Die doel van hierdie ondersoek is die blootlegging van die struktuur van die pedoterapeutiese gebeure ten einde 'n moontlike weg aan te dui waarop die ortopedagoog die pedoterapie kan beplan en doelgerig praktyk kan stig. Die ondersoek verloop drieledig. Ten eerste is 'n literatuurstudie onderneem ten einde die huidige siening aangaande kinderafwyking en hulpverlening ter opheffing te verken. Hierdie gegewens is in hoofstuk I vervat. Die literatuurstudie is aangevul deur navorsing oor die huidige stand van hulpverlening in die praktyk aan kinders wat opvallend geraak het weens hul onaanvaarbare gedrag. Al die universiteite in die R.S.A. waar hulpverlening aan sodanige kinders plaasvind en waar terapeute opgelei word, is by die navorsing betrek. Die uitkoms van hierdie navorsing is in hoofstuk II vervat. Ten spyte van die feit dat al die betrokke instansies te kenne gegee het dat hulle die kind se opvoedingsgesitueerdheid van sodanige belang ag dat die ouers by die hulpverlening betrek word, het die voorbereiding mank gegaan aan beplanning wat getuig van 'n integrasie van bestaande pedagogiese insigte. Die tweeds gedeelte van die ondersoek behels 'n teoretiese deurskouing van pedoterapie as 'n fenomeen ten einde sy konstituente bloat te 18. Hierdie ondersoek is gedoen deur bestaande pedagogiese kategoriee as beligtende denkmiddele aan te wend. Hoofstuk III bevat 'n teoretiese fundering van pedoterapie. Op grand van die struktuur wat in hoofstuk III blootgelê is, kon daar in hoofstuk IV oorgegaan word tot die antwerp van pedoterapeutiese praktyk wat getuig van 'n konvergensie van pedagogiekkennis. Die derde gedeelte van die ondersoek is weer eens praktykgerig en behels 'n verifikasie van die bruikbaarheid van genoemde antwerp. In hoofstuk V word 'n eksemplaar van pedoterapie as ortopedagogiese hulpverlening weergegee. Die praktyk bewys die waarde van die struktuur vir langtermynbeplanning van pedoterapie sowel as vir voorbereiding van elke indiwiduele sessie. Hulpverlening aan die ouers en die kind kan nou op 'n gekoordineerde wyse voltrek ten einde die wordingsagterstand by die kind op te hef, wording te versnel en die natuurlike opvoedingsgang tussen ouers en kind te herstel. In hoofstuk VI word die bevindinge sowel as gevolgtrekkings wat uit die ondersoek voortspruit, weergegee. Daar word ook aanbevelings gemaak wat implikasies inhou vir die ortopedagoog in die praktyk sowel as vir die opleiding van students in pedoterapie. ENGLISH : The purpose of this investigation is to reveal the structure of the pedotherapeutical events in order to indicate a possible way in which the orthopedagogue can plan pedotherapy and establish a goaldirected practice. Three aspects are covered in the investigation. Firstly, a study of literature to determine current viewpoints on deviant behaviour in children and intervention strategies for alleviating the problem. This information can be found in Chapter I. The literature study has been supplemented by research related to the assistance given to children who are exceptional because of their unacceptable behaviour. All universities in the R.S.A. which are involved in assisting such children and in training therapists have been included in this research. The outcome of the research is recorded in Chapter III. In spite of the fact that all these institutions indicated that they considered the child's dependence on parental support and guidance to be sufficiently important to warrant the involvement of the parent in the assistance given, their planning showed a notable lack of integration of existing pedagogical knowledge. The second part of the investigation is concerned with a penetrating theoretical survey of pedotherapy as a phenomenon in order to expose its constituents. Existing pedagogical categories are used in this investigation. Chapter III comprises a theoretical foundation for pedotherapy. On the basis of the structure revealed in this chapter it is possible to establish a design for a pedotherapeutical practice in Chapter IV, in which a convergence of pedagogical knowledge is evident. The third part of the investigation is also directed towards practice and comprises a verification of the usefulness of the indicated design. In Chapter V an example is used to illustrate pedotherapy as orthopedagogical practice. The value of this structure for long term planning as well as preparation for individual sessions is demonstrated in practice. Assistance to the parents and the child can be co-ordinated to overcome the discrepancy between the child's potential and his level of achievement, to guide the child in his becoming and to restore the natural educational channels between parent and child. In Chapter VI the findings and conclusions which emerge from the investigation are set out. Recommendations are also made which have implications for the orthopedagogue in practice as well as for training of students. / Thesis (DEd)--University of Pretoria, 1980. / Orthopaedic Surgery / unrestricted

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

