This study explores trainees' experiences of power dynamics within a ritualised training context, with reference to the three major aspects of the study: training, ritual and power. The psychotherapeutic training took place at Agape, a community-based counselling service in Mamelodi, whose theoretical approach to training included a mixture of postmodern, ecosystemic and African traditions. A substantial literature survey examines the major concepts and issues related to the research subject, such as psychotherapeutic training approaches, the philosophies and theories that may inform training procedures, ritual practices in psychotherapy, and organisational and power aspects of psychotherapeutic training. The research process was executed using the qualitative, interpretive research methodology. A sample of six of the trainees who had completed their training at this placement was interviewed, and two of the trainers. The researcher's reflections on her own training experiences are woven into the material. Using the interview technique and through asking a series of open-ended questions, the researcher obtained an account of the subjective, sacralised training interactions at Agape. Themes were identified that had emerged during the interview process. In brief, the themes referred to trainees' theoretical and practical experiences in the training placement, how they made sense of the sacralised therapeutic experiences, and comments on their relationship with trainers and fellow trainees. The most common theme that emerged was that of power. The end product of this study portrays the trainees' understandings of power within a sacralised psychotherapeutic context and their responses to this. This study makes explicit the links between ritualisation and power within an evaluative psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)

Educational Studies / D. Ed.(Psychology of Education)Educational Studies

Zusammenfassung Die vorliegende Forschungsarbeit unternimmt den Versuch, einen konzeptionellen Entwurf einer empirischen Missionswissenschaft als Grundlagenforschung zu entwickeln, der im Praxisfeld durchgeführt wird. Dabei soll die intradisziplinäre Vorgehensweise einen methodologischen Zugang sozialwissenschaftlicher Methoden zur Missionswissenschaft möglich machen. Als Grundlage wird ein Einblick in die sozialwissenschaftliche und missionswissenschaftliche Forschung gegeben und daraus ein eigener, empirisch-theologischer Praxiszyklus entwickelt, der die Methodologie der Untersuchung darstellt. Die inhaltliche Forschungsarbeit fragt nach Gottesvorstellungen von Jugendlichen aus missionswissenschaftlicher Sicht. Dabei wird die Möglichkeit missionarischer Begegnung und Ansprechbarkeit von Jugendlichen im Kontext der kulturellen Veränderungen des postmodernen Paradigmemwechsels beleuchtet. Die Frage, wie Gottesvorstellungen von Jugendlichen gesellschaftlich geprägt und wie sich dies auf ihre Religiosität in ihrem Alltag auswirkt, spielt in diesem Zusammenhang eine wichtige Rolle. Deshalb wird nicht nur der aktuelle Forschungsstand zur Thematik untersucht, sondern 18 Jugendliche werden in Form von halbstandardisierten Interviews qualitativ befragt und ihre Aussagen empirisch-missiologisch ausgewertet. Die Thesis hat somit zweierlei Zielsetzungen: Zum einen geht es um eine empirisch-theologische Studie zur Erforschung von Gottesvorstellung bei Jugendlichen im Hinblick auf ihre missionarische Ansprechbarkeit. Zum anderen zielt sie darauf ab, durch Umsetzung des empirisch-theologischen Praxiszyklus einen Typus zu entwickeln, der auch künftig in der Missionswissenschaft für empirisch-theologische Erhebungen eingesetzt werden kann. Summary The intention of this research project is to evolve a concept for empirical missiology as a method of fundamental research and to apply it in practice. Through the usage of an intradisciplinary approach, access to missiology via the methodology of the social sciences is rendered possible. To establish a basis, an insight into social as well as missiological research will be given, and an inherent, empirical-theological praxis cycle will be developed. This praxis cycle is the methodology of this research paper. Concerning content, this research paper scrutinises the image of God held by juveniles from a missiological point of view. It considers the missionary receptiveness of juveniles in the context of cultural change in the postmodernist shift of paradigm. In how far are juvenile concepts of God marked by the correspondent social environment and does that have an impact on their everyday religious behaviour? Consequently not only the current state of research will be evaluated but, furthermore, the half-standardised qualitative interviews of 18 juveniles will be enclosed and their answers analysed on an empirical- missiological basis. Hence, this thesis has a twofold aim; one considers empirical-theological research as a way of evaluating concepts of God among juveniles with regard to their missionary receptiveness. The other implements the empirical-theological praxis cycle aiming to develop a type which enables further empirical-theological investigation in missilogy. / Christian Spirituality, Church History and Missiology / D.Th.

