The indirect victim's experience of suicide and the victimisation resulting from the incident was studied. The Indirect Victim's Experience Model of a Suicide Incident (see Figure 2.1) was designed as a theoretical framework to direct the research findings and for the interpretation of data. A qualitative exploratory approach was used and a group of 20 respondents was selected by means of purposive and snowball sampling methods. All the respondents were interviewed personally. The interpretation and analysis of the data showed that the assumptions based on Janoff-Bulman and Frieze's theory and certain societal myths regarding suicide still exist. These assumptions and myths could subconsciously have an influence on the nature and extent of the victimisation experienced by the next of kin. The respondents themselves accepted these assumptions and myths. Research findings further showed that these assumptions are affected upon receiving the news of the suicide, while myths are destroyed. This could have an influence on the victim's experience of suicide. Every indirect victim functions before, during and after the suicide incident within a specific family and social system. The way in which the indirect victim experiences the support and integration from within the family and social system, determines the acceptance or non-acceptance of the death by suicide of a significant other. This will also have an influence on the indirect victim's reintegration into society in the short and long term. The need of the indirect victim to be involved within a family and society was clearly identified during the study. These findings made it possible to make practical recommendations with regard to the indirect victim's experience of suicide. Society should be informed about the realities and results of suicide. In addition, these findings highlighted further areas for research. / Thesis (MA (Criminology))--University of Pretoria, 2004. / Social Work and Criminology / unrestricted

Die doel van die verkennende en beskrywende studie was om die bruikbaarheid van liggaamsportrette vir kruis-kulturele loopbaanfasilitering te ondersoek. Met interpretivisme as metateoretiese paradigma en Savickas se lewensontwerp benadering as teoretiese raamwerk is ʼn gerieflikheidseleksie van bestaande databronne gedoen vir die inhoudsanalise-studie. Die databronne (assesserings- en intervensiebeplanning, reflektiewe joernale van die terapeut en portuur-supervisor, foto’s en oudio-visuele opnames as visuele data, transkripsies van oudiovisuele opnames en assesseringsnotas van supervisor) is saam met agt siSwati Graad 9-seuns gegenereer tydens ʼn akademiese diensleer-praktikum by ʼn plattelandse sekondêre skool as deel van die 2009-MEd (Opvoedkundige Sielkunde) opleiding. Twee temas met bepaalde subtemas was die gevolg van analise aan die hand van a priori aannames wat verkry is uit kruis-kulturele sielkunde en loopbaanfasilitering-literatuur. Die eerste tema hou verband met die teenwoordigheid van kruis-kulturele sielkunde tydens die liggaamsportret-sessie, met die volgende subtemas: kruis-kulturele bekwaamhede van die terapeut, effektiewe kommunikasiestyle in die kruis-kulturele konteks, en geleenthede vir kruis-kulturele bekwaamheid. Die tweede tema hou verband met die teenwoordigheid van lewensontwerp tydens die kruis-kulturele sielkundige praktyk in ʼn plattelandse sekondêre skool, met die volgende subtemas: loopbaanfasiliteringsvaardighede van die terapeut, loopbaanfasiliteringsmomente vir die kliënt, en lewensontwerp as loopbaanfasiliteringstegniek. Uit die studie blyk dit dat die liggaamsportret-tegniek bruikbaar is vir kruis-kulturele loopbaanfasilitering met Graad 9-seuns in ʼn plattelandse sekondêre skool. Die liggaamsportret-tegniek was bevredigend in die kruis-kulturele loopbaanfasiliteringskonteks aangesien die terapeut assesseringsresultate kon integreer, kruis-kulturele bekwaamhede kon implementeer om adolessente seuns aktief te betrek en kontekstuele inligting van kliënte kon verkry. Verder was die tegniek bevredigend aangesien kliënte aan die hand van lewensontwerp loopbaanfasiliteringsvaardighede kon inoefen; naamlik beroepsverkenning, selfkennisverkenning, self-werksaamheid, loopbaandoelwitstelling, loopbaanaanpasbaarheid, uitkoms-verwagtinge, en die gebruik van beroepsinligting. Die liggaamsporttret-tegniek was prakties in die kruis-kulturele loopbaanfasiliteringskonteks deurdat dit aangepas het by die adolessente seuns se ontwikkelingsfase, hulle aktief betrek het en nie-verbale kommunikasie geredelik gehuisves het. Die tegniek was derhalwe geskik vir gebruik in ʼn plattelandse sekondêre skool omgewing met beperkte hulpbronne deur van maklik bekombare hulpbronne (papier, potlode, penne, verf, klippies) gebruik te maak. Die liggaamsporttret-tegniek was toepaslik in die kruis-kulturele loopbaanfasiliteringskonteks aangesien beide verbale (ʼn tolk) en nie-verbale (toepaslike gesigsuitdrukkings en interpersoonlike spasies) kommunikasie geakkommodeer is om taalhindernisse te oorbrug. Vir hierdie doel het die tegniek ruimte geskep vir individuele en groepsloopbaanfasilitering, en kon ander narratiewe en post-moderne aktiwiteite (soos beroepsleiding-kaartsortering en beroepskennis-werkkaarte) deel vorm van loopbaanfasilitering vir die konstruering van die kliënte se lewens. ENGLISH : The purpose of this study was to explore and describe the utility of body-maps for cross-cultural career facilitation. With interpretivism as a metatheoretical paradigm and Savickas’ life design approach as a theoretical framework, data sources where collected through convenience sampling for this content analysis study. The data sources (assessment- and intervention planning, reflective journals of the therapist and peer group supervisor, photograph’s and audio-visual recordings as visual data, transcriptions