In education a new dimension started after the 1994 elections by implementing new legislation to ensure fair conduct towards all. New labour legislation was promulgated to contribute to fairness in South Africa. This legislation was also implemented in the South African education system to ensure that educators are treated fairly. The Employment of Educators Act (EEA), the Labour Relations Act (LBA), the Equity Act and the South African Schools Act (SASA) were promulgated to protect both the rights of the employer and the educator in education. The purpose of this research was to determine the perception of educators in the Oudtshoorn district regarding fairness in the workplace; how educators understand and experience their right to equality in the workplace; what their perception is regarding disciplinary action in the workplace, and to what extent educators have the basic concept and principle of labour law to prevent frustration in the workplace and ineffective service delivery, and to prevent the pursuit of incorrect procedures. It is crucial that the educator knows his or her rights as an employee, and what his or her obligations towards the employer are. This research was done on the basis of the literature study and the analysis of legislation that is applicable to educators. A qualitative enquiry into educators’ perceptions of fairness in the workplace was conducted amongst participants from the Oudtshoorn district, which included schools from different socio-economic and cultural backgrounds. This case study was based on interviews with school managers, educators on post level 1 and with union representatives in the Oudtshoorn district. Questionnaires were structured to obtain the participants’ view and perception on fairness in the workplace and to determine their knowledge regarding the law and their rights in education with regards to labour law. The participants didn’t receive guidance because it could have influenced their answers. The data derived from the participants made it possible to compile certain recommendations and conclusions. From the empirical research it was evident that educators in the Oudtshoorn district had but a vague knowledge of their rights as educators and of legislation. Shortcomings that were apparent from this study were addressed, recommendations were made, and possible future research on related topics was indicated. / MEd (Education Law), North-West University, Potchefstroom Campus, 2014

In education a new dimension started after the 1994 elections by implementing new legislation to ensure fair conduct towards all. New labour legislation was promulgated to contribute to fairness in South Africa. This legislation was also implemented in the South African education system to ensure that educators are treated fairly. The Employment of Educators Act (EEA), the Labour Relations Act (LBA), the Equity Act and the South African Schools Act (SASA) were promulgated to protect both the rights of the employer and the educator in education. The purpose of this research was to determine the perception of educators in the Oudtshoorn district regarding fairness in the workplace; how educators understand and experience their right to equality in the workplace; what their perception is regarding disciplinary action in the workplace, and to what extent educators have the basic concept and principle of labour law to prevent frustration in the workplace and ineffective service delivery, and to prevent the pursuit of incorrect procedures. It is crucial that the educator knows his or her rights as an employee, and what his or her obligations towards the employer are. This research was done on the basis of the literature study and the analysis of legislation that is applicable to educators. A qualitative enquiry into educators’ perceptions of fairness in the workplace was conducted amongst participants from the Oudtshoorn district, which included schools from different socio-economic and cultural backgrounds. This case study was based on interviews with school managers, educators on post level 1 and with union representatives in the Oudtshoorn district. Questionnaires were structured to obtain the participants’ view and perception on fairness in the workplace and to determine their knowledge regarding the law and their rights in education with regards to labour law. The participants didn’t receive guidance because it could have influenced their answers. The data derived from the participants made it possible to compile certain recommendations and conclusions. From the empirical research it was evident that educators in the Oudtshoorn district had but a vague knowledge of their rights as educators and of legislation. Shortcomings that were apparent from this study were addressed, recommendations were made, and possible future research on related topics was indicated. / MEd (Education Law), North-West University, Potchefstroom Campus, 2014

Industrial-organisational (I-O) Psychology is known for specialising in the study of human behaviour in the workplace (Van Vuuren, 2010). It is clear that the problems associated with individuals in the workplace form the basis for the existence of I-O psychology. Veldsman (2001) stated that it is imperative to reflect upon the future of I-O psychology and that I-O psychology must be repositioned in future. Therefore, it is emphasised that additional roles should be elicited for I-O psychologists in South Africa (Barnard & Fourie, 2007). Moalusi (2001) has recognised the need for I-O psychologists to reposition themselves in future by focusing on significant workplace issues. Upon further investigation it should be noted that many factors that exert an influence upon workplace behaviour do not necessarily derive from