Aims: To examine whether personality traits predict the course of addictive behaviours in general and whether predictive associations differ between non-substance related (NR) and substance related (SR) addictive behaviours. Methodology: We recruited 338 individuals (19–27 y, 59 % female) from a random community sample with NR, SR, or no DSM-5 addictive disorder. Predictors were the Big Five personality traits (NEO-FFI) and reward and punishment sensitivity (BIS/BAS questionnaire). Outcomes were the slopes of addictive behaviours (i. e., quantity, frequency, and number of DSM-5 criteria) over three years. Bayesian multiple regressions were used to analyse the probabilities for each hypothesis. Results: The evidence that higher neuroticism, lower conscientiousness, lower agreeableness, higher extraversion, lower openness, higher reward sensitivity, and lower punishment sensitivity predict increased addictive behaviours over time was, overall, moderate to high (69 % to 99 %) and varied by trait and outcome. Predictive associations were mostly higher for NR compared with SR addictive behaviours. Conclusions: Personality traits predict the course of addictive behaviours, but associations were only about half as large as expected. While some personality traits, such as lower conscientiousness, predict increases in both NR and SR addictive behaviours over time, others, such as lower punishment sensitivity, seem to specifically predict increases in NR addictive behaviours. / Zielsetzung: Untersuchung der Vorhersage des Verlaufs von abhängigem Verhalten durch Persönlichkeitsmerkmale und Prüfung, ob sich diese prädiktiven Assoziationen zwischen verhaltensbezogenem (VB) und substanzbezogenem (SB) abhängigen Verhalten unterscheiden. Methodik: Wir rekrutierten 338 Personen (19–27 Jahre, 59 % weiblich) aus einer kommunalen Zufallsstichprobe mit einer VB-, einer SB- oder keiner DSM-5-Abhängigkeit. Prädiktoren waren die „Big Five“-Persönlichkeitsmerkmale (NEO-FFI) und die Belohnungs- und Bestrafungssensitivität (BIS/BAS-Fragebogen). Die Outcomes waren der Verlauf des abhängigen Verhaltens (d. h. Menge und Häufigkeit des Konsums und Anzahl der erfüllten DSM-5-Kriterien) über drei Jahre. Zur Analyse der Wahrscheinlichkeiten für jede Hypothese wurden Bayes‘sche multiple Regressionsanalysen verwendet. Ergebnisse: Die Evidenz, dass höherer Neurotizismus, geringere Gewissenhaftigkeit, geringere Verträglichkeit, höhere Extraversion, geringere Offenheit, höhere Belohnungssensitivität und geringere Bestrafungssensitivität eine Zunahme von Merkmalen abhängigen Verhaltens im Laufe der Zeit vorhersagen, war insgesamt moderat bis hoch (69 % bis 99 %) und variierte je nach Persönlichkeitsmerkmal und Outcome. Die prädiktiven Assoziationen waren meist höher für VB im Vergleich zu SB abhängigen Verhalten. Schlussfolgerungen: Persönlichkeitsmerkmale sagen den Verlauf des abhängigen Verhaltens voraus, allerdings waren die Zusammenhänge nur etwa halb so groß wie erwartet. Während einige Persönlichkeitsmerkmale, wie z. B. eine geringere Gewissenhaftigkeit, im Laufe der Zeit eine Zunahme des VB und des SB abhängigen Verhaltens vorhersagen, scheinen andere, wie z. B. eine geringere Sensibilität für Bestrafung, speziell eine Zunahme des VB abhängigen Verhaltens vorherzusagen.

Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense. Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks. Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes, where parents work long hours and often are illiterate. This leads to the fact that the vast majority of learners grow up in an unstructured environment and in homes without clear disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show children what they are allowed to do and what they are not allowed to do. All children need boundaries to grow and learn optimally. When children know what the consequences are for stepping out of bounds, they will be more compliant. A lack of boundaries on the other hand causes many disciplinary problems, as learners do not learn self-discipline at home. In addition, they are often raised in environments where they are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of which types of behaviour are morally and socially acceptable at home or in their communities. The lack of discipline and self discipline at home leads to disciplinary problems in the classroom, especially with learners in previously disadvantaged schools. The teaching of good discipline, leading to self discipline rests on educators’ shoulders in the school context. Thus, the role of schools and educators become extremely important, although it sounds like an insurmountable problem. If all stakeholders could play a role to assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga. Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)