Text in Afrikaans / In this thesis the term post-colonialism in the Afrikaans drama is investigated, focussing on the post-sixties. The term post-colonialism is difficult to define. Not only are theories of post-colonialism in a state of continuous flux and shifting emphasis, but as a result of different colonial dominations, separate identities have been constructed in South-Africa; so that defining the terms colonial, post colonial and post-colonial proves to be even more problematic. The purpose of this study is to determine to what extent the Afrikaans drama fits into these discourses. The basic point of departure is the fact that post-colonialism played a considerable role in the development of the Afrikaans drama, at the same time providing a more varied scope. The research covers several aspects of post-colonialism in Afrikaans drama; each dealt with in a separate chapter. A multitude of perspectives are featured within the broader discourse in order to obtain multiple norms and standards in a phase of self-criticism. The focus falls mainly on themes and not on performance aspects. New perspectives on issues such as canon texts, silence, hero-worship, the portrayal of woman, patriarchy, and neo-colonialism are presented (chapter 1). In chapter 2 focus falls on the period before 1960, and notably the question of nationalism (associated with apartheid) and the portrayal of the Afrikaner. The literary canon, forms of violence and the position of the super-Afrikaner are viewed in a new light during the re-writing of post-colonial history and the resulting paradigm shifts after 1960. Renewed emphasis is placed on discourse concerning land (chapter 3). Contrasting concepts regarding race, class, language, gender and religion are reconsidered in order to contribute towards the heterogeneous nature of post-colonialism (chapter 4). The function of theatre is to re-evaluate in the context of a post-1994 democratic system. Texts now focus especially on empowerment, re-discovery and re-ordering of history, reconciliation, inter-cultural contact and a post-apartheid syndrome (chapter 5). Anti-hegemonic resistance in Afrikaans literature since the sixties has confronted writers with the challenge of depicting or creating a larger post-colonial reality through their texts. / Afrikaans and Theory of Literature / D. Litt. et Phil. (Afrikaans)

Diversity has, over the last few decades, become a burning issue on the agenda of most companies. Current diversity-related interventions are mainly based on behaviouristic and socio-cognitive approaches. In this research diversity was approached from the systems psychodynamic paradigm. The general aim was to gain an understanding of the diversity dynamics that manifests in an South African diversity experience. The literature review focussed on diversity in the workplace, on the group relations training model, and on the application of the group relations training model to diversity. Qualitative research was done by interviewing a sample of 15 delegates who attended the November 2000 Robben Island Diversity Experience. These unstructured interviews were used to obtain in-depth information about the participant's experience and the data was analysed hermeneutically. The emerging themes were `crossing the boundary, engage the new world, the ties that bind, being imprisoned, the struggle, the road to reconciliation, integration and healing, back to the future and the crucible'. It is recommended that South African organizations make more use of the systems psychodynamic approach to study the manifestations of diversity dynamics. The aim is not to replace the other approaches to diversity, but to add a perspective that can enhance awareness and sensitivity to the covert, unconscious and irrational forces that impact on diversity. / Industrial and Organisational Psycology / M. A.(Industrial and Organisational Psycology)

