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A great deal of the existing literature on parental divorce focuses on the negative influences it has on children and young adults in regards to such areas as their relationships (romantic and familial) and their academic standing. The implications of such research are that parental divorce will always bring harm to families and, consequentially, should be avoided for the sake of the children's wellbeing. What is often missing from this research is a focus on the potential positive outcomes of parental divorce. The intent of this thesis is to explore the effects of parental divorce on young adults' ability to form and maintain romantic relationships, focusing on the positive outcomes of parental divorce on young adults and seeking to answer the question of whether or not young adults can actually benefit from their parents' divorce. By surveying a sample of 233 students from divorced and intact families from a large university on their experiences with parental divorce and/or romantic relationships, in conjunction with face to face interviews, the current study provides a deeper insight into the social factors that help define divorce as positive and explores the effects of family structure, gender of child, economic situation, and pre-existing parental conflict on young adults of divorced parents. Findings suggest that these young adults do experience positive outcomes after the divorce and that these outcomes are dependent on a variety of familial and social factors that shape the divorce experience.

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The aim of this thesis is to provide the generationally authentic view of the issue of young men's and women's relationships with the focus on mapping their expectations and emotional needs satisfaction. The theoretical part describes the period of young adulthood that is specific exactly to a relationship build-up. The next part of the paper focuses on the phenomenon of love, problems of a partner choice and men's and women's specific expectations and emotional needs. The last chapter covers sexuality that is a natural part of relationships. The thematic areas are always accompanied by a pedagogical point of view because education has the significant impact in a partnerships formation. The practical part contains the survey of 60 respondents. The subject was young men's and women's expectations in a relationship. The main goal was to determine which expectations young men and women start a relationship with. The key result is the fact that men and women have different expectations in a relationship but they agree about the expectation of mutual love and understanding.

This study explores the social approval of internet dating through the ranking of vignette scenarios. The scenarios are manipulated by the conditions of face-to-face interaction, presence of mutual acquaintance, and use of internet technology. Measures of legitimacy, predicted longevity, and social perception test for changes in attitudes of the varied ways in which a hypothetical couple meets. One of seven randomly distributed scenarios was ranked by a total of 346 undergraduates to disentangle the above conditions and test for an effect on social approval. Situated in the framework of cultural adaptation, script theory and the saturated self, support is found for low cultural approval of internet dating. Conditions of face-to-face interaction, issues of trust, and affinity to the internet demonstrate clear effects on the approval of relationships formed through internet dating.

The process of forming a committed, romantic relationship is described as a developmental phenomenon that cannot be accurately viewed without the context of prior relationship experiences because the social competencies that facilitate successful navigation of the tasks of relationship formation are developed in relationships. Furthermore, a cumulative relationship history that has a negative influence may lead to poor emotional health, further disrupting relationship formation processes through that mechanism. Hypotheses were tested using data from a prospective longitudinal study of participants (218 women, 174 men) who were not in a romantic relationship at initial data collection and reported on their relationship status 4 times over the course of 1 year while completing the READY or RELATionship Evaluation (RELATE). Cumulative relationship history and emotional health prospectively predicted the intercepts in longitudinal growth curve analyses of relationship status, while mediational analyses supported the hypothesis that emotional health partially mediates the influence of cumulative relationship history on relationship status. The findings support the developmental conceptualization that inter- and intrapersonal capacities increase the probability of forming a committed, romantic relationship over time.

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

Background: Women with substance abuse problems have distinctive features and face many difficulties arising from their gender specificities. Among them, motherhood is significantly represented, which, combined with the abuse of addictive substances, fundamentally changes its profile, from experience, to the way these women relate to their children. These ways are burdened with many experiences, processes and emotions, which subsequently block the establishment of appropriate education. Aim: The aim of the thesis was to find out whether women with addiction problems feel guilty and shy in relation to their children, or map out where these feelings come from and what forms them. Another key objective was to reveal whether these feelings could create barriers in relation to the child, and especially in education. The last goal of the thesis was to evaluate whether, in addition to these determinants, other variables occur, or which ones are entering into the process of remediation. Methodology: Data collection took place in spring 2019 in the Therapeutic Community Karlov. A semi-structured interview was conducted with clients and specific observed situations of maternal interactions with the child were described. Research sample: The sample was created by 5 clients of the Therapeutic Community...

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)