The main aim of this study was to attempt to determine which factors that contribute to resilience are absent in adolescents who are considered to be ”at risk”. The research was undertaken with white adolescent learners between Grades 8 and 12, in a former Model-C secondary school. Several definitions of resilience, a historical view of resilience, the characteristics of a resilient adolescent, several definitions of adolescence, the stages and tasks of adolescence and who the adolescent is in psycho-educational terms, were explored. In this qualitative study, the Vulnerability Questionnaire and the Resilience Questionnaire were given to twelve educators who were requested to select the participants for the study. A qualitative assessment, using the Child and Youth Resilience Measure, was used to determine why certain adolescents are more resilient than others. Each participant also completed a collage which was analysed. / Educational Studies / M.Ed. (Specialisation in Guidance and Counselling)

This research study consisted of an examination of the role played by the educational psychologist in the emotional and social rehabilitation of the TBI adolescent. A survey of the literature reveals that traumatic brain injury during adolescence negatively impacts on their adaptation, development and functioning after the acute phase of the rehabilitation process. In order to study this phenomenon, a psycho-educational perspective was utilised. An in-depth qualitative study was undertaken by means of a case study design. The two cases being presented offers the reader insight into the cases pre-morbid functioning, the accident and its aftermath, the specific traumatic brain injuries, the emotional and social problems encountered by these adolescents as well as the psychotherapeutic interventions applied by the educational psychologist in the rehabilitation process of the cases under investigation. The conclusions reached from this investigation were that traumatic brain injury during the developmental phase of adolescence, negatively impacts on the emotional and social well being of these adolescents, and that the educational psychologist plays a valuable role in the emotional and social rehabilitation of these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)

Text in Afrikaans / It is alarming that psychologists are in many cases insufficiently trained with regard to homosexuality. Against this background and on the basis of a literature study and empirical research, this study aims to provide guidelines to educational psychologists on working with homosexual clients. Within the Educational Psychology, a person's self actualisation rests on three pilars, namely experience, meaning assignation and involvement. The premise of the qualitative research (focus group interviews) used in this study is homosexual persons' experience of psychologists - the investigation was therefore approached from an Educational Psychology viewpoint. Altogether 75% of the focus group respondents' experience of psychologists was negative. The possibility exists that insufficient training may cause insufficient knowledge and insight, which in turn may lead to homosexual persons' negative experiences of psychologists. It is therefore imperative that the aspect of training of psychologists with regard to homosexuality will receive attention. / Educational Studies / M.Ed.

People's inability to cope with the demands of modern life, has led to a significant increase in the incidence of anxiety being experienced by people from all walks of life. People are suffering from anxiety without knowing the root cause of it and it was found from the anxiety cases studied that its origin can in many cases be traced to the birth experience where specific negative suggestions were imprinted on the subconscious. In this study the influence of the birth experience as the underlying cause of anxiety and the effect of it on the formation of the self-concept and self-actualisation have been explored. The research shows that a subconscious origin exists in the development of anxiety. In the research for this study, Medical Hypnoanalysis, which is based on a process of diagnosis and therapy, was used as therapeutic method with several clients suffering from anxiety symptoms. In this research the perceptions formed in the subconscious during the birth experience were examined and related to the anxiety experienced during childhood and later life. The case studies, their diagnoses and the follow-up therapeutic sessions relating to the birth experience were investigated and discussed. Educational Psychologists show a specific interest in and a tendency to get involved with, or implement Medical Hypnoanalysis in therapy. It became obvious from this study that Medical Hypnoanalysis supplements the needs of the Educational Psychologist as a tool in therapy. In this study guide lines have been presented to the Educational Psychologist for the treatment of anxiety originating from the birth trauma by regressing the client back to this traumatic experience. Suggestions on how to conduct the birth regression sessions have also been presented and clarified. Through the case studies the identification and removal of the highly charged emotional and negative beliefs that were responsible for the anxiety symptom have been demonstrated. The case studies have furthermore demonstrated the successful utilisation of positive and healing suggestions to achieve the therapeutic goals. The results of this study show that Medical Hypnoanalysis can be used effectively in the treatment of the root causes of anxiety. / Psychology of Education / D. Ed. (Psychology of Education)