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

Text in German and English, summaries in German and English / Includes bibliographical references (leaves 144-154) / Diese theologisch-empirische Studie befasst sich mit einem ganzheitlichen Verständnis von Mission im pfingstlich-charismatischen Kontext und besteht aus zwei Untersuchungen. In der ersten wird Literatur zum Paradigma ganzheitlicher Mission und zur Pfingstbewegung missionstheologisch erforscht. Die zweite Untersuchung baut auf der Literaturanalyse auf und bezieht sich exemplarisch auf eine pfingstliche Freikirche aus der Schweiz namens BewegungPlus. Mithilfe von offiziellen Dokumenten der Bewegung und ihres internationalen Zweigs, wie auch in Interviewaussagen leitender Personen von Lokal kirchen der Bewegung, wurde das Missionsverständnis untersucht. Die Auswertung der Interviews orientierte sich methodisch an der Grounded Theory. Aus den Resultaten beider Untersuchungen wurden thesenartige Schlussfolgerungen gezogen. Die Ergebnisse zeigen, dass der missionstheologische Paradigmenwechsel im pfingstlich- charismatischen Kontext rezipiert wird. Die Integration pfingstlicher und ganzheitlicher Mission ist am Beispiel der BewegungPlus zu beobachten, vor allem, wenn Mission und Eschatologie in einer Reich-Gottes-Theologie verbunden sind. Der im Rahmen dieser Arbeit erfolgte Beitrag aus pfingstlich-charismatischer Perspektive kann die aktuelle Missions diskussion erweitern. / This empirical theological study dealing with a holistic understanding of mission in an pentecostal context contains two studies. The first investigates literature focused on the paradigm of holistic mission and the Pentecostal Mission. The second study based on this literature analysis refers to an example of a pentecostal Church in Switzerland named „BewegungPlus“. The understanding of mission was investigated by examining official documents of the movement and by taking interviews with leading members of local churches. The evaluation of the interviews was methodologically based on the Grounded Theory. From the results of both studies theses-like conclusions were drawn. The results show that the mission theological paradigm shift is received in the pentecostal-charismatic context. In „BewegungPlus“ you can see the integration of both pentecostal and holistic mission especially when mission and eschatology are connected to a Kingdom of God theology. The pentecostal-charismatic perspective seen in this theses may contribute to the contemporary missional discussion. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

This dissertation is the culmination of extensive literature study on the application of Restorative Justice in the South African Correctional System. International and national resources on the application of Restorative Justice both in Corrections and as pre-sentence option had been studied. The background of the penal system and the development of Restorative Justice as part of the Criminal Justice System are investigated by looking at ancient practices, indigenous and modern practices. The study intends to draw on experience from other countries, while at the same time advocate for the development of a uniquely South African model or practice. The role of the most important stakeholders, namely victim, offender and community is emphasized with reference to the challenges that offenders face in terms of reintegration and the lack of resources in communities to enable them to honour Restorative Justice agreements. / Criminology and Security Science / M. A. (Criminology)

Public concern about the quality of teaching and learning is at an all time high in respect of certain schools in South Africa. This study focuses on the participation of the SMT members in managing the instructional programme with a view on improving the academic performance of learners. The lack of the involvement of all the members of the SMT thus prompted this investigation. Apart from the literature review, an empirical investigation, based on a qualitative paradigm involving interviews, was undertaken to collect data at selected primary schools in Circuit 1 in the Metropole North Education District of the Western Cape Education Department. Other methods used included observations as well as the analyses of documents relevant to the investigation. As a case study this research examined the involvement of all the members of the SMT by utilizing the principles of participative management. It is hoped that this study will contribute to the improvement of the academic performance of schools by virtue of what has been highlighted as a reason for the poor performance of schools namely the lack of involvement of all the members of the SMT in the management of the instructional programme. The literature findings revealed that School Management Teams (SMTs) have to be properly structured. The SMT should be involved in decision-making in matters that concern them. This, together with a more effective and efficiently managed instructional programme, should improve the academic performance of learners. Empirical findings indicated that the members of the SMT consider themselves professionally trained individuals with the expertise needed to deliver what is expected from them. The study further revealed that the success of a school depends on effective instruction as a result of the effective management and leading of the instructional programme by all members of the SMT. / Education management / M.Ed. (Education Management)

The concept of parental involvement has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged parental involvement as enhancing active involvement of parents and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. The primary purpose of this research was to investigate the extent to which parents contribute towards education of their children. This study involved transformative case study as a research design at one rural school in Waterberg district in South Africa. This research employed three data collection techniques, namely semi-structured interviews, focus groups and document analysis. When formal education was introduced in South Africa schools it was regarded as exceptional environment for teachers, school administrators and learners. To a large extent, parents and the communities regarded themselves as something outside of the education system. The main findings of this study revealed that there is a lack of joint understanding and shared vision between educators and parents in the School Governing Body. This problem underpins other more symptomatic problems, such as lack of accountability in the matter of school finances, differences in understanding the roles of School Board members and lack of parents’ motivation from the school management. It highlighted some of the challenges that hinder the effective involvement of parents in rural school governance, such as poor educational background among parents. The study has also revealed challenges and consequences of non-parental involvement in school governance. The conclusion that could be drawn from the study is that in schools where parent-community involvement is highly visible, teacher effectiveness is apparent and this contributed significantly to the improvement of learner performance while in schools where parent-community involvement is non-existent or minimal, the result is the opposite. / Educational Leadership and Management / M. Ed. (Education Management)