from audio-visual recordings and assessment notes from the supervisor) were generated in collaboration with eight Grade 9 siSwati speaking boys during an academic service learning practicum at a rural secondary school as part of the 2009-MEd (Educational Psychology) training. Guided by a priori assumptions (based on cross-cultural psychology and career facilitation literature) two themes with sub-themes each resulted from the content analysis. The presence of cross-cultural psychology during the body-mapping session was established with instances of, the therapist’s cross-cultural competencies, effective communication styles in a cross-cultural context and opportunities for cross-cultural competencies to develop. Secondly the presence of life design during cross-cultural psychological practise in a rural, secondary school was determined, indicating the presence of career facilitation skills of the therapist, career facilitation moments for the client, and life design as a career facilitation technique. It was apparent that body-mapping has utility for cross-cultural career facilitation with Grade 9 boys from a rural secondary school. Body-mapping was satisfactory in a cross-cultural career facilitation context as the therapist could integrate the assessment results, implement cross-cultural competencies to engage adolescent boys in active participation, and obtain contextual information on clients. Clients were able to rehearse career facilitation skills (career exploration, gaining self knowledge, self-efficacy, career goal setting, career adaptability, outcome expectations and using career information) as part of life design. The body-map technique was practical in a cross-cultural career facilitation context because it suited the developmental phase of adolescent boys, actively involving them and accommodated non-verbal communication. The technique was well matched to a rural secondary school environment with limited resources, using easily accessible resources (paper, pencils, pens, paint and stones). The technique was applicable in a cross-cultural career facilitation context as language barriers could be addressed by means of verbal (a translator) and non-verbal (appropriate facial expressions and interpersonal space) communication. For this purpose, the body-mapping technique could be used on individual or group basis, and other narrative and post-modern activities (vocational card sorting and career knowledge worksheets) could form part of career facilitation and could be used in combination for constructing clients’ lives. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to tertiary mathematics challenging which in turn negatively influences their academic achievement in mathematics. The cognitive challenge is the transition from the application of mathematics to familiar questions to applying mathematical principles to varying practical application and problem solving. Mathematics provides the foundation for the cognitive toolset required for the development of skills required for analysing engineering systems and processes. It is therefore important to assess mathematical and cognitive competency and ability at the time of admission to a tertiary institution in order to identify and address gaps. This research demonstrates that first-year engineering students need to have a specific level of mathematical competency and cognitive ability to use mathematics within the context of engineering studies. This research attempts to connect the mathematic competency of first year engineering students to their academic results for subjects in the first year curriculum that rely heavily on mathematical competency. To satisfy the research question, the study firstly looks at relevant literature to identify the mathematical competency levels as well as the operational specification. Secondly, development theories and taxonomies were analysed to gain insight into the development processes associated with learning, cognitive development and the gap between cognitive competencies in transition from secondary to tertiary education. Further, cognitive competencies were identified that are essential for successful completion of first year engineering modules. Through synthesis of the different theories and taxonomies a framework was identified. This framework was used to analyse secondary data in order to measure mathematical and cognitive levels. Thirdly, the theoretical investigation was followed by a three-phase empirical study. A mixed quantative-qualitative (QUAN-qual) approached was followed. Phase 1 uses the assessment framework to measure first year students‟ mathematical competency at the inception of their studies as well as at the completion of their first semester. The mathematical competency at inception was measured with their Grade 12 mathematics marks and with relevant analysis of their initial bridging assessments, on a question by question basis. In addition, their first semester exams questions were analysed using the same approach as above. Phase 2 comprises the measurement of the relationship between the mathematical competency of first year enigineering students at admission and their achievement levels in selected first year subjects that required mathematical competency. Phase 3 includes the guidelines derived from the gaps and shortcomings identified. These gaps were identified in order to inform appropriate study support to first year students and to assists academic personnel with setting appropriate and dependable admission standards. The analysis of mathematical competency creates quality data that gives a clearer picture than a simple comparison of admission scores and first semester marks. The empirical study contributes to a better understanding of the problems associated with the transition from secondary to tertiary learning environments. From the study it was derived that study inception information of the students correlated only with their academic results on questions that tested mathematical and programming application. The inception information was not a predictor of mathematical achievement and results for both the lowest and highest mathematical competency levels. Futher study in this field is required to create frameworks for the measurements of both low and high levels of mathematical competency. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to tertiary mathematics challenging which in turn negatively influences their academic achievement in mathematics. The cognitive challenge is the transition from the application of mathematics to familiar questions to applying mathematical principles to varying practical application and problem solving. Mathematics provides the foundation for the cognitive toolset required for the development of skills required for analysing engineering systems and processes. It is therefore important to assess mathematical and cognitive competency and ability at the time of admission to a tertiary institution in order to identify and address gaps. This research demonstrates that first-year engineering students need to have a specific level of mathematical competency and cognitive ability to use mathematics within the context of engineering studies. This research attempts to connect the mathematic competency of first year engineering students to their academic results for subjects in the first year curriculum that rely heavily on mathematical competency. To satisfy the research question, the study firstly looks at relevant literature to identify the mathematical competency levels as well as the operational specification. Secondly, development theories and taxonomies were analysed to gain insight into the development processes associated with learning, cognitive development and the gap between cognitive competencies in transition from secondary to tertiary education. Further, cognitive competencies were identified that are essential for successful completion of first year engineering modules. Through synthesis of the different theories and taxonomies a framework was identified. This framework was used to analyse secondary data in order to measure mathematical and cognitive levels. Thirdly, the theoretical investigation was followed by a three-phase empirical study. A mixed quantative-qualitative (QUAN-qual) approached was followed. Phase 1 uses the assessment framework to measure first year students‟ mathematical competency at the inception of their studies as well as at the completion of their first semester. The mathematical competency at inception was measured with their Grade 12 mathematics marks and with relevant analysis of their initial bridging assessments, on a question by question basis. In addition, their first semester exams questions were analysed using the same approach as above. Phase 2 comprises the measurement of the relationship between the mathematical competency of first year enigineering students at admission and their achievement levels in selected first year subjects that required mathematical competency. Phase 3 includes the guidelines derived from the gaps and shortcomings identified. These gaps were identified in order to inform appropriate study support to first year students and to assists academic personnel with setting appropriate and dependable admission standards. The analysis of mathematical competency creates quality data that gives a clearer picture than a simple comparison of admission scores and first semester marks. The empirical study contributes to a better understanding of the problems associated with the transition from secondary to tertiary learning environments. From the study it was derived that study inception information of the students correlated only with their academic results on questions that tested mathematical and programming application. The inception information was not a predictor of mathematical achievement and results for both the lowest and highest mathematical competency levels. Futher study in this field is required to create frameworks for the measurements of both low and high levels of mathematical competency. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Rapid escalation of Subclinical Eating Disorders (SED) in the form of high levels of body–dissatisfaction (BD) and drive for thinness (DT) globally and locally, and the at–risk status of university females are underscored by recent studies. As yet there exists no South African program tailored to the needs of afflicted female students and which includes a risk–protective focus grounded in Positive Psychology theory. In this chapter a theoretical overview on the nature and definition of SED, its prevalence and the rationale for a risk–protective focus grounded in Positive Psychology theory are provided. Thereafter three preliminary South African studies, namely two correlation studies (De Pãz Fransisco, 2007; Kirsten, Du Plessis & Swanepoel, 2010) and the Weight Over–concern and Well–being program of Kirsten, Du Plessis and Du Toit (2007) are discussed. Findings of these preliminary studies highlight the promise of utilizing Positive Psychology theoretical approaches to practically significantly reduce risk factors and promote protective factors. As such, Well–being therapy (Fava & Ruini, 2003) that promotes the six dimensions of psychological well–being (Ryff & Keyes, 1995), and Self–Determination Theory (Ryan & Deci, 2000) that can promote true self–esteem in the form of self–determination and mindfulness (Kabat–Zinn, 1998), with its inherent self–compassion, kindness and self–forgiving manner, show promise. More in–depth studies with larger samples are however needed. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2012.