An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these learners were found to have a pervasive influence on learning. As the policy regarding the provision of education in South Africa has changed, with the emphasis on the accommodation of all learners in one inclusive education system,· further study of the personality traits of South African learners with special education needs was deemed necessary, before devising classroom management strategies that could be employed within an inclusive education system. This study provides the results of a literature and an empirical investigation into the personality traits of learners with special education needs. The educational implications are addressed, with specific reference to the education of learners with special education needs in an inclusive education system, and practical strategies for educators, parents and the Educational Psychologist are presented. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op sellulere vlak vasgele. Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn. Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges. / The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing. According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated in the mind and intellect of a person, but are recorded on cellular level as well. Research was done by way of an idiographic approach. Five subjects with emotional problems received a series of balances according to their individual needs. The aim was to ascertain whether Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional problems as well as in academic performance were noted. General guidelines for parents, teachers and Educational psychologists are also given. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / Summaries in English and Afrikaans / Die dood van 'n ouer he! 'n effek op die totale lewe van die kind en dompel die kind in emosionele nood wat terapeutiese begeleiding noodsaak. Na afloop van die afsterwe van 'n ouer, vind daar fisieke, emosionele, sosiale en kognitiewe veranderinge in die kind se lewe plaas waarop hy nie voorbereid is nie, en wat hy ook nie verstaan nie. Hierdie veranderinge veroorsaak dat die kind se leefwereld in so mate verander dat sy funksionering benadeel word. Daar is met hierdie studie gepoog om vas te stel watter effek die dood van 'n ouer op die kind he! en tot watter mate terapeutiese begeleiding die kind se emosionele nood kan verlig. Daar is in die studie gevind dat rou inderdaad 'n gekompliseerde proses is wat lei tot die ontstaan van talle onbeantwoorde vrae, gevoelens van magteloosheid en emosionele pyn. Kinders wat in rousmart verkeer word dikwels deur die samelewing misgekyk en kry as gevolg hiervan nie voldoende hulp nie. Di! lei tot die ontstaan van persoonlikheidsontwikkelingsprobleme, relasionele probleme en intra-psigiese probleme soos 'n swak selfbeeld, ego-verdedigingsmeganismes, persoonlike kwesbaarheid, ongunstige betekenisgewing en ongunstige belewenisse. Hierdie probleme veroorsaak dat die kind in sy selfaktualisering gerem word en as gevolg hiervan nie sy gegewe moontlikhede verwerklik nie. Die studie het verder bewys dat die kind wat 'n ouer aan die dood afgestaan het, wel deur middel van terapeutiese begeleiding deur 'n sielkundige gehelp kan word om die verlies van 'n ouer in so 'n mate te hanteer dat die faktore wat die kind se selfaktualisering rem, opgehef kan word. Die studie voorsien die sielkundige van riglyne ten opsigte van die proses van terapeutiese begeleiding aan die kind wat 'n ouer aan die dood afgestaan het. Riglyne word gebied ten opsigte van die hantering van die kind se onmiddellike situasie, die evaluasie van die kind-inrousmart, die vasstelling van doelstellings en doelwitte vir terapeutiese begeleiding, die selektering van terapeutiese tegnieke, die terapeutiese hulpverlening aan die kind, die hulpverlening aan die oorblywende ouer en die hulpverlening aan die onderwyser wat gemoeid is met die kind-in-rousmart. Riglyne word ook gebied ten opsigte van die terminering van terapie. / The death if a parent has an influence on the total life of a child and causes emotional trauma that necessitates therapeutic guidance. After the death of a parent, physical, emotional, social and cognitive changes occur in the child's life for which he is not prepared and that he also does not understand. These factors cause such a change in the child's life-world that his functioning is hampered. In this study it was endeavoured to determine what effect the death of a parent has on a child's life and to what extent therapeutic guidance can alleviate the child's emotional trauma. In this study it was found that mourning is indeed a complicated process that gives rise to countless unanswered questions, feelings of helplessness and emotional pain. Children suffering grief in mourning are often ignored by society and as result of this, they do not receive adequate assistance. This leads to problems concerned with the development of the personality, relational problems and intrapsychological problems such as a poor self-concept, ego defence mechanisms, personal vulnerability, negative ways of acquiring meaning and unfavourable ways of experiencing life. These problems give rise to the hampering of the child's selfactualisation and because of this he cannot realise his potential. The study has furthermore proved that the child who has lost a parent through death, can be helped by a psychologist. This can be done by means of therapeutic guidance so that the child can handle the loss of a parent to such an extent that the factors that hamper his self-actualisation can be removed. The study provides guidelines for therapeutic guidance to the child who has Jost a parent through death. Guidelines are given on handling the child's immediate situation, the evaluation of the child in mourning, the determination of aims and objectives for therapeutic guidance, the selection of therapeutic techniques, therapeutic assistance to the child, assistance to the remaining parent and assistance to the educator who is involved with the child in mourning. Guidelines are also given for the termination of therapy. / Educational Studies / D.Ed (Clinical Psychologist)

Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige ondersteuning. Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek. Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie. Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter bevordering van die opvoedkundige sielkundige praktyk. 'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm shifts in natural and human sciences, increasing uncertainty about the real nature of the human being and how one person can assist another in an accountable way with solving problems in order to restore human dignity through educational psychological assistance. Research is carried out to determine what an accountable educational psychological practice, with special reference to pedotherapy, should entail. A literature study regarding basic requirements of an accountable educational psychological practice in historical and contemporary perspective is included. A further literature study is executed concerning an accountable pedotherapeutic practice. A theoretical grounding of pedotherapy is included in the literature study and specific attention is given to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic approach and forms of pedotherapy. The nature and role of a view of human kind in educational psychological practice is also discussed. Categories describing an accountable science of Psychology of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists are discussed against the background of a view of human kind. By means of an empirical investigation it is determined what the current status of Psychology of Education in theory and practice is. This investigation is conducted by means of idiographic interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are conversant with theoretical foundations and an ontological view of human kind, the value of evaluation criteria and the possibilities presented by the insights of Psychology of Education and how practitioners approach their practice in ethical stance. Also the views of practitioners on current prescriptions and their suggestions for improving educational psychological practice are obtained. A number of recommendations is presented in the light of findings from the entire study. A trial run for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

本研究主要目的在根據落差理論建構大學校院輔諮中心輔導服務品質指標與輔導服務品質影響因素，並編製「輔導服務品質量表」及「輔導服務品質影響因素量表」以探討大學校院輔諮中心輔導服務品質現況。依此目的，本研究首先對專家學者、學務長、輔諮中心主任與學生等23人進行訪談，歸納出大學校院輔諮中心的輔導服務品質包含六大指標：「有形性」、「可靠性」、「反應性」、「保證性」、「體貼性」、「認同性」。影響輔導服務品質有四個影響因素，管理階層認知向度、品質承諾向度、輔導服務人員之知能與態度與宣導與溝通向度。 　　本研究以德懷術專家諮詢編製輔導服務品質量表與輔導服務品質影響因素量表。 　　本研究以問卷調查法探討輔導服務品質與影響因素之間的關係與大學校院輔諮中心輔導服務品質的評估。研究對象為98所大學校院輔諮中心的379位輔導老師，與24所學校的1343名學生。資料分析的方法為t考驗、單因子變異數分析、逐步多元迴歸分析。 　　主要研究結果如下： 　　第一，不同背景輔導老師方面：(一)公立學校和私立學校的輔導老師對於其所服務學校輔諮中心的輔導服務品質與輔導服務品質影響因素的評估沒有差異。(二)一般大學和技職院校輔導老師對於其所服務學校輔諮中心的輔導服務品質與其影響因素的評估沒有差異。僅在影響因素的組成因素「員工適配」方面有差異。(三)北一區、北二區、中區以及南區四區大學校院輔諮中心的輔導老師對於其所服務學校輔諮中心的輔導服務品質與輔導服務品質影響因素的評估沒有差異。僅在輔導服務品質指標的「有形性」方面有差異。(四)男性和女性輔導老師對於其所服務學校輔導服務品質的評估沒有差異，但是對影響因素的評估有差異。(五)不同年資輔導老師對於其所服務學校輔諮中心輔導服務品質與輔導服務品質影響因素的評估沒有差異。(六)不論是主任、專任輔導老師、專任心理師、資教輔導老師對於其所服務學校輔導服務品質的評估沒有差異。在影響因素方面，輔導主任的評估都較其他老師較好。(七)不論輔導老師的背景為輔諮專業、相關科系或是非輔諮專業，對於其所服務學校輔導服務品質與輔導服務品質影響因素的評估沒有差異。在影響因素方面組成因素方面有差異。(八)不同教育程度的輔導老師對於其所服務學校輔導服務品質與輔導服務品質影響因素的評估有顯著差異。 　　第二，不同背景學生方面：(一)男學生和女學生對於其所就讀學校輔導服務品質的評估有差異。(二)公立學校和私立學校學生對於其所就讀學校輔諮中心的輔導服務品質的評估沒有差異。(三)不同性質學校學生對於輔導服務品質的評估有差異。(四)不同年級學生對於輔導服務品質的評估有差異。(五)有接受輔導服務經驗的學生比無接受輔導服務經驗的學生對輔諮中心輔導服務品質的評估較好。 　　第三．輔導服務品質指標與輔導服務品質影響因素組成因素之間的關係。(一)「品質承諾」、「控制力」對於輔導服務品質的「有形性」較具有預測力。(二)「員工適配」、「目標設置」、「加強宣導」、「工作標準化」與「學生需求調查」對於輔導服務品質的「可靠性」較具有預測力。(三)「員工適配」、「水平溝通」、「加強宣導」、「學生需求調查」、「監控系統」與「工作標準化」對於輔導服務品質「反應性」較具有預測力。(四)「員工適配」、「控制力」、「加強宣導」、「水平溝通」、「監控系統」與「學生需求調查」對於輔導服務品質「保證性」較具有預測力。(五)「員工適配」、「加強宣導」、「工作標準化」對於輔導服務品質「體貼性」較具有預測力。其中「員工適配」為主要預測變項。(六) 「品質承諾」、「加強宣導」、「水平溝通」、「團隊合作」與「目標設置」對於輔導服務品質的「認同性」較具有預測力。 　　最後，根據研究結果對輔導實務工作及未來相關研究提出建議以供參考。 / The main purpose of this research was to construct fundamental indicators of counseling service quality, develop an inventory of counseling service quality, and assess counseling service quality of university counseling centers. This research was conducted under three processes. First, semistructured interviews of professional scholars, deans of student affairs, directors of counseling center and students were conducted. Six indicators of counseling service quality were obtained from analyzing the responses as follows: tangibility, reliability, responsiveness, assurance, empathy and identification. The determinants of counseling service quality involved managers’ perception of students’ expectations, management commitment to service quality, counselors’ competence and attitude, as well as propagation and communication. Several specific criteria emerged for each of the determinants. Second, the inventory was constructed under the framework of literature review and Delphi method. The inventory was finally sent to 379 counselors and 1343 students from 24 universities in Taiwan. The data was analyzed by t-test, one-way ANOVA, and stepwise regression. Our findings are summarized below: First, regarding counselors of different backgrounds: (1) No differences were found between the public and private university counselors in perceived counseling service quality. The same results were found between counselors of differing seniority. (2) The perceived “employee-job fit” of university counselors was better than that of those from vocational university. (3) The perceived tangibility of the first district in northern universities was greater than that of southern universities. (4) There were disparities in the assessment of determinants of counseling service quality between male and female counselors. The same was true with counselors of different professional backgrounds. (5) The perceived counseling service quality of the director and counselors with doctorate degrees from the university counseling center was better than that of other counselors. Second, students with different backgrounds: (1) The perceived counseling service quality was different between males and females, universities and technological universities, different grades, and possessing or not possessing prior counseling experience. (2) No differences were found between public and private university students in perceived counseling service quality. Third, the relationship between counselor service quality indicators and factors of counselor service quality: (1) The criteria of management commitment to service quality and perceived control were the two major factors in predicting the tangibility of counseling service quality. (2) The criteria of “employee-job fit”, goal-setting, propagation-enhancement, task standardization, and student request investigation were the five major factors in predicting the reliability of counseling service quality.3. The criteria of “employee-job fit”, horizontal communication, propagation-enhancement, student request investigation, supervisory control systems, and task standardization were the six major factors in predicting the responsiveness of counseling service quality.4. The criteria of employee-job fit, perceived control, propagation-enhancement, horizontal communication, supervisory control systems, and student research orientation were the six major factors in predicting the assurance of counseling service quality. (5) The criteria of employee-job fit, propagation-enhancement, and task standardization were the six major factors in predicting the empathy of counseling service quality.(6) The criteria of management commitment to service quality, propagation-enhancement, horizontal communication, teamwork and goal-setting were the four major factors in predicting counseling service quality. Based on the results of this study, we have proposed some suggestions and provided reference materials for the counseling profession as well as for the pursuit of further research in this area.

This diploma thesis deals with the system of a crisis intervention for the staff members of the Police of the Czech Republic. There are described means of psychological assistance for the staff members of the police and the research of trust in the psychological assistance and its awareness of the assistance and whether they use it.