The postmodern context in which the church currently performs its duties, necessitates a reconsidering of its pastoral practice. This venture is undertaken by introducing the social constructionist paradigm as a thought form for therapeutic and pastoral approaches. The social constructionist perspective proposes a non-referential, non-descriptive and communicational view of language. Language does not mirror the world, but we create the world we know and inhabit through joint communicative action. This constructionist view of language has radical implications for the way we practice therapy and pastoral care. It invites a move away from expert knowledge, professional diagnosis, essentialist thinking and therapeutic master narratives. It encourages a not-knowing position, multiple descriptions of the reality experienced as the problem, a narrative understanding of identity and the development of local meaning in the therapeutic conversation. If the above mentioned implications of social constructionist thought for pastoral practice are taken seriously, the following question emerges: What is the role of the Bible in a pastoral approach which aligns itself with social constructionist commitments? Does this sacred text allow the pastor to hold a not-knowing position and the development of local meaning in conversation? The question is addressed by explicating the Protestant Orthodox view of Scripture as authorative, perspicuous, sufficient and dependable. This view of Scripture is critiqued by reviewing the complex and challenging developments in modern literary criticism, which give rise to generating alternative descriptions of the status and identity of the text we Christians call ‘The Bible’. These alternative descriptions result in a postfoundationalist view of the Bible. In conclusion a set of values for pastoral therapy, as informed by social constructionism, is formulated. A focus group joins the venture by reflecting on the values. The final chapter is a rumination on therapeutic narratives and context. / Thesis (DD (Practical Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

The movement from modernism to postmodernism have brought about perceivable changes in contemporary thinking and social practices. An important step was the transition toward the “broader rationalistic” view made in the hermeneutical approach, inclusive of the realization that the collection and accumulation of knowledge is not primarily dependent on sharply formulated methodical rules, but also on the symmetrical interaction between and among equal participants in the communication process. The rise of social-constructionism based on the viewpoint, that the sense and meaning of reality are both reciprocally constructed, did not merely exercise its way and influence on the social sciences but also within the practical theology as a science. In this process the narrative model of counselling mode itself strongly known with the understanding that the story of a person and the particular meaning the person attaches to this story, is that which requires the urgent attention of the pastor. With the realization that several stories are involved in the pastoral occurrences, the question immediately arising is: In what way, does the story of God function in the narrative – pastoral discussion? Could the Story of God make any difference in the pastoral happenings? It was decided to research the role of Biblical contents in the pastoral occurrences by way of the qualitative method. The pastoral behaviour of two co-researchers was researched, this included mutual discussions with them about the use of Biblical contents in their counselling. Certain inferences were made from this discussion, the latter leading to further mutual discussions. In the second instance a focus group was brought into play to reflect on inferences made from individual discussions. Subsequently the researcher interactively related stories from the past (tradition) and modern stories, as well as the inferences from the research, with a view to assess whether a new story would possibly come to the fore. The final chapter concluded with the story in which it was realised, that the meta Story still had an unique and particular role in the pastoral counselling. The religious discourse still retains its primary importance for the pastor as a representative of God. This includes that a pastor cannot detach himself from the accompanying specific identity. Within the framework of thought of the postmodernism we should guard against elevating the meta Story to become the “most important” aspect. The reason for this is that the authoritative completeness of the story does not lie in its proclamation to be the most important aspect but it rather lies in the Story itself and in the omnipresence and involvement of God in this world. The pastor should realise that it is not necessary to bring into play the Word of God, because God’s love and compassion is evident in the demeanour and behaviour of the pastor. The specific and challenging task of the pastor persists, in bringing man into contact with the Story of Jesus of Nazareth. The timing and manner of this “bringing into contact” must be applied with a sense of responsibility. This should lead to additional opportunities in constructive dialogue in which HOPE is established. The Story of God’s hope that brings with it an unparalleled sense and meaning. Those who prefer to negate or omit the meta Story in an attempt to comprehend man and his particular circumstances, is guilty of a major error of reasoning. / Thesis (DPhil (Practical Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

