In South Africa, alternative care solutions such as foster homes, child-headed households, placements with relatives and Child and Youth Care Centres (CYCCs), are under pressure to provide for the large numbers of children who need care. Child and Youth Care Centres include facilities such as children’s homes, places of safety, secure care facilities and schools of industry or reform schools. South African legislation offers guidelines towards the fulfilment of children’s needs in CYCCs by providing them with Children’s rights. Unfortunately, not only is literature on children living in CYCCs limited both internationally and locally, existing literature regarding children’s care in CYCCs in South Africa points towards a gap between legislative guidelines and practice of care provision. For example, apparently, children in CYCCs are not afforded opportunities to voice their opinions, and many CYCCs in South Africa are not legally registered. As a result, an obvious indication of the care and interaction taking place between caregivers and children in CYCCs is not available. This inductive, qualitative study aimed to explore and describe the views of children living in Child and Youth Care Centres in the Vaal Triangle area, Gauteng, South Africa, in an effort to gain a better understanding of children’s perceptions of their interactions with their caregivers. One-on-one interviews with children from three CYCCs were conducted. Interviews were voice-recorded and later transcribed. While being interviewed, participants were asked to take part in a role-play exercise and to make a collage of their interaction and relationship with their caregivers. Data was analysed using Creswell’s spiral of analysis and Thematic Analysis by Braun and Clarke. The findings revealed four themes, which encompassed the perceptions of interactions with caregiver: 1. Daily activity with caregiver; 2. Special time with caregiver; 3. Behaviour management strategies; and, 4. Relationship with caregiver. The key findings indicate the valuable insight that was gained by affording children in CYCCs the opportunity to voice their perceptions on their interactions with their caregivers. This not only empowers children and fulfils their right to be heard, but also provides a better understanding of whether needs are being met or not. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The aim of this study was to determine the relationship between office politics and selected performance outcomes namely stress, turnaround intent and work engagement, as perceived by employees working in law firms. A literature study indicated the relationship between perceptions of office politics and these selected job outcomes. As an empirical analysis, a measuring instrument consisting of five structured questionnaires was distributed via a non-probability, convenience sampling technique. Spearman’s correlation coefficient indicated the relationships between the variables. The results indicated a positive relationship between perceptions of office politics, job stress, burnout and turnaround intent but a negative relationship between perceptions of office politics and work engagement as well as its antecedents. / MBA, North-West University, Potchefstroom Campus, 2015

Most children born with HIV are maturing into adolescence due to the accessibility of medical support, specifically the availability of antiretroviral drugs. During adolescence, children are faced with critical adolescent developmental tasks in that they develop physically, cognitively and psychosocially, including assuming independence. As the adolescents living with perinatally acquired HIV mature, their care-givers start disclosing the adolescents’ HIV status to them. Attaining the knowledge of living with HIV is encompassed with worries of how to manage the illness as well as other social ills such as taking care of sick loved ones and dealing with losses of loved ones. It is also during this stage of development that adolescents living with HIV begin to form intimate relationships, thus issues of self-disclosing their status become a concern. The aim of this study was to explore and describe the perceptions of adolescents perinatally infected with HIV regarding the self-disclosure of their status to others. Following this, it was hoped that the study would come to conclusions and make recommendations regarding the wellness of and support for adolescents living with perinatally acquired HIV. A qualitative descriptive research approach with an interpretive paradigm was used to explore and describe the perceptions of the adolescents. A multiple case study design was suitable to explore and describe the perceptions of participants as they see it. Ethical approval for the study was obtained from the relevant body. A sample of 10 adolescents perinatally infected with HIV, whose status had been disclosed to them and were receiving clinical care and psychosocial support at a local clinic in Port Elizabeth, were selected through purposive sampling. Consent to undertake the study was provided by the head of the clinic in Port Elizabeth as well as by the adolescents’ caregivers. Assent to partake in the study was also provided by the participants. A deeper understanding of participants perceptions was explored through utilising multiple sources of data collection methods which included reflective journals and semi-structured interviews. Multiple data collection methods were used in order to collect rich data and for crystallisation of the data to take place. After the data was analysed themes were identified and described leading to the findings of the study. The findings of the study confirmed the perceptions of adolescents living with perinatally acquired HIV regarding the self-disclosure of their status. Adolescents perinatally infected with HIV perceive certain conditions as conducive to self-disclose their status against other conditions that were perceived to be unfavourable for the self-disclosure of their HIV status. Conditions permitting self-disclosure included the availability of trusting relationships with people who understand them as well as the need for support which subsequently highlights the benefits of self-disclosure. Benefits included and are not limited to clinical support from healthcare professionals and an understanding from teachers when they are absent from school during their monthly clinical visits. Although adolescents see the benefits of selfdisclosing their status they are however aware of the possible negative effects to self-disclose their status such as stigmatisation and discrimination manifested through isolation from peers and through moral judgement and rejection from the community. Peers living with HIV are perceived to be the closest people providing them with trusting and open relationships that foster self-disclosure. Adolescents also perceived adulthood as a phase were self-disclosing their HIV status could be possible with the belief that they would be more mature when they are adults. Recommendations are made for healthcare professionals and policy makers to formulate and implement guidelines on supporting adolescents living with perinatally acquired HIV regarding the self-disclosure of their status. Providing measures of support for adolescents living with perinatally acquired HIV in their different ecological systems could widen the choice of to whom and when to self-disclose their HIV status. / M (Social Work), North-West University, Potchefstroom Campus, 2015

