Die studie het deel van die Flourishing Learning Youth (FLY)-vennootskap tussen ? plattelandse skool en die Sentrum vir Veerkragtigheidstudies, Universiteit van Pretoria, gevorm. Die doel was om tot veerkragtigheidsteorie in ? Suid-Afrikaanse konteks by te dra deur jongmense se uitdrukkings van beskikbare beskermende hulpbronne, soos dit in bestaande opvoedkundige sielkundige intervensiedata vergestalt is, te beskryf. Die nie-eksperimentele, sekondêre data-analise studie is gedoen uit ? kwalitatiewe raamwerk en met fenomenologie as metateoretiese paradigma. Databronne van jongmense (n=48: manlike=26; vroulik=22) is doelgerig, uit ? twee-jaar datastel, vir deduktiewe analise aan die hand van a-priori kategorieë (individuele beskermende hulpbronne, verhoudings as beskermende hulpbron, skool as beskermende hulpbron en gemeenskapshulpbronne), geselekteer. “Persoonlikheid” is deur beide seuns en meisies in die plattelandse konteks uitgelig. Meisies het veral die volgende as relevante beskermende hulpbronne uitgewys: Individuele beskermende hulpbronne (kognitiewe bekwaamhede, sosio-emosionele bekwaamhede, normatiewe bekwaamhede, liggaamlike bekwaamhede, vaardighede en belangstellings), verhoudings (verhoudings met familie), skool (infrastruktuur by skool, onderwysers, skool as plek van opvoeding), en gemeenskap (dienste en infrastruktuur, ontspanning en sosiokulturele aktiwiteite en sosio-ekonomiese hulpbronne). Daarteen is drome en aspirasies, verhoudings (portuurgroep en betekenisvolle ander) en gemeenskap as plek van waarde gereeld deur seuns aangedui. Opvoedkundige sielkundige groepsgebaseerde aktiwiteite het dit vir jongmense in ? plattelandse skool moontlik gemaak om beskermende hulpbronne aan te dui wat vir verskillende jongmense oor die twee jaar standvastig vertoon het. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

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

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

Parenting plans are a new concept for professionals in South Africa working in the field of divorce. Emphasis has been placed on the development of parenting plans by including the concept of parenting plans in section 33 of the Children’s Act 38 of 2005. Professionals are now confronted with formulating adequate parenting plans which are focussed on the best interest standard of the child(ren) and that will assist the family with its functioning post–divorce. The aim of this research was to develop substantive guidelines that can assist the professional in drafting parenting plans. To achieve this aim, the following objectives guided the study: * To provide the legal context of parenting plans in South Africa. A legal context of parenting plans in South Africa is discussed by way of a literature study through an intensive analysis and critical discussion on a number of legal instruments pertaining to children, such as the Children’s Act 38 of 2005; the Constitution of the Republic of South Africa, 1996; the United Nations Convention on the Rights of the Child (UNCRC) and the African Charter on the Rights and Welfare of the Child (ACRWC). * To ascertain the views of mental health professionals (social workers and psychologists) and legal professionals (attorneys and family advocates) with regard to the divorcing family and parenting plans. The views of mental health professionals and legal professionals with regard to the divorcing family in respect of parenting plans were established. Professionals completed an electronic questionnaire that consisted of open questions to establish their views. Further telephonic interviews with the professionals were facilitated to gain further insight into the professional view points on the issue of divorcing families and parenting plans. * To ascertain the needs of the divorcing family (parents and child(ren)) and to present these needs in the structuring of a parenting plan. The needs of the divorcing family (parents and child(ren)) were established through an explorative approach by means of a document study and electronic questionnaires that were completed by the family members. Through this exploration the researcher obtained an understanding of the needs of the divorcing family related to parenting plans. * To provide professionals with comprehensive and clear guidelines on the basic structure and general content of a parenting plan. Comprehensive and clear guidelines on the basic structure and general content of a parenting plan were constructed for professionals working in this area, based on findings of articles 1, 2 and 3 of this research. The researcher also relied on her background and training as a qualified social worker to construct these guidelines. It was concluded that professionals are not necessarily well equipped to structure high quality parenting plans. Guidelines ought to assist the professionals to structure plans that are well organised, practical, child–centred, developmentally appropriate, and representative of the divorcing family needs. The researcher believes that as parenting plans are obligatory for parents that divorce, there is a need for South African research on this subject matter. This study is a contribution in the research field as to assist the professionals with the task of compiling parenting plans for the divorcing family. In addition this study adds value to the forensic field by setting guidelines on the structuring of parenting plans that empower the professional to work in this challenging field. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2011.