The motivation for the study had its origin in the fact that sexual abuse in South Africa seems to be a formidable problem which has a detrimental effect on the adolescent’s development and functioning. Social workers have to deal with sexual abuse often and do not always have the necessary programmes and skills acquired to follow through therapeutic intervention with these victims. Therefore this study focused on the development, implementation and evaluation of a narrative social work intervention programme where sand play techniques were integrated in the narrative process. The research problem formulated was that many adolescents suffer from the effects of sexual abuse and therefore the aim of the study was to develop and evaluate a narrative social work intervention programme for adolescent survivors of sexual abuse. The study served to broaden the body of social work knowledge by means of meaningful quantitative and qualitative enquiry. Quantitative data were obtained through the use of questionnaires and qualitative data through the use of combined sand play and narratives as approaches. Four (4) participants were included in a series of 10–15 sand play sessions. Only the data of one (1) participant was used for data–analysis. Two (2) sessions were used for general assessment and building of therapeutic relationship and an additional session was used for an interview with the parent(s). The researcher undertook mixed method research where the quantitative and qualitative approaches were combined into the research methodology of the single study. Intervention research was used as basic methodology. Purposive sampling was used in the selection of the research subject for this study. Collected data was analyzed according to Tesch’s approach to qualitative data analysis (Creswell, 1994). The researcher applied the developed social work intervention programme with four (4) adolescent participants who had allegedly been sexually abused. The sand play sessions were audio recorded and evaluated by means of data analysis. The findings of this study emphasized the psycho–social impact of sexual abuse on survivors of sexual abuse. This thesis reflects the contribution and impact that the social work intervention programme had on the adolescent survivor of sexual abuse. This programme was found to be a valuable tool that can be used in intervention with adolescents and could add to the knowledge of social workers and other professionals working with the survivors of sexual abuse. The research can be recognized as a positive demonstration of the value of a narrative social work intervention programme. Recommendations regarding future implementation of the narrative social intervention programme have been made. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The motivation for the study had its origin in the fact that sexual abuse in South Africa seems to be a formidable problem which has a detrimental effect on the adolescent’s development and functioning. Social workers have to deal with sexual abuse often and do not always have the necessary programmes and skills acquired to follow through therapeutic intervention with these victims. Therefore this study focused on the development, implementation and evaluation of a narrative social work intervention programme where sand play techniques were integrated in the narrative process. The research problem formulated was that many adolescents suffer from the effects of sexual abuse and therefore the aim of the study was to develop and evaluate a narrative social work intervention programme for adolescent survivors of sexual abuse. The study served to broaden the body of social work knowledge by means of meaningful quantitative and qualitative enquiry. Quantitative data were obtained through the use of questionnaires and qualitative data through the use of combined sand play and narratives as approaches. Four (4) participants were included in a series of 10–15 sand play sessions. Only the data of one (1) participant was used for data–analysis. Two (2) sessions were used for general assessment and building of therapeutic relationship and an additional session was used for an interview with the parent(s). The researcher undertook mixed method research where the quantitative and qualitative approaches were combined into the research methodology of the single study. Intervention research was used as basic methodology. Purposive sampling was used in the selection of the research subject for this study. Collected data was analyzed according to Tesch’s approach to qualitative data analysis (Creswell, 1994). The researcher applied the developed social work intervention programme with four (4) adolescent participants who had allegedly been sexually abused. The sand play sessions were audio recorded and evaluated by means of data analysis. The findings of this study emphasized the psycho–social impact of sexual abuse on survivors of sexual abuse. This thesis reflects the contribution and impact that the social work intervention programme had on the adolescent survivor of sexual abuse. This programme was found to be a valuable tool that can be used in intervention with adolescents and could add to the knowledge of social workers and other professionals working with the survivors of sexual abuse. The research can be recognized as a positive demonstration of the value of a narrative social work intervention programme. Recommendations regarding future implementation of the narrative social intervention programme have been made. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to evaluate Malina&Pilch’s Social-Science Commentary on the Book of Revelation. As stated on the cover of the book, this commentary claims to be unique: “The first social-science commentary on this extraordinary book.” The question is whether the social-scientific method enhances the understanding of Revelation for modern interpreters? The method’s relationship with traditional exegetical methods is also examined. In order to evaluate any work on Revelation, it is necessary to make a thorough study of the apocalyptic. Revelation is an apocalypse and is traditionally understood as part of the apocalyptic genre. It is also necessary to make use of findings of the historical-critical method in order to understand questions regarding the author, date and place of composition of Revelation. The social-scientific method’s presuppositions and procedures are explained, as well as criticism against this exegetical method. This is followed by a discussion of Malina&Pilch’s commentary as part of the Social-Science Commentary on…-series, as well as Malina’s original work, On the Genre and Message of Revelation. It is clear that Malina&Pilch view Revelation as astral prophecy and John as an astral prophet. They interpret Revelation in the light of the first century Mediterranean sky. A case study of Revelation 12:1-18 compares Malina’s On the Genre and Message of Revelation, with Malina&Pilch’s Social-Science Commentary on Revelation and David Aune’s Revelation. In conclusion academic reviews and comments regarding this commentary are discussed. It is my opinion that this commentary adds the best value if it is used together with traditional historical-critical commentaries. Unfortunately, Malina&Pilch has ignored modern Apocalypse scholarship in their work. Their intense focus on astrology and trying to force the whole of Revelation into an astrological mould is the greatest weakness of this work. This commentary however definitely adds a new dimension to the interpretation of Revelation. It forces an interpreter of Revelation to acknowledge the importance of John’s social situation and the first-century Mediterranean world. / Dissertation (MA (Biblical Studies))--University of Pretoria, 2007. / Biblical and Religious Studies / MA / unrestricted

Hierdie studie handel oor die invloed van twee onderrigbenaderings naamlik tradisioneel en sosiaal-konstruktivisties, op Graad 6-leerders se studieoriëntasie in Wiskunde. Om die omvang hiervan beter in perspektief te plaas is daar gekyk na wat die moontlike verskille is tussen die tradisionele sowel as die sosiaal-konstruktivistiese onderrigbenaderings ten opsigte van Graad 6-leerders se studieoriëntasie in Wiskundeprestasie. Literatuur dui aan dat leerders swak presteer en noem faktore wat moontlik bydra. Verder dui die literatuur aan dat daar nie genoeg navorsing is ten opsigte van ontoereikende wiskundeprestasie nie. Dit is kommerwekkend dat daar tot dusver redelik min navorsing gedoen is wat Graad 6-leerders se ontoereikende prestasie in Wiskunde aanbetref (Rademeyer, 2009) aangesien dit so ’n belangrike rol speel tot die beroepswêreld (Salman et al, 2010). Maree, Pretorius en Eiselen (2003) meen dat verbetering in Wiskundeprestasie moontlik gefasiliteer kan word deur op die leerders se ontoereikende studieoriëntasie te fokus en dít dan so te probeer verbeter. Die konseptuele raamwerk van hierdie studie rus op Vygotsky se sone van proksimale ontwikkeling (Maimane, 2006) sowel as Bronfenbrenner se ekologiese teorie en die konseptuele raamwerk (Santrock, 2001; Bronfenbrenner,2012) Die navorsingsvrae lui dan as volg: Primêre navorsingsvraag: Wat is die verskil tussen die tradisionele sowel as die sosiaal-konstruktivistiese onderrigbenadering ten opsigte van Graad 6-leerders se studieoriëntasie in Wiskundeprestasie? Eerste sekondêre vraag: Hoe verskil die tradisionele onderrigbenadering ten opsigte van die sosiaal-konstruktivistiese onderrigbenadering? Tweede sekondêre vraag en hipotese: Wat is die verskil in Wiskundeprestasie voor en na die intervensie ten opsigte van die twee onderrigbenaderings? Derde sekondêre vraag en hipotese: Wat is die verskil in studieoriëntasie voor en na die intervensie ten opsigte van die twee onderrigbenaderings? Hierdie studie word beskou deur pragmatisme as ’n wêreldbeskouing en filosofiese fondasie aangesien pragmatisme die heel beste pas by die gemengde navorsingsmetode. Die konvergente navorsingsontwerp is die ideale navorsings-ontwerp vir hierdie studie aangesien dit die bekendste benadering tot die gemengde navorsingsmetode is. Vir die kwalitatiewe data-insameling is ek gebruik gemaak van fokusgroeponderhoude wat drie maal gehou is met beide die groepe, altesaam ses sessies. Daar was sewe leerders wat elk van die groepe verteenwoordig het, veertien leerders altesaam. Daar is gebruik gemaak van ’n individuele onderhoud met die Wiskundeonderwyseres aan die einde van die intervensie tydperk. Die data was geanaliseer deur inhoudsanalise. Die kwantitatiewe data is ingesamel deur die Studieoriëntasievraelys in Wiskunde (Primêr) (SOW(P)) en ook ’n formele wiskunde toets aan die begin en aan die einde van die intervensie tydperk. Daar was twintig leerders wat deelgeneem het aan die tradisionele groep en twintig leerders wat deelgeneem het aan die sosiaal-konstruktivistiese groep. Daar was altesaam veertig leerders betrokke by die studie. Die kwalitatiewe data-analise het uitgedraai op vier verskillende temas: faktore wat Wiskