This study examined the notion of respect in the college classroom. While pedagogical researchers had previously studied the phenomenon, each found challenges in defining it. Moreover, communication scholars do not examine respect as a primary pedagogical factor with learning implications. Focus groups provided venues for topic-specific discussion necessary for better understanding the diversity of students' worldviews regarding respect in the college classroom. Grounded theory allowed for searching theoretical relevance of the phenomenon through constant comparison with categorical identification. The most practical contributions of this research identifies as several major notions including, the importance of relationships within the process, student self-esteem, and global-classroom respect. In addition, implications emerged from the data as learning, motivation, and environment. One other practical contribution exists as a respect communication model for the college classroom. Further, examining students' worldviews of respect in the classroom provides benefits for pedagogical scholars, students, and instructors.

L’objectif de ce mémoire est d’identifier si, et de quelle manière, le programme de philosophie pour enfants élaboré par Matthew Lipman et Ann Margaret Sharp est susceptible de contribuer au développement du respect. La première partie propose une synthèse de plusieurs thèses à propos du respect présentes dans la littérature académique. Quatre types de respect sont exposés, et différentes manières de contribuer au développement de chacun de ces types sont identifiées. La deuxième partie de ce mémoire présente le programme de philosophie pour enfants, en partant de ses objectifs jusqu’aux moyens mis en œuvre pour les réaliser. La troisième partie présente des liens possibles entre le développement du respect et le programme de philosophie pour enfants. Il y est fait un examen des principales étapes de la mise en place d’une communauté de recherche philosophique, de manière à identifier les apprentissages que les participants y font qui sont susceptibles de participer au développement du respect.

This research formed part of a broader research project that explored respect in relationships between young female adults and older people (60+ years) in a South African context. Different themes emerged from this research such as the motivation younger people have for respecting older persons; as well as different forms of giving and receiving respect. This research will specifically focus on themes that emerged inductively about the relational context in which the experiences of respect were expressed and the challenges of respect in the interpersonal experiences. It has been recorded in literature on intergenerational relationships that respect is not only an essential element in these relationships but also that it contributes to constructive relationships. Most of the research about respect has been conducted in Asian and Western countries, while some research has also been done in Ghana, Africa. The above mentioned research findings identified specific behavioural forms of respect, and attitudes and/or emotions associated with respect. Furthermore it has been found that respect can either be earned or deserved, or not, depending on whether and to what extent the person concerned is considered to have met certain requirements. Little research has been done on how people, especially young female adults in South Africa, experience respect in intergenerational relationships. Experiences of respect between people from different generations always take place in an interpersonal context and therefore the Self-Interaction Group Theory (SIGT) was used to understand young female adults’ experiences of respect in relationships with older people. Following SIGT, for the purposes of this study respect is defined as the subjective experience of the relational interactions between people. The focus in this study falls on the experience of respect in relationships with older people from young female adults’ perspective. Traditionally female gender roles have been associated with care. However, these roles changed to more flexible gendered roles and today women are not able to adopt many different roles. The past generations’ women took care of their older parents, whereas in the present women also pursue careers and this may have an influence on their interactions with older people as they may not necessarily be able to take care of the older people anymore. The research project was approved by the Ethics Committee of the North-West University. A qualitative research method informed by an exploratory and descriptive approach was used in an attempt to describe the participants’ subjective experiences of respect in the relationships they have with older people. A purposive sample was used and 26 women (between 21 and 28 years old) who are post-graduate psychology university students in the North West, South Africa, participated in the study. The study used a homogenous group of participants in order to get a detailed picture of their experiences. Young adults are in a transitory phase of their lives and research indicated that it is important to investigate their attitudes towards older people because they are likely to form new values, because their lives and behaviours are more influenced by their peers and because they have less parental supervision. Data was collected in three data-gathering sessions over the period of three days. Textual and visual data was collected through the use of the Mmogo- method®, a projective visual research method which uses a focus group approach. The Mmogo- method® material consists of a lump of malleable clay, different sizes and colours of beads and dried grass stalks of different lengths. Participants are provided with the open-ended materials and based on an open-ended prompt, they are requested to create a visual representation, which in this research was: Please use the material provided and create anything that can tell us more about how you perceive respect in relation to a person, or persons older than 60 years of age. After the exercise participants were asked to explain what they have created. A collaborative effort of co-constructed meanings took place as the visual representation of each participant became the stimulus material for group discussions. The visual representations of participants were photographed and analysed using visual analysis, while the digital recordings of the individuals’ explanations of their visual representations as well as the group discussions were transcribed verbatim and analysed using thematic analysis. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability of the research findings. The findings revealed that the relationship with older persons is subjectively described in terms of emotional or cognitive experiences and associated with specific relational contexts. In the familial and social context the experience of respect were linked with care and most of these relationships were described as affectionate/emotional. In the familial and social contexts, older persons were placed in a one-up position with the young adults, since the young adults want to obey and/or honour them. Some described the relationship as a relationship where they interacted as equals. In different contexts, work related, educational and familial, young adults expressed ambivalent emotions: some expressed admiration and love, while others expressed frustration and anger. In the work-related and educational relational contexts, the relationships were experienced as being formal and described in cognitive terms. In these relationships young adults expressed frustration and anger if their needs were not addressed based on how the relational context defined the relationship. For example in the educational contexts, the needs of the young adults were to get clarity on learning content, to receive support to reach their goals, and to reach emotional safety. Young female adults indicated that respect towards older persons is no longer based on the age of older persons. It rather depends on the reciprocal actions and reactions between young adults and older persons; and that it depends on how the relationship between the generational members develops over time, as well as the ability of generational members to bridge the distance between them and to adopt each other’s life worlds, whilst refraining from judgemental and stereotypical assessment of older persons. This study hence holds important implications for the creation of intergenerational programmes in order to enhance relationships between young adults and older people. A specific contribution of the findings is that when planning interventions intergenerational programmes should be designed to take into consideration the specific interpersonal context. Furthermore, the definitions of respect as held by both of the generational members should be considered in planning intergenerational interventions in specific interpersonal contexts. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Literature on intergenerational relationships has indicated the importance of respect in these relationships. To date, research has focused mainly on defining the construct of respect or looking at how it presents itself within intergenerational relationships. Little attention has been paid to the experience of respect, leaving a gap, more specifically in the study of the way in which older persons experience respect within intergenerational relationships. Respect has been defined in current literature as a combination of behaviours, attitudes and feelings. Respect is always experienced in relationships between people and accordingly the self-interactional group theory (SIGT) was used as a theoretical framework for understanding older persons’ experience of respect in their relationships with middle adolescents. The focus was specifically placed on their relationships with middle adolescents because of rifts relating to their experience of relational interactions that have been found to exist in these relationships in studies focusing on older youth. Research was conducted in the economically vulnerable community of Vaalharts, situated in the Northern Cape Province of South Africa, in which the importance of supportive relationships for older persons is especially relevant. The findings of the study could potentially lead to the development of programmes to strengthen these relationships. Twelve participants (9 female and 3 male) over the age of 60 took part in Mmogo-method® sessions in order to gain an understanding of their subjective experience of the construct of respect. By using the Mmogo-method®, visual data (photos of their presentations made for the Mmogo-method®) and textual data were obtained. In addition, self-reflective journals containing open-ended questions (completed voluntarily by the participants) added to the trustworthiness of the study by using more than one data-gathering method. All data were analysed to derive themes that painted a vivid picture of the older persons’ experience of respect. The photos taken during the Mmogo-method® sessions were visually analysed while textual data were analysed thematically. Findings indicated that the older persons linked respect to the constructs of care and love. It was also seen that certain behaviours, such as using appropriate language and appropriate forms of address, were important aspects of respect. Respect in the relationships between the older persons and middle adolescents has a reciprocal nature and the older persons portrayed attitudes of mutual respect in these interactions. They also expressed their need for middle adolescents to demonstrate their gratitude and, for their part, to have opportunities to model respectful behaviour to middle adolescents. Respect as a construct is experienced by the older persons as an interactional manifestation of the current definitions and forms of respect as presented in literature. It is recommended that similar studies be done with other groups of older persons in order to obtain a broader view of how members of economically vulnerable communities experience respect in their relationships with middle adolescents. The data in this study demonstrate what current literature says about respect, and adds to previous research by achieving an understanding of how older persons’ experience the construct rather than exploring only the definition of respect or how it presents in intergenerational relationships. / MSc (Research Psychology), North-West University, Potchefstroom Campus, 2015

This research focuses on exploring foster girls’ perceptions of respect in relationships in a Child and Youth Care Centre (CYCC) context. The study was undertaken within the paradigm of positive psychology. Relational well-being is of key importance for all adolescents from all cultures and contexts. Respect is viewed as a dynamic aspect of relational functioning. However, when adolescent foster girls do not experience respectful interactions with CYCC caregivers, health workers and with peers, their healthy development could be seriously affected. There is a scarcity of information available on foster girls’ perceptions of respect, with particular reference to the dynamics of respect within a CYCC context. Therefore, the study endeavours to highlight the importance of a bottom-up approach by investigating foster girls’ perceptions of respect. The qualitative study was conducted by using a phenomenological design. For the purpose, aim and coverage of this empirical study a homogenous sample was selected. Twenty female occupants from a South African CYCC were selected, with ages ranging from 12 to 16 years. The participants were all African adolescents, and the study was carried out on the CYCC premises. This homogenous sample allowed detailed investigation of social processes in this context. Data was collected by means of a world café technique where all twenty participants took part to tap into their collective wisdom. Individual interviews were also used and six participants were selected from the original group. All requirements regarding ethical concerns were followed in the research process. Thematic analyses were undertaken after the group and individual sessions. The findings are presented as four main themes, namely relating and respectful interacting (relationships), the role of emotions, resilience and the role of gender. It has been determined that respectful interacting promotes positive support and encouragement during bad times, as well as sharing concerns and ideas with peers and positive role-models. The role of fluctuating emotions – both positive and negative ─ emerged as being of major importance in the girls’ lives. These included pride, belonging, trust (or lack thereof), happiness, hopelessness, aggression / anger and a sense of shame and disappointment with failures. The theme of resilience covered effective coping and how the girls resist languishing and strive to better themselves despite their adverse circumstances. The final theme is that of gender role, which addresses the various forms of differentiation, especially in the treatment of girls and boys. Recommendations are given in order to ameliorate the girls’ lives and to shape future research that could explore the instruction of life skills in order to develop self-esteem, interpersonal relationships (showing respect for one another), a sense of worth and tolerance within a CYCC context purposefully. A possible limitation of this study could be the various Western models of well-being that were studied by the researcher while the participants came from various African cultural backgrounds with different perspectives on Ubuntu. The specific context of foster girls is, therefore, of crucial importance to their wellness, seeing that the context could harbour enabling or limiting conditions for these adolescents. / MSc (Psychology), North-West University, Potchefstroom Campus, 2015

Previous research on respect in intergenerational relations showed a significant association with the sustainability of the relationship that exists between generations. Respect in intergenerational relationships is a relational phenomenon. As such, respect is defined as subjective experiences of interpersonal interactions between members of different generations. For the purpose of this study, intergenerational relationships refer to interactions between people older than 60 years (G1-first generation in a family) and younger people (between the ages of 20 and 30) who constitute the third generation (G3-third generation in a family). The theoretical frameworks that informed this study are a combination of the Interpersonal Theory, Interpersonal Communication Theory that informs the principles of the Self-Interactional Group Theory (SIGT). The Interpersonal Theory and the Interpersonal Communication Theory conceptualise interactions between people on an interpersonal level. The SIGT however gives meaning to interactions specifically between members of different generations. SIGT theory conceptualizes that intergenerational relations and its principles are rooted in the idea of stimulating effective relationships and supporting intergenerational cohesion. According to this theory, interactions between members of