Parenting plans are a new concept for professionals in South Africa working in the field of divorce. Emphasis has been placed on the development of parenting plans by including the concept of parenting plans in section 33 of the Children’s Act 38 of 2005. Professionals are now confronted with formulating adequate parenting plans which are focussed on the best interest standard of the child(ren) and that will assist the family with its functioning post–divorce. The aim of this research was to develop substantive guidelines that can assist the professional in drafting parenting plans. To achieve this aim, the following objectives guided the study: * To provide the legal context of parenting plans in South Africa. A legal context of parenting plans in South Africa is discussed by way of a literature study through an intensive analysis and critical discussion on a number of legal instruments pertaining to children, such as the Children’s Act 38 of 2005; the Constitution of the Republic of South Africa, 1996; the United Nations Convention on the Rights of the Child (UNCRC) and the African Charter on the Rights and Welfare of the Child (ACRWC). * To ascertain the views of mental health professionals (social workers and psychologists) and legal professionals (attorneys and family advocates) with regard to the divorcing family and parenting plans. The views of mental health professionals and legal professionals with regard to the divorcing family in respect of parenting plans were established. Professionals completed an electronic questionnaire that consisted of open questions to establish their views. Further telephonic interviews with the professionals were facilitated to gain further insight into the professional view points on the issue of divorcing families and parenting plans. * To ascertain the needs of the divorcing family (parents and child(ren)) and to present these needs in the structuring of a parenting plan. The needs of the divorcing family (parents and child(ren)) were established through an explorative approach by means of a document study and electronic questionnaires that were completed by the family members. Through this exploration the researcher obtained an understanding of the needs of the divorcing family related to parenting plans. * To provide professionals with comprehensive and clear guidelines on the basic structure and general content of a parenting plan. Comprehensive and clear guidelines on the basic structure and general content of a parenting plan were constructed for professionals working in this area, based on findings of articles 1, 2 and 3 of this research. The researcher also relied on her background and training as a qualified social worker to construct these guidelines. It was concluded that professionals are not necessarily well equipped to structure high quality parenting plans. Guidelines ought to assist the professionals to structure plans that are well organised, practical, child–centred, developmentally appropriate, and representative of the divorcing family needs. The researcher believes that as parenting plans are obligatory for parents that divorce, there is a need for South African research on this subject matter. This study is a contribution in the research field as to assist the professionals with the task of compiling parenting plans for the divorcing family. In addition this study adds value to the forensic field by setting guidelines on the structuring of parenting plans that empower the professional to work in this challenging field. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2011.

The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted

Geen opsomming beskikbaar nie / No summary available / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Die studie foku.s op die verwantskap tussen sin vir koherensie as 'n intrinsieke hanteringsbron aan die een kant, en elk van streshantering, algemene gesondheid en sielkundige uitbranding aan die antler kant. Vraelyste wat hierdie veranderlikes meet is aan 200 bestuurders gegee om te voltooi. Die bevindinge van hierdie studie toon aan dat bestuurders met 'n hoi! sin vir koherensie goeie algemene gesondheid geniet. Die bestuurder met 'n hoi! sin vir koherensie behoon dus meer e.ffektief te junksioneer in die werksiruasie as die bestuurder met 'n lae sin vir koherensie. Voons is ook bevind dar 'n hoi! sin vir koherensie nie noodwendig aanleiding gee tot lae vlakke van stres of van sielkundige uitbranding nie. Aanbevelings word gedoen oor hoe om die negatiewe gevolge van stres en sielkundige uitbranding te venninder en algemene gesondheid te bevorder, ten einde die bestuurder se potensiaal optimaal benut. This study focuses on the relationship between sense of coherence as an intrinsic coping mechanism. and work stress, general health and psychological burnout. To measure these variables, questionnaires were completed by 200 managers. The findings of this study indicate that managers with a high sense of coherence experience good general health. The manager with a high sense of coherence should therefore junction more efficiently in a work situation·than the manager with a low sense of coherence. It was also found that a high sense of coherence does not necessarily lead to low levels of stress nor of psychological burnout. Recommendations are made on how to reduce the negative effects of stress and psychological burnout and how to improve general health in order to make optimal use of the manager's potential. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The HIV epidemic does not only affect people living with HIV or AIDS but has a large impact on the children. They are being stigmatised by association. There is paucity in research on HIV stigma interventions. In addition, existing interventions aimed at reducing HIV stigma are not community based and very few are aimed at HIV-affected children. The purpose of this study was to assess the change on psychological well-being of HIV-affected children after a Community based HIV Stigma Reduction and Wellness Enhancement Intervention, and to explore and describe their experiences thereof. This study formed part of a larger Community based HIV Stigma Reduction and Wellness Enhancement Intervention project. A mixed method convergent parallel design involving quantitative and qualitative data collection, analyses and integration of findings was applied. The sample was drawn from populations in the greater Potchefstroom urban area and rural Ganyesa in the North West Province. The children as participants in this study were children of PLHA in the larger study and were recruited using snowball sampling (n=11) and were between the ages 15 and 21 years. The quantitative component utilised a one group pre-test-repetitive-post-test design which was analysed by using IBM SPSS (ver. 20) by comparing t-test scores and F-ratios in ANOVA. The qualitative component of the study employed a holistic multiple case study approach and qualitative interpretive description and data were analysed by using thematic content and document analyses. The results indicated no significant difference between the urban and the rural groups in the subscales and total scores of mental well-being. The results of the total scores projected that the participants’ mental health was in the region of moderately mentally healthy. The in-depth interviews confirmed the three dimensions of the subscales indicating that they have verbalised similar experiences to the itemised subscales of emotional, social and psychological well-being. The intervention was a meaningful experience to the children. They gained knowledge about HIV stigma and how to cope with it; as well how to build relationships amongst themselves and with the PLHA. They gained a better understanding of their parents suffering from HIV and other PLHA as well as support of one another being in this difficult situation. Conducting the project led to them becoming empowered to act as leaders in HIV stigma reduction. The results of the in-depth interviews showed that the children gained a greater awareness of the process of the stigma and experienced a general increase in their knowledge throughout the workshop and the project. They formed meaningful relationships with other children and deepened their relationships with their parents and other PLHA. The children were empowered through these interventions to advocate against HIV stigma despite the challenges they faced. They gained confidence and experienced personal growth through their participation in the project. It is recommended that the findings of the study be applied in education to raise awareness of HIV stigma among psychology students and for training of practicing psychologists on their role in reducing HIV stigma and enhancing well-being of the PLHA and those living close to them. It could also be meaningful if the intervention were to be used for practice purposes where support is given to the newly diagnosed PLHA and those associated with them. Further research can be done to test sustainability of the intervention in a different context and with a bigger sample. / Thesis (MA (Research Psychology))--North-West University, Potchefstroom Campus, 2013.