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Rapid escalation of Subclinical Eating Disorders (SED) in the form of high levels of body–dissatisfaction (BD) and drive for thinness (DT) globally and locally, and the at–risk status of university females are underscored by recent studies. As yet there exists no South African program tailored to the needs of afflicted female students and which includes a risk–protective focus grounded in Positive Psychology theory. In this chapter a theoretical overview on the nature and definition of SED, its prevalence and the rationale for a risk–protective focus grounded in Positive Psychology theory are provided. Thereafter three preliminary South African studies, namely two correlation studies (De Pãz Fransisco, 2007; Kirsten, Du Plessis & Swanepoel, 2010) and the Weight Over–concern and Well–being program of Kirsten, Du Plessis and Du Toit (2007) are discussed. Findings of these preliminary studies highlight the promise of utilizing Positive Psychology theoretical approaches to practically significantly reduce risk factors and promote protective factors. As such, Well–being therapy (Fava & Ruini, 2003) that promotes the six dimensions of psychological well–being (Ryff & Keyes, 1995), and Self–Determination Theory (Ryan & Deci, 2000) that can promote true self–esteem in the form of self–determination and mindfulness (Kabat–Zinn, 1998), with its inherent self–compassion, kindness and self–forgiving manner, show promise. More in–depth studies with larger samples are however needed. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2012.

AFRIKAANS : Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid ten opsigte van finansies drasties verander deurdat selfbestuur by skole geïmplementeer is. Daar bestaan groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en beheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Skole se begrotings het sedert 1994 van `n paar honderd duisend rand na `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas ekstra belading op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie ekstra finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief te kan uitvoer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om te bepaal watter faktore die beheer en bestuur van skoolfinansies in `n openbare skool beïnvloed en om `n model daar te stel wat die beheer en bestuur van skoolfinansies in `n openbare skool sal rig. ENGLISH : Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self management of schools, the accountability regarding finances has changed dramatically. Schools’ budgets have increased from thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body. Departmental officials, principals and school governing body members have no experience to handle the extra financial burden. Principals and school governing body members have no experience of carrying this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to determine factors that influence the control and management of public schools’ finances and to present a model that will guide the control and management of a public school’s finances. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

Text in Afrikaans with Abstracts in Afrikaans, English and isiZulu / In hierdie proefskrif word ondersoek ingestel na die parateks as narratiewe strategie vir toeganklikheid in geselekteerde Afrikaanse kinder- en jeugliteratuur. Die kern van hierdie ondersoek is die toeganklikheid van die boodskap binne die paratekstuele en narratiewe kommunikasiesituasie. Vir hierdie ondersoek is die sentrale probleemstelling soos volg geformuleer: hoe word die parateks as narratiewe strategie gebruik om kinder- en jeugliteratuur meer toeganklik vir jong lesers te maak? Gérard Genette se werk oor die parateks (1997a) en die narratologie (1983, 1990) dien as teoretiese basis vir hierdie studie se konseptuele raamwerk, aangevul deur die werk van Mieke Bal (1991, 2009). Jauss (1982) se resepsie-estetika word ook betrek ten einde toeganklikheid ten opsigte van die primêre teikenmark te formuleer. Binne die konteks van hierdie konseptuele raamwerk, word daar afsonderlik ondersoek ingestel na die ontvangers, senders en boodskap van die paratekstuele en narratiewe kommunikasiesituasie. Die ontvangers is die lesers van die parateks as narratiewe strategie vir toeganklikheid en word bespreek as die primêre, dubbele en tweeledige teikenmarkte. Die senders is die verskillende skrywers betrokke by