different generations always occur within an interpersonal context shaped by continuous interaction between them. This interpersonal context also determines the significance of communication within the interactions between generations. Extensive work on respect in intergenerational relationships has mostly been done in Asian and Western regions, with a specific focus on the typological forms of respect from the perspectives of younger generations. This resulted in the identification of 14 typological forms of respect for older people. Research on respect in Africa conducted in Ghana revealed that respect is a reciprocal construct, while a study in South Africa on respect between Zulu grandmothers and their grandchildren reported a decline in grandchildren‟s respect for their grandmothers. Little to no literature was found on young adults‟ in transition experiences of respect in their relations with older people which constitutes a conceptual gap in the field of contemporary intergenerational research in South Africa and motivates the focus of this study. This study explores respect from the perspective of Afrikaans speaking young adults‟ in their relations with people older than 60 years. Before conducting the research, ethical approval was obtained from the Health Research Ethics Council (HREC) of the North-West University, and the researcher adhered to the ethical guidelines prescribed by the Health Professions Council of South Africa (HPCSA). This research was conducted in a higher educational context, at the North-West University‟s Potchefstroom campus in South Africa. A qualitative approach was used to explore 23 (22 female and 1 male) Afrikaans-speaking young adults‟ experiences of respect in their relations with older people. This group was purposively chosen as being in transitional life phase-from dependence to independence and autonomy. Data were collected over the course of three days by means of the Mmogo-method®, a visual projective data-collection technique. The Mmogo-method® enables the researcher to collect culture sensitive data embedded in the lived experiences of the participants. Participants are provided with materials consisting of a lump of clay, grass straws, colourful beads and piece of fabric in a closed container. Participants were asked to use the material in the container to construct something that could demonstrate how they experienced respect in their relations with a person older than 60 years. The projections participants built served as the focus for subsequent discussion, in the course which they explained what they had made and its relevance to the research question. In addition, prompt questions were asked to stimulate a focus group discussion. Textual data were analysed by means of thematic analysis, and by incorporating the symbolic meaning of the visual representation with the text of each participant. To ensure the quality and enhance the trustworthiness of this study, credibility, transferability, conformability, dependability and integrity of the researcher were applied throughout the research process. Findings revealed that the young adults described their experiences of respect within a specific relational context which they share with older people. Furthermore, their respect for older people is supported by normative values that motivate the young adults to offer them respect. The young adults experience respect in the relational context as reciprocal: they give respect to older people by means of altruistic actions and by being present in the lives of older people. In turn, they receive emotional and material care from older people as a form of respect. The findings of this study inform research into the relational nature of intergenerational respect which may be drawn upon for the development of intergenerational programmes to promote sustainable cohesion in intergenerational relationships. / MSc (Research Psychology), North-West University, Potchefstroom Campus, 2015

This research formed part of a broader research project that explored respect in relationships between young female adults and older people (60+ years) in a South African context. Different themes emerged from this research such as the motivation younger people have for respecting older persons; as well as different forms of giving and receiving respect. This research will specifically focus on themes that emerged inductively about the relational context in which the experiences of respect were expressed and the challenges of respect in the interpersonal experiences. It has been recorded in literature on intergenerational relationships that respect is not only an essential element in these relationships but also that it contributes to constructive relationships. Most of the research about respect has been conducted in Asian and Western countries, while some research has also been done in Ghana, Africa. The above mentioned research findings identified specific behavioural forms of respect, and attitudes and/or emotions associated with respect. Furthermore it has been found that respect can either be earned or deserved, or not, depending on whether and to what extent the person concerned is considered to have met certain requirements. Little research has been done on how people, especially young female adults in South Africa, experience respect in intergenerational relationships. Experiences of respect between people from different generations always take place in an interpersonal context and therefore the Self-Interaction Group Theory (SIGT) was used to understand young female adults’ experiences of respect in relationships with older people. Following SIGT, for the purposes of this study respect is defined as the subjective experience of the relational interactions between people. The focus in this study