In South Africa, alternative care solutions such as foster homes, child-headed households, placements with relatives and Child and Youth Care Centres (CYCCs), are under pressure to provide for the large numbers of children who need care. Child and Youth Care Centres include facilities such as children’s homes, places of safety, secure care facilities and schools of industry or reform schools. South African legislation offers guidelines towards the fulfilment of children’s needs in CYCCs by providing them with Children’s rights. Unfortunately, not only is literature on children living in CYCCs limited both internationally and locally, existing literature regarding children’s care in CYCCs in South Africa points towards a gap between legislative guidelines and practice of care provision. For example, apparently, children in CYCCs are not afforded opportunities to voice their opinions, and many CYCCs in South Africa are not legally registered. As a result, an obvious indication of the care and interaction taking place between caregivers and children in CYCCs is not available. This inductive, qualitative study aimed to explore and describe the views of children living in Child and Youth Care Centres in the Vaal Triangle area, Gauteng, South Africa, in an effort to gain a better understanding of children’s perceptions of their interactions with their caregivers. One-on-one interviews with children from three CYCCs were conducted. Interviews were voice-recorded and later transcribed. While being interviewed, participants were asked to take part in a role-play exercise and to make a collage of their interaction and relationship with their caregivers. Data was analysed using Creswell’s spiral of analysis and Thematic Analysis by Braun and Clarke. The findings revealed four themes, which encompassed the perceptions of interactions with caregiver: 1. Daily activity with caregiver; 2. Special time with caregiver; 3. Behaviour management strategies; and, 4. Relationship with caregiver. The key findings indicate the valuable insight that was gained by affording children in CYCCs the opportunity to voice their perceptions on their interactions with their caregivers. This not only empowers children and fulfils their right to be heard, but also provides a better understanding of whether needs are being met or not. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The aim of this study was to determine the relationship between office politics and selected performance outcomes namely stress, turnaround intent and work engagement, as perceived by employees working in law firms. A literature study indicated the relationship between perceptions of office politics and these selected job outcomes. As an empirical analysis, a measuring instrument consisting of five structured questionnaires was distributed via a non-probability, convenience sampling technique. Spearman’s correlation coefficient indicated the relationships between the variables. The results indicated a positive relationship between perceptions of office politics, job stress, burnout and turnaround intent but a negative relationship between perceptions of office politics and work engagement as well as its antecedents. / MBA, North-West University, Potchefstroom Campus, 2015

Most children born with HIV are maturing into adolescence due to the accessibility of medical support, specifically the availability of antiretroviral drugs. During adolescence, children are faced with critical adolescent developmental tasks in that they develop physically, cognitively and psychosocially, including assuming independence. As the adolescents living with perinatally acquired HIV mature, their care-givers start disclosing the adolescents’ HIV status to them. Attaining the knowledge of living with HIV is encompassed with worries of how to manage the illness as well as other social ills such as taking care of sick loved ones and dealing with losses of loved ones. It is also during this stage of development that adolescents living with HIV begin to form intimate relationships, thus issues of self-disclosing their status become a concern. The aim of this study was to explore and describe the perceptions of adolescents perinatally infected with HIV regarding the self-disclosure of their status to others. Following this, it was hoped that the study would come to conclusions and make recommendations regarding the wellness of and support for adolescents living with perinatally acquired HIV. A qualitative descriptive research approach with an interpretive paradigm was used to explore and describe the perceptions of the adolescents. A multiple case study design was suitable to explore and describe the perceptions of participants as they see it. Ethical approval for the study was obtained from the relevant body. A sample of 10 adolescents perinatally infected with HIV, whose status had been disclosed to them and were receiving clinical care and psychosocial support at a local clinic in Port Elizabeth, were selected through purposive sampling. Consent to undertake the study was provided by the head of the clinic in Port Elizabeth as well as by the adolescents’ caregivers. Assent to partake in the study was also provided by the participants. A deeper understanding of participants perceptions was explored through utilising multiple sources of data collection methods which included reflective journals and semi-structured interviews. Multiple data collection methods were used in order to collect rich data and for crystallisation of the data to take place. After the data was analysed themes were identified and described leading to the findings of the study. The findings of the study confirmed the perceptions of adolescents living with perinatally acquired HIV regarding the self-disclosure of their status. Adolescents perinatally infected with HIV perceive certain conditions as conducive to self-disclose their status against other conditions that were perceived to be unfavourable for the self-disclosure of their HIV status. Conditions permitting self-disclosure included the availability of trusting relationships with people who understand them as well as the need for support which subsequently highlights the benefits of self-disclosure. Benefits included and are not limited to clinical support from healthcare professionals and an understanding from teachers when they are absent from school during their monthly clinical visits. Although adolescents see the benefits of selfdisclosing their status they are however aware of the possible negative effects to self-disclose their status such as stigmatisation and discrimination manifested through isolation from peers and through moral judgement and rejection from the community. Peers living with HIV are perceived to be the closest people providing them with trusting and open relationships that foster self-disclosure. Adolescents also perceived adulthood as a phase were self-disclosing their HIV status could be possible with the belief that they would be more mature when they are adults. Recommendations are made for healthcare professionals and policy makers to formulate and implement guidelines on supporting adolescents living with perinatally acquired HIV regarding the self-disclosure of their status. Providing measures of support for adolescents living with perinatally acquired HIV in their different ecological systems could widen the choice of to whom and when to self-disclose their HIV status. / M (Social Work), North-West University, Potchefstroom Campus, 2015

