inclusive system. This led to the following research questions: How do learning support teachers experience their role conversion? Because studies proved it to be problematic to define the role of the learning support teacher, due the influence of the context on their work, a second question arose: What is the role of the learning support teacher within an inclusive education system? The purpose of this generic qualitative study was to analyse, describe and explain the experiences of four remedial teachers during their role conversion to learning support teachers. The study was conducted within an interpretive paradigm which guided the qualitative research design. Data was generated by means of semi-structured and focus group interviews and included relevant documents from the Western Cape Education Department regarding the role of learning support teachers and inclusion. The interview data were transcribed and analysed. The findings show that all the learning support teachers had unique experiences during the role conversion. An important aspect that resulted from the data was that the day-to-day operations and responsibilities of learning support teachers differed from one another, due to the difference in the school contexts. vi An additional outcome of the analysis identified a lack of support for teachers. Recommendations are made to create support networks within the different systems of the learner‟s context to ensure that schools are converted to inclusive communities

The aims of this study were to determine: • The nature of job stress. • Factors causing job stress in management personnel. • The perceived severity or intensity of job stress in management personnel in secondary schools. • The frequency of occurrence of job stress in management personnel in secondary schools. In order to achieve these aims a literature study and empirical investigation were undertaken. The data was investigated and evaluated and certain conclusions were made. Appropriate primary and secondary sources were used in the literature study. A DIALOG search was conducted using the following key words: job stress, occupational stress, career stress, work stress, management and education. The nature of job stress and factors causing job stress in management personnel were discussed. Spielberger's Job Stress Survey (JSS) was used for the empirical investigation. This questionnaire was designed to determine the amount of stress associated with a particular event and the frequency of its occurrence. The population consisted of the management teams (principals, deputy principals and heads of department) of 180 randomly selected secondary schools throughout South Africa. The management teams of 102 secondary schools throughout South Africa constituted the sample. The data obtained in the empirical investigation was statistically analysed and interpreted. In conclusion the study was summarised, findings were reported and specific recommendations were made for implementation in practice and for further research. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The aims of this study were to determine: • The nature of job stress. • Factors causing job stress in management personnel. • The perceived severity or intensity of job stress in management personnel in secondary schools. • The frequency of occurrence of job stress in management personnel in secondary schools. In order to achieve these aims a literature study and empirical investigation were undertaken. The data was investigated and evaluated and certain conclusions were made. Appropriate primary and secondary sources were used in the literature study. A DIALOG search was conducted using the following key words: job stress, occupational stress, career stress, work stress, management and education. The nature of job stress and factors causing job stress in management personnel were discussed. Spielberger's Job Stress Survey (JSS) was used for the empirical investigation. This questionnaire was designed to determine the amount of stress associated with a particular event and the frequency of its occurrence. The population consisted of the management teams (principals, deputy principals and heads of department) of 180 randomly selected secondary schools throughout South Africa. The management teams of 102 secondary schools throughout South Africa constituted the sample. The data obtained in the empirical investigation was statistically analysed and interpreted. In conclusion the study was summarised, findings were reported and specific recommendations were made for implementation in practice and for further research. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

Paternal incest is the intimate sexual contact between biological, step or foster fathers and their children. These father-figures include the live-in partners of the non-offending mother. The actual incidence of paternal incest in South Africa is not known; however, the South African Police Services report the incidence of incest in the Western Cape for 2011/2012 to be the second highest in South Africa. When children reveal the incest to any person, this is called disclosure. After disclosure and with the removal of the paternal figure from the family unit, the mother or grandmother is responsible for the sole care of the child-victim and becomes the primary caregiver. However, in the South African context it is traditionally accepted that the grandmother assumes the role of primary caregiver of the child where the child’s mother and/or father are unable to fulfil their parental role adequately. Therefore in this study, “primary caregivers” refers to mothers and maternal grandmothers. In the South African context, limited studies have been done that explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest. There is also a lack of information on how to support these primary caregivers in the abovementioned context. The aim of this study was firstly to explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest and secondly to use these experiences to suggest guidelines that may be utilised by practitioners (such as social workers and registered counsellors) to develop support programmes for these caregivers. The research was conducted at a non-profit organisation in the Western Cape Province of South Africa, that provides psychosocial services and where cases of paternal incest are referred for intervention. A qualitative, phenomenological research design was applied in this study to obtain rich data. Six primary caregivers were chosen through purposive sampling, on the basis that their children or grandchildren were exposed to paternal incest within the last five years. Of these, four were mothers and two were maternal grandmothers who were responsible for the children. Data was collected through in-depth interviews and was analysed thematically. Two main themes emerged from the study. The first theme involved reactions to the disclosure and its aftermath, which encompassed emotional, cognitive and physiological reactions that are similar to secondary traumatisation. The second theme was coping strategies that emerged to deal with the disclosure and its aftermath, which encompassed effective coping strategies (behavioural coping strategies to actively solve problems and the presence of social support), unhealthy or negative coping strategies (behavioural coping strategies of avoidance) and threats to coping (a lack of social support). The contribution of this study lies in the suggestion of guidelines for the support of primary caregivers whose children or grandchildren were exposed to paternal incest. These guidelines include the provision of emotional support, multidisciplinary practitioner support and educational support programmes. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Paternal incest is the intimate sexual contact between biological, step or foster fathers and their children. These father-figures include the live-in partners of the non-offending mother. The actual incidence of paternal incest in South Africa is not known; however, the South African Police Services report the incidence of incest in the Western Cape for 2011/2012 to be the second highest in South Africa. When children reveal the incest to any person, this is called disclosure. After disclosure and with the removal of the paternal figure from the family unit, the mother or grandmother is responsible for the sole care of the child-victim and becomes the primary caregiver. However, in the South African context it is traditionally accepted that the grandmother assumes the role of primary caregiver of the child where the child’s mother and/or father are unable to fulfil their parental role adequately. Therefore in this study, “primary caregivers” refers to mothers and maternal grandmothers. In the South African context, limited studies have been done that explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest. There is also a lack of information on how to support these primary caregivers in the abovementioned context. The aim of this study was firstly to explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest and secondly to use these experiences to suggest guidelines that may be utilised by practitioners (such as social workers and registered counsellors) to develop support programmes for these caregivers. The research was conducted at a non-profit organisation in the Western Cape Province of South Africa, that provides psychosocial services and where cases of paternal incest are referred for intervention. A qualitative, phenomenological research design was applied in this study to obtain rich data. Six primary caregivers were chosen through purposive sampling, on the basis that their children or grandchildren were exposed to paternal incest within the last five years. Of these, four were mothers and two were maternal grandmothers who were responsible for the children. Data was collected through in-depth interviews and was analysed thematically. Two main themes emerged from the study. The first theme involved reactions to the disclosure and its aftermath, which encompassed emotional, cognitive and physiological reactions that are similar to secondary traumatisation. The second theme was coping strategies that emerged to deal with the disclosure and its aftermath, which encompassed effective coping strategies (behavioural coping strategies to actively solve problems and the presence of social support), unhealthy or negative coping strategies (behavioural coping strategies of avoidance) and threats to coping (a lack of social support). The contribution of this study lies in the suggestion of guidelines for the support of primary caregivers whose children or grandchildren were exposed to paternal incest. These guidelines include the provision of emotional support, multidisciplinary practitioner support and educational support programmes. / MA (Psychology), North-West University, Potchefstroom Campus, 2014