falls on the experience of respect in relationships with older people from young female adults’ perspective. Traditionally female gender roles have been associated with care. However, these roles changed to more flexible gendered roles and today women are not able to adopt many different roles. The past generations’ women took care of their older parents, whereas in the present women also pursue careers and this may have an influence on their interactions with older people as they may not necessarily be able to take care of the older people anymore. The research project was approved by the Ethics Committee of the North-West University. A qualitative research method informed by an exploratory and descriptive approach was used in an attempt to describe the participants’ subjective experiences of respect in the relationships they have with older people. A purposive sample was used and 26 women (between 21 and 28 years old) who are post-graduate psychology university students in the North West, South Africa, participated in the study. The study used a homogenous group of participants in order to get a detailed picture of their experiences. Young adults are in a transitory phase of their lives and research indicated that it is important to investigate their attitudes towards older people because they are likely to form new values, because their lives and behaviours are more influenced by their peers and because they have less parental supervision. Data was collected in three data-gathering sessions over the period of three days. Textual and visual data was collected through the use of the Mmogo- method®, a projective visual research method which uses a focus group approach. The Mmogo- method® material consists of a lump of malleable clay, different sizes and colours of beads and dried grass stalks of different lengths. Participants are provided with the open-ended materials and based on an open-ended prompt, they are requested to create a visual representation, which in this research was: Please use the material provided and create anything that can tell us more about how you perceive respect in relation to a person, or persons older than 60 years of age. After the exercise participants were asked to explain what they have created. A collaborative effort of co-constructed meanings took place as the visual representation of each participant became the stimulus material for group discussions. The visual representations of participants were photographed and analysed using visual analysis, while the digital recordings of the individuals’ explanations of their visual representations as well as the group discussions were transcribed verbatim and analysed using thematic analysis. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability of the research findings. The findings revealed that the relationship with older persons is subjectively described in terms of emotional or cognitive experiences and associated with specific relational contexts. In the familial and social context the experience of respect were linked with care and most of these relationships were described as affectionate/emotional. In the familial and social contexts, older persons were placed in a one-up position with the young adults, since the young adults want to obey and/or honour them. Some described the relationship as a relationship where they interacted as equals. In different contexts, work related, educational and familial, young adults expressed ambivalent emotions: some expressed admiration and love, while others expressed frustration and anger. In the work-related and educational relational contexts, the relationships were experienced as being formal and described in cognitive terms. In these relationships young adults expressed frustration and anger if their needs were not addressed based on how the relational context defined the relationship. For example in the educational contexts, the needs of the young adults were to get clarity on learning content, to receive support to reach their goals, and to reach emotional safety. Young female adults indicated that respect towards older persons is no longer based on the age of older persons. It rather depends on the reciprocal actions and reactions between young adults and older persons; and that it depends on how the relationship between the generational members develops over time, as well as the ability of generational members to bridge the distance between them and to adopt each other’s life worlds, whilst refraining from judgemental and stereotypical assessment of older persons. This study hence holds important implications for the creation of intergenerational programmes in order to enhance relationships between young adults and older people. A specific contribution of the findings is that when planning interventions intergenerational programmes should be designed to take into consideration the specific interpersonal context. Furthermore, the definitions of respect as held by both of the generational members should be considered in planning intergenerational interventions in specific interpersonal contexts. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Literature on intergenerational relationships has indicated the importance of respect in these relationships. To date, research has focused mainly on defining the construct of respect or looking at how it presents itself within intergenerational relationships. Little attention has been paid to the experience of respect, leaving a gap, more specifically in the study of the way in which older persons experience respect within intergenerational relationships. Respect has been defined in current literature as a combination of behaviours, attitudes and feelings. Respect is always experienced in relationships between people and accordingly the self-interactional group theory (SIGT) was used as a theoretical framework for understanding older persons’ experience of respect in their relationships with middle adolescents. The focus was specifically placed on their relationships with middle adolescents because of rifts relating to their experience of relational interactions that have been found to exist in these relationships in studies focusing on older youth. Research was conducted in the economically vulnerable community of Vaalharts, situated in the Northern Cape Province of South Africa, in which the importance of supportive relationships for older persons is especially relevant. The findings of the study could potentially lead to the development of programmes to strengthen these relationships. Twelve participants (9 female and 3 male) over the age of 60 took part in Mmogo-method® sessions in order to gain an understanding of their subjective experience of the construct of respect. By using the Mmogo-method®, visual data (photos of their presentations made for the Mmogo-method®) and textual data were obtained. In addition, self-reflective journals containing open-ended questions (completed voluntarily by the participants) added to the trustworthiness of the study by using more than one data-gathering method. All data were analysed to derive themes that painted a vivid picture of the older persons’ experience of respect. The photos taken during the Mmogo-method® sessions were visually analysed while textual data were analysed thematically. Findings indicated that the older persons linked respect to the constructs of care and love. It was also seen that certain behaviours, such as using appropriate language and appropriate forms of address, were important aspects of respect. Respect in the relationships between the older persons and middle adolescents has a reciprocal nature and the older persons portrayed attitudes of mutual respect in these interactions. They also expressed their need for middle adolescents to demonstrate their gratitude and, for their part, to have opportunities to model respectful behaviour to middle adolescents. Respect as a construct is experienced by the older persons as an interactional manifestation of the current definitions and forms of respect as presented in literature. It is recommended that similar studies be done with other groups of older persons in order to obtain a broader view of how members of economically vulnerable communities experience respect in their relationships with middle adolescents. The data in this study demonstrate what current literature says about respect, and adds to previous research by achieving an understanding of how older persons’ experience the construct rather than exploring only the definition of respect or how it presents in intergenerational relationships. / MSc (Research Psychology), North-West University, Potchefstroom Campus, 2015

This research focuses on exploring foster girls’ perceptions of respect in relationships in a Child and Youth Care Centre (CYCC) context. The study was undertaken within the paradigm of positive psychology. Relational well-being is of key importance for all adolescents from all cultures and contexts. Respect is viewed as a dynamic aspect of relational functioning. However, when adolescent foster girls do not experience respectful interactions with CYCC caregivers, health workers and with peers, their healthy development could be seriously affected. There is a scarcity of information available on foster girls’ perceptions of respect, with particular reference to the dynamics of respect within a CYCC context. Therefore, the study endeavours to highlight the importance of a bottom-up approach by investigating foster girls’ perceptions of respect. The qualitative study was conducted by using a phenomenological design. For the purpose, aim and coverage of this empirical study a homogenous sample was selected. Twenty female occupants from a South African CYCC were selected, with ages ranging from 12 to 16 years. The participants were all African adolescents, and the study was carried out on the CYCC premises. This homogenous sample allowed detailed investigation of social processes in this context. Data was collected by means of a world café technique where all twenty participants took part to tap into their collective wisdom. Individual interviews were also used and six participants were selected from the original group. All requirements regarding ethical concerns were followed in the research process. Thematic analyses were undertaken after the group and individual sessions. The findings are presented as four main themes, namely relating and respectful interacting (relationships), the role of emotions, resilience and the role of gender. It has been determined that respectful interacting promotes positive support and encouragement during bad times, as well as sharing concerns and ideas with peers and positive role-models. The role of fluctuating emotions – both positive and negative ─ emerged as being of major importance in the girls’ lives. These included pride, belonging, trust (or lack thereof), happiness, hopelessness, aggression / anger and a sense of shame and disappointment with failures. The theme of resilience covered effective coping and how the girls resist languishing and strive to better themselves despite their adverse circumstances. The final theme is that of gender role, which addresses the various forms of differentiation, especially in the treatment of girls and boys. Recommendations are given in order to ameliorate the girls’ lives and to shape future research that could explore the instruction of life skills in order to develop self-esteem, interpersonal relationships (showing respect for one another), a sense of worth and tolerance within a CYCC context purposefully. A possible limitation of this study could be the various Western models of well-being that were studied by the researcher while the participants came from various African cultural backgrounds with different perspectives on Ubuntu. The specific context of foster girls is, therefore, of crucial importance to their wellness, seeing that the context could harbour enabling or limiting conditions for these adolescents. / MSc (Psychology), North-West University, Potchefstroom Campus, 2015