This dissertation focuses on the expulsion of learners from secondary schools in the Western Cape. Learners with behavioural and emotional problems are disruptive in class. They antagonise teachers and challenge the code of conduct of the school. Expelling learners has far reaching consequences for education and society. Although official expulsions have remained constant the number of "unofficial expulsions" appear to be increasing. Expulsion rates vary amongst schools, but those situated in middle-class areas request more expulsions than those situated in lower socio-economic areas. Substance abuse is by far the most dominant reason for expulsion followed by physical confrontation, verbal confrontation, theft, sexual assault and other behavioural problems. Whilst certain factors such as the socio-economic background, intake, catchment area and ethos of the school does influence expulsions, factors within the school i.e. the attitude of the principal towards certain policies and practices may unintentionally contribute to its increase. Finally, the dissertation provides guidelines and recommendations towards minimising expulsions. / Educational Studies / M.Ed. (Guidance and Counselling)

This dissertation focuses on the expulsion of learners from secondary schools in the Western Cape. Learners with behavioural and emotional problems are disruptive in class. They antagonise teachers and challenge the code of conduct of the school. Expelling learners has far reaching consequences for education and society. Although official expulsions have remained constant the number of "unofficial expulsions" appear to be increasing. Expulsion rates vary amongst schools, but those situated in middle-class areas request more expulsions than those situated in lower socio-economic areas. Substance abuse is by far the most dominant reason for expulsion followed by physical confrontation, verbal confrontation, theft, sexual assault and other behavioural problems. Whilst certain factors such as the socio-economic background, intake, catchment area and ethos of the school does influence expulsions, factors within the school i.e. the attitude of the principal towards certain policies and practices may unintentionally contribute to its increase. Finally, the dissertation provides guidelines and recommendations towards minimising expulsions. / Educational Studies / M.Ed. (Guidance and Counselling)

This research was undertaken to establish the effect incarceration of individuals in the total institution called prison has on the incarcerated individuals. A literature study along with an empirical study, with 17 ex-inmates, was completed to explore the environment and circumstances of the institution called prison and the effect it has on the prisoners it incarcerates. Issues discussed include the prison environment, the prisonisation process, the inmate code and the process of incarceration. Also discussed are the presence, activities and influence of the gangs within the prison environment. It would appear that prison has a lasting effect on most prisoners and limited rehabilitative value, although there does appear to be some deterrence value. The subject begs further investigation, especially among a wider mix of inmate type, in order to deliver further recommendations to the South African Department of Correctional Services. / Social work / M.A.(Social Science)

This study focuses on the role of educators in the establishment and maintenance of effective discipline in the school and classroom. In a mainly qualitative investigation, empirical data from three secondary schools in the Nkangala region of the Mpumalanga Province were collected by means of focus group and individual interviews as well as observation. These data were analysed in accordance with accepted procedures for qualitative data processing. The study confirmed most of the views found in the existing body of knowledge on school discipline. In the dissertation, detailed attention is paid to the disciplinary problems those educators who were interviewed, experienced, the perceived origin of those problems and suggested solutions. The rights and duties of educators in regard to the management of discipline were also considered. To conclude the study, eight strategies to promote the establishment and maintenance of discipline in secondary schools were proposed. / Educational Studies / M. Ed. (Educational Management)

The purpose of this study was to explore the promotion of safe schools in the Eastern Cape according to a Whole School Development Approach. A literature study investigated the factors contributing to violence in schools in the Eastern Cape as well as South Africa, the strategies that can be used to involve all stakeholders in education to combat school violence and the strategies to promote safe schools through Whole School Development Approach. An empirical investigation following a qualitative approach was used to explore the views of learners, educators, principals and teachers of two secondary schools in the Eastern Cape. Data was gathered by observation, interviews, analysis of written documents and analysis was according to qualitative procedures. Findings showed a prevalence of violence in the schools as a result of non-application of the Whole School Development Approach. The implications of the findings of both literature and the empirical investigation are discussed and certain guidelines are provided to assist all stakeholders in education on the promotion of safe schools through the Whole School Development Approach. / Educational Studies / M. Ed. (Education Management)