die skepping en implementering van die parateks as narratiewe strategie vir toeganklikheid. Onderskeid word getref tussen die primêre skrywer, die tweede skrywer en die sekondêre skrywer. Laastens word die boodskap ondersoek soos dit met die visuele parateks en die talige parateks verband hou. Aan die hand van die konseptuele raamwerk van hierdie studie, en die verskillende rolspelers en boodskappe binne die paratekstuele en narratiewe kommunikasiesituasie, dui die studie aan hoe die parateks as narratiewe strategie gebruik kan word om kinder- en jeugliteratuur vir veral die primêre teikenmark meer toeganklik te maak. / This thesis sets out to illustrate how the paratext can be used as narrative strategy for accessibility in selected Afrikaans children’s and youth fiction. Central to this study is the accessibility of the message in the paratextual and narrative communication situation. In this regard, the central research question is as follows: how can the paratext be used as a narrative strategy to make children’s and youth literature more accessible for young readers? Gérard Genette’s work on the paratext (1997a) and narratology (1983, 1990) serves as the theoretical basis for this study’s conceptual framework, along with the work of Mieke Bal (1991, 2009). In order to define accessibility in terms of the primary target audience, reference is also made to Jauss’s (1982) reception theory. Within the context of this conceptual framework, focus is placed on the receivers, senders and message of the paratextual and narrative communication situation. The receivers are the readers of the paratext as narrative strategy for accessibility and are discussed as the primary, twofold and dual target audiences. The senders are the different writers involved in the creation and implementation of the paratext as narrative strategy for accessibility. Here a distinction is made between the primary writer, the second writer and the secondary writer. Lastly, the message is discussed as it relates to the visual paratext and textual paratext. Through the conceptual framework of this study, along with the different role players and messages of the paratext as narrative strategy for accessibility, this study shows how the paratext as narrative strategy can be used to make children’s and youth literature more accessible for especially the primary target audience. / Le thisisi ihlose ukuveza ukuthi umbhalo ohunyushiwe ungasetshenziswa kanjani njengesu lokuxoxa emibhalweni ekhethiwe yesiBhunu yezingane kanye naleyo yabantu abasha .Okubalulekile kulesi sifundo socwaningo wukutholakala komlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Ngalokho-ke, umbuzo oyinsika kulesi sifundo socwaningo ngolandelayo: Ngabe inkulumo ehunyushiwe ingasetshenziswa kanjani njengesu lokuxoxa, elingenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ukuze itholakale kalula kubafundi abasebasha? Umsebenzi kaGérard Genette i-paratext (1997a) kanye ne-narratology (1983, 1990) usebenza njengesisekelo sesakhiwo sebizo salesi sifundo socwaningo, kanti lokhu kuhambisana nomsebenzi ka MiekeBal (1991,2009). Ukuze siphumelele ukuchaza mayelana nokutholakala kwabafundi bezincwadi abahlosiwe, uyanxuswa ukuthi ufunde ithiyori emayelana nokutholakala kwabafundi bomlayezo ka Jauss (1982). Ngaphansi kwesimo sesakhiwo segama, kugxilwe kakhulu kubamukeli, kubathumeli kanye nakumlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Abamukeli bomlayezo kungabafundi bombhalo ohunyushiwe, okuyisu elisetshenziswa ukuthola umlayezo, kanti la masu axoxwa njengalawo aqonde abafundi bokuqala, abambaxambili futhi anezinhloso ezimbili.. Abathumeli bomlayezo kungabhali abadlala indima yokwakha kanye nokusebenzisa imibhalo ehunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo. Lapha, kuvezwa umehluko ophakathi kombhali wokuqala, umbhali wesibili kanye nombhali osezingeni lesibili. Okukugcina, umlayezo uxoxwa njengoba uhlobana nombhalo ohunyushiwe obukelwayo kanye nombhalo ohunyushiwe olotshiwe Ngokusebenzisa uhlelo lwesakhiwo segama salesi sifundo, esisebenzisana ndawonye nabadlali bendima abahlukahlukene kanye nemilayezo yombhalo ohunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo, lokhu kukhombisa ukuthi umbhalo ohunyushiwe oyisu lokuxoxa ungasetshenziswa kanjani ukwenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ingatholakala kanjani, ikakhulukazi ngabafundi bokuqala abahlosiwe. / Afrikaans and Theory of Literature / D. Litt et Phil. (Afrikaans)