the workplace. These factors, such as family responsibilities, cultural influences and traumatic events, suggest that the sphere of influence of the I-O psychologists stretches far beyond the physical borders of the workplace (Landy & Conte, 2004; Van Vuuren, 2010). According to Strümpfer (2007), it is the I-O psychologist who is concerned with the deep-rooted problems of individuals. The objective of the study was therefore to critically review the role I-O psychologists play as counsellors, and to determine whether counselling should form part of the I-O psychologist’ scope of practice. A qualitative research design was utilised in the study following a phenomenology strategy. Convenience and snowball sampling were used to identify (n=22) I-O psychologists across the Gauteng and North West provinces. Semi-structured interviews were conducted, where the participants were asked to reflect upon seven interview questions which were later transcribed verbatim and analysed using content analysis. Nine themes were extracted from the data, namely, the meaning of counselling, counselling situations that I-O psychologists face, counselling skills required by I-O psychologists, characteristics displayed by I-O psychologist during counselling, counsellor competencies required of I-O psychologists, post graduate counselling training received by I-O psychologists, additional counselling training received by I-O psychologists, recommendations made for future training of I-O psychology students and lastly the inclusion of counselling in the scope of practice From the results it was clear the I-O psychologists are familiar with the meaning of counselling and that they are faced with a diverse range of counselling situations requiring a unique set of skills and competencies. Participants had divergent experience and opinions with regard to the training received in preparation of their role as counsellor. In relation to their training participants made recommendations for the future training of I-O psychologists. Finally, participants mentioned that it would be in their best interest if counselling is formally included in the scope of practice of the I-O psychologists. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Industrial-organisational (I-O) Psychology is known for specialising in the study of human behaviour in the workplace (Van Vuuren, 2010). It is clear that the problems associated with individuals in the workplace form the basis for the existence of I-O psychology. Veldsman (2001) stated that it is imperative to reflect upon the future of I-O psychology and that I-O psychology must be repositioned in future. Therefore, it is emphasised that additional roles should be elicited for I-O psychologists in South Africa (Barnard & Fourie, 2007). Moalusi (2001) has recognised the need for I-O psychologists to reposition themselves in future by focusing on significant workplace issues. Upon further investigation it should be noted that many factors that exert an influence upon workplace behaviour do not necessarily derive from the workplace. These factors, such as family responsibilities, cultural influences and traumatic events, suggest that the sphere of influence of the I-O psychologists stretches far beyond the physical borders of the workplace (Landy & Conte, 2004; Van Vuuren, 2010). According to Strümpfer (2007), it is the I-O psychologist who is concerned with the deep-rooted problems of individuals. The objective of the study was therefore to critically review the role I-O psychologists play as counsellors, and to determine whether counselling should form part of the I-O psychologist’ scope of practice. A qualitative research design was utilised in the study following a phenomenology strategy. Convenience and snowball sampling were used to identify (n=22) I-O psychologists across the Gauteng and North West provinces. Semi-structured interviews were conducted, where the participants were asked to reflect upon seven interview questions which were later transcribed verbatim and analysed using content analysis. Nine themes were extracted from the data, namely, the meaning of counselling, counselling situations that I-O psychologists face, counselling skills required by I-O psychologists, characteristics displayed by I-O psychologist during counselling, counsellor competencies required of I-O psychologists, post graduate counselling training received by I-O psychologists, additional counselling training received by I-O psychologists, recommendations made for future training of I-O psychology students and lastly the inclusion of counselling in the scope of practice From the results it was clear the I-O psychologists are familiar with the meaning of counselling and that they are faced with a diverse range of counselling situations requiring a unique set of skills and competencies. Participants had divergent experience and opinions with regard to the training received in preparation of their role as counsellor. In relation to their training participants made recommendations for the future training of I-O psychologists. Finally, participants mentioned that it would be in their best interest if counselling is formally included in the scope of practice of the I-O psychologists. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / Weens die veeleisende aard van sorggewing aan VIGS-weeskinders, bevind die sorggewers hulle dikwels in 'n posisie waar hulle self sorg en ondersteuning nodig het. Die vraag het begin ontstaan op watter manier hierdie sorggewers ondersteun kan word. Dit het duidelik geword dat die kerk vanuit hul sosiale verantwoordelikheid sorg en ondersteuning aan die sorggewers kan bied. Sorggewers van een instansie wat aan die navorsingsreis deelgeneem het, het inderdaad nie genoeg sorg en ondersteuning van die kerk ontvang nie. Hierdie gebrek aan ondersteuning het 'n direkte invloed op die sorggewers se hantering van sorggewingseise. Sorggewers van die ander twee deelnemende instansies ontvang genoeg ondersteuning van lidmate, en dit maak 'n groot verskil aan hoe sorggewingspanning beleef word. In hierdie studie is daar krities gekyk na wyses waarop die kerk betrokke is en verder kan betrokke raak by die sorggewers van VIGSweeskinders. / Philosophy, Practical & Systematic Theology / M.Th. (Praktiese Teologie)

This dissertation serves as a report on the qualitative exploration of best practices in animal-assisted therapy (AAT) with children. The aim of the study was to explore and describe best practices in the field of AAT with children in the Western Cape. The research made use of the case study design, which offered the researcher the opportunity to interact with a small number of individuals and look for patterns in the research participants’ words and experiences. Four participants, who were trained mental health professionals and had offered AAT to children, were selected to participate in the research. A literature review of animal-assisted therapy and best practice provided a theoretical basis for the research. The history of AAT, the uses and benefits of AAT and the animals incorporated in AAT were explored. The term “best practice” and its application in mental health and AAT were also discussed. The verbatim transcriptions of the audiotaped data were analysed and interpreted using Interpretative Phenomenological Analysis (IPA) and an AAT conceptual framework (brought about by the literature review). Themes were developed from the empirical data and substantiated by the literature review. Five main themes emerged as a result of the analysis. The first theme, Training of the animal-assisted therapist, focused on both the mental health training and the AAT training of the therapist. The second theme, Training of animals incorporated in animal-assisted therapy, revealed the importance of training the animal to be included in AAT. The third theme, Different client populations in animal-assisted therapy, looked at which populations should be included, excluded or included and carefully managed during AAT. The fourth theme, Ethical considerations in animal-assisted therapy, revealed the importance of considering both the child’s and the animal’s welfare. The fifth theme, Regulation of animal-assisted therapy, gave a more in-depth description of the current regulation of AAT in the Western Cape and provided suggestions for the regulation of AAT. Based on the findings of the five themes, recommendations were made for best practice in AAT with children in the Western Cape. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

This dissertation serves as a report on the qualitative exploration of best practices in animal-assisted therapy (AAT) with children. The aim of the study was to explore and describe best practices in the field of AAT with children in the Western Cape. The research made use of the case study design, which offered the researcher the opportunity to interact with a small number of individuals and look for patterns in the research participants’ words and experiences. Four participants, who were trained mental health professionals and had offered AAT to children, were selected to participate in the research. A literature review of animal-assisted therapy and best practice provided a theoretical basis for the research. The history of AAT, the uses and benefits of AAT and the animals incorporated in AAT were explored. The term “best practice” and its application in mental health and AAT were also discussed. The verbatim transcriptions of the audiotaped data were analysed and interpreted using Interpretative Phenomenological Analysis (IPA) and an AAT conceptual framework (brought about by the literature review). Themes were developed from the empirical data and substantiated by the literature review. Five main themes emerged as a result of the analysis. The first theme, Training of the animal-assisted therapist, focused on both the mental health training and the AAT training of the therapist. The second theme, Training of animals incorporated in animal-assisted therapy, revealed the importance of training the animal to be included in AAT. The third theme, Different client populations in animal-assisted therapy, looked at which populations should be included, excluded or included and carefully managed during AAT. The fourth theme, Ethical considerations in animal-assisted therapy, revealed the importance of considering both the child’s and the animal’s welfare. The fifth theme, Regulation of animal-assisted therapy, gave a more in-depth description of the current regulation of AAT in the Western Cape and provided suggestions for the regulation of AAT. Based on the findings of the five themes, recommendations were made for best practice in AAT with children in the Western Cape. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.