Previous research on respect in intergenerational relations showed a significant association with the sustainability of the relationship that exists between generations. Respect in intergenerational relationships is a relational phenomenon. As such, respect is defined as subjective experiences of interpersonal interactions between members of different generations. For the purpose of this study, intergenerational relationships refer to interactions between people older than 60 years (G1-first generation in a family) and younger people (between the ages of 20 and 30) who constitute the third generation (G3-third generation in a family). The theoretical frameworks that informed this study are a combination of the Interpersonal Theory, Interpersonal Communication Theory that informs the principles of the Self-Interactional Group Theory (SIGT). The Interpersonal Theory and the Interpersonal Communication Theory conceptualise interactions between people on an interpersonal level. The SIGT however gives meaning to interactions specifically between members of different generations. SIGT theory conceptualizes that intergenerational relations and its principles are rooted in the idea of stimulating effective relationships and supporting intergenerational cohesion. According to this theory, interactions between members of different generations always occur within an interpersonal context shaped by continuous interaction between them. This interpersonal context also determines the significance of communication within the interactions between generations. Extensive work on respect in intergenerational relationships has mostly been done in Asian and Western regions, with a specific focus on the typological forms of respect from the perspectives of younger generations. This resulted in the identification of 14 typological forms of respect for older people. Research on respect in Africa conducted in Ghana revealed that respect is a reciprocal construct, while a study in South Africa on respect between Zulu grandmothers and their grandchildren reported a decline in grandchildren‟s respect for their grandmothers. Little to no literature was found on young adults‟ in transition experiences of respect in their relations with older people which constitutes a conceptual gap in the field of contemporary intergenerational research in South Africa and motivates the focus of this study. This study explores respect from the perspective of Afrikaans speaking young adults‟ in their relations with people older than 60 years. Before conducting the research, ethical approval was obtained from the Health Research Ethics Council (HREC) of the North-West University, and the researcher adhered to the ethical guidelines prescribed by the Health Professions Council of South Africa (HPCSA). This research was conducted in a higher educational context, at the North-West University‟s Potchefstroom campus in South Africa. A qualitative approach was used to explore 23 (22 female and 1 male) Afrikaans-speaking young adults‟ experiences of respect in their relations with older people. This group was purposively chosen as being in transitional life phase-from dependence to independence and autonomy. Data were collected over the course of three days by means of the Mmogo-method®, a visual projective data-collection technique. The Mmogo-method® enables the researcher to collect culture sensitive data embedded in the lived experiences of the participants. Participants are provided with materials consisting of a lump of clay, grass straws, colourful beads and piece of fabric in a closed container. Participants were asked to use the material in the container to construct something that could demonstrate how they experienced respect in their relations with a person older than 60 years. The projections participants built served as the focus for subsequent discussion, in the course which they explained what they had made and its relevance to the research question. In addition, prompt questions were asked to stimulate a focus group discussion. Textual data were analysed by means of thematic analysis, and by incorporating the symbolic meaning of the visual representation with the text of each participant. To ensure the quality and enhance the trustworthiness of this study, credibility, transferability, conformability, dependability and integrity of the researcher were applied throughout the research process. Findings revealed that the young adults described their experiences of respect within a specific relational context which they share with older people. Furthermore, their respect for older people is supported by normative values that motivate the young adults to offer them respect. The young adults experience respect in the relational context as reciprocal: they give respect to older people by means of altruistic actions and by being present in the lives of older people. In turn, they receive emotional and material care from older people as a form of respect. The findings of this study inform research into the relational nature of intergenerational respect which may be drawn upon for the development of intergenerational programmes to promote sustainable cohesion in intergenerational relationships. / MSc (Research Psychology), North-West University, Potchefstroom Campus, 2015