The focus of this thesis is on Advance Fee Fraud (419 scams) on how it is executed and more importantly, on how it can be prevented. The research addresses the origins of AFF, the nature and extent of this crime and how the perpetrators are able to defraud their victims. The research described, examined and analysed the crimes, the perpetrators, the victims, adjudication and the prevention strategies of this fraud. Information was gathered through literature and empirical research. A qualitative research method was used to gather information from AFF offenders who were incarcerated in South African prisons in 2005. The results of the empirical research were carefully examined, analyzed and integrated into the various chapters of this thesis. A theoretical framework was also developed in an attempt to explain this complex phenomenon. The findings and recommendations in terms of the crimes, the criminals, the victims, adjudication and prevention were also made and some suggestions for further research thereof were also cited. / Criminology / D. Litt. et Phil. (Criminology)

Die doel van hierdie studie van beperkte omvang is om inligting in te samel oor die probleem van dissipline soos dit manifesteer in Intermediêre Skole in die Namakwa Distrik van die Noord-Kaap Provinsie. Die aandag word toegespits op: * wetgewing met betrekking tot dissipline in skole; * soorte van probleme; * faktore wat aanleiding gee tot probleme; * maatreëls wat gebruik word om dissiplinêre probleme te hanteer en te voorkom. Deur literatuurstudie word begrip en kennis verkry wat as agtergrond dien vir die kwalitatiewe ondersoek waardeur `n kontekstuele begrip verkry word van die ervaring van dissipline en probleme deur `n geselekteerde groep skoolhoofde van Intermediêre Skole in die Namakwa Distrik van die Noord-Kaapprovinsie. Ten slotte word voorstelle gemaak met die oog op die verbetering van `n komplekse situasie. / The aim of this study on a small scale is to gather information about the problem of discipline as manifested in Intermediate Schools in the Namaqua District of the Northern Cape Province. The attention is focused on: * legislation in connection with discipline in schools; * types of problems; * factors that cause problems; * measures to cope and prevent disciplinary problems. The study of literature provides understanding and knowledge that serves as background to the qualitative study by way of which a contextual understanding is developed of the experience of discipline and specific problems by a selected group of principals of Intermediate Schools in the Namaqua District of the Northern Cape Province. In conclusion proposals are made aimed at the improvement of a complex situation. / Educational Studies / M. Ed. (Educational Management)

The South African Constitution, with its Bill of Rights, represents a decisive break with the past and a great advance by South Africans in reclaiming their human dignity and fundamental freedoms. Before 1993 punishment of crime was defined by the social order which had been designed under the apartheid government; prisoners were generally subjected to cruel and degrading treatment while criminal suspects could be detained indefinitely and without trial. The penal system was to some extent directed at controlling and regulating the conduct of Blacks. The constitutional dispensation has resulted in a re-look at our penal policy and has placed great emphasis on the rights of prisoners. These rights flow from the rights to equality, dignity and liberty. The Constitution has entrenched certain rights of criminal suspects, including the right to a fair trial. Legislation has been introduced to ensure compliance with the constitutional imperatives. The new dispensation has given rise to debate on many issues, and facilitated a rise of a victims’ movement seeking to promote victim interests. This movement has noted that offenders and alleged offenders enjoy a series of constitutional rights, and that corresponding rights for crime victims need to be introduced. Victims are unlikely to be accorded rights in the literal sense of the word; nevertheless, they need to be accommodated within the criminal justice system. This need has given birth to a charter for crime victims, a document that seeks to empower crime victims. The perception remains, however, that offenders and crime suspects still enjoy too much protection, to the detriment of victim interests. The development of victim rights is hampered by the adversarial nature of the country’s criminal justice system and the perception that victims have no role to play within the criminal process, other than as witnesses. The purpose of the thesis is to analyse the extent to which our Bill of Rights strikes a balance between the interests of alleged offenders and offenders on the one hand, and crime victims on the other. It also seeks to create awareness about the plight of crime victims and to make suggestions on possible solutions. / Criminal & Procedural Law / LLD (Criminal & Procedural Law)