The HIV epidemic does not only affect people living with HIV or AIDS but has a large impact on the children. They are being stigmatised by association. There is paucity in research on HIV stigma interventions. In addition, existing interventions aimed at reducing HIV stigma are not community based and very few are aimed at HIV-affected children. The purpose of this study was to assess the change on psychological well-being of HIV-affected children after a Community based HIV Stigma Reduction and Wellness Enhancement Intervention, and to explore and describe their experiences thereof. This study formed part of a larger Community based HIV Stigma Reduction and Wellness Enhancement Intervention project. A mixed method convergent parallel design involving quantitative and qualitative data collection, analyses and integration of findings was applied. The sample was drawn from populations in the greater Potchefstroom urban area and rural Ganyesa in the North West Province. The children as participants in this study were children of PLHA in the larger study and were recruited using snowball sampling (n=11) and were between the ages 15 and 21 years. The quantitative component utilised a one group pre-test-repetitive-post-test design which was analysed by using IBM SPSS (ver. 20) by comparing t-test scores and F-ratios in ANOVA. The qualitative component of the study employed a holistic multiple case study approach and qualitative interpretive description and data were analysed by using thematic content and document analyses. The results indicated no significant difference between the urban and the rural groups in the subscales and total scores of mental well-being. The results of the total scores projected that the participants’ mental health was in the region of moderately mentally healthy. The in-depth interviews confirmed the three dimensions of the subscales indicating that they have verbalised similar experiences to the itemised subscales of emotional, social and psychological well-being. The intervention was a meaningful experience to the children. They gained knowledge about HIV stigma and how to cope with it; as well how to build relationships amongst themselves and with the PLHA. They gained a better understanding of their parents suffering from HIV and other PLHA as well as support of one another being in this difficult situation. Conducting the project led to them becoming empowered to act as leaders in HIV stigma reduction. The results of the in-depth interviews showed that the children gained a greater awareness of the process of the stigma and experienced a general increase in their knowledge throughout the workshop and the project. They formed meaningful relationships with other children and deepened their relationships with their parents and other PLHA. The children were empowered through these interventions to advocate against HIV stigma despite the challenges they faced. They gained confidence and experienced personal growth through their participation in the project. It is recommended that the findings of the study be applied in education to raise awareness of HIV stigma among psychology students and for training of practicing psychologists on their role in reducing HIV stigma and enhancing well-being of the PLHA and those living close to them. It could also be meaningful if the intervention were to be used for practice purposes where support is given to the newly diagnosed PLHA and those associated with them. Further research can be done to test sustainability of the intervention in a different context and with a bigger sample. / Thesis (MA (Research Psychology))--North-West University, Potchefstroom Campus, 2013.