Published Article / This paper reports on secondary school learners' perceptions of the impact of human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) on education. A questionnaire on the impact of HIV and AIDS on education was constructed and it was content validated against the theoretical assumptions supported by the literature on HIV and AIDS. Empirical investigation and findings reveal that learners perceive that HIV and AIDS have impact on educators, on learners themselves, on school environment, and on school enrolments and performance.

Cette recherche se situe dans le champ de l'éducation des adultes au Québec et s'intéresse aux pratiques d'enseignement des enseignants en alphabétisation. Plus particulièrement aux perceptions de ces derniers qui ont été considérées sous deux angles: comme fondements de leurs pratiques d'enseignement et comme révélatrices d'une conception du métier de formateur d'adultes. La réflexion s'appuie sur les univers théoriques de la pédagogie et des pratiques en formation des adultes. Deux modèles pédagogiques ont été retenus qui ont permis, en les croisant, de proposer une nouvelle grille de lecture des pratiques. Ces dernières reposent sur des interventions éducatives et socioéducatives selon des modes variés. La recherche éclaire les difficultés rencontrées par les enseignants et met en lumière certaines pistes de réflexion en ce qui concerne une certaine conception du métier de formateur d'adultes. Elle suggère également certaines indications afin de répondre à des enjeux de l'éducation des adultes au Québec.

Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.

Doctor of Education / Curriculum and Instruction Programs / Rosemary S. Talab / The purpose of this case study was to explore Teaching Presence in the undergraduate online Business course environment. This study explored the following three Research Questions: 1. How do undergraduate Business students perceive Teaching Presence in online courses? 2. What Teaching Presence components do undergraduate Business students find valuable in online courses? 3. How do exemplary undergraduate online Business course faculty demonstrate Teaching Presence in online instruction? The population of this study consisted of 20 undergraduate Business students and 3 student-nominated Business faculty. Participants included Business students enrolled in online Business courses. Based on the student interviews, the faculty most often nominated by the students as demonstrating effective methods of Teaching Presence in online Business courses served as faculty participants. Interviews of students and faculty were conducted during the Fall 2015 semester. There were 101 units identified for Research Question 1, with 46 units for the theme of "Direct Instruction", 36 for the theme of "Discourse Facilitation", and 19 units for the theme of "Design and Organization". The major findings from these research questions were that undergraduate Business students perceived online course Teaching Presence most through Direct Instruction. Students perceived prompting student engagement in discussions and encouraging student participation as important elements of the "Discourse Facilitation" theme. Students perceived good course design methods as being important to Teaching Presence. There were 245 units identified for Research Question 2, with 93 units for the theme of "Design and Organization", 88 units for "Discourse Facilitation" and 64 units for Direct Instruction". The major findings were that the "Design and Organization" theme was found to be most valuable to undergraduate Business students in the form of designing methods and establishing time parameters. Setting a climate for learning within the "Discourse Facilitation" theme and confirming understanding within the "Direct Instruction" themes were important to students when discussing what Teaching Presence components they found valuable in online Business courses. There were 81 units identified for Research Question 3, which consisted of faculty interviews focused on how exemplary online Business course faculty demonstrated Teaching Presence. The themes that were found in the faculty interviews were 30 units for the "Design and Organization" theme, 26 units for the "Discourse Facilitation" theme and 25 units for the "Direct Instruction" theme. The major findings were that the "Design and Organization" theme was found to be of the utmost importance to exemplary faculty when discussing the demonstration of Teaching Presence in online Business courses. Within the "Discourse Facilitation" theme, faculty emphasized the importance of drawing in participants and prompting discussion. Confirming understanding was found to be the most important aspect of the "Direct Instruction" theme. Recommendations for the research setting were in the areas of learning activity clarity, the use of integrated video lectures, enriched student-instructor interaction strategies, and technological tools to identify student comprehension struggles. Recommendations for future research including a study of Teaching Presence in different academic disciplines and in different academic environments, the efficacy of various technologies in enhancing Teaching Presence, and instructor attributes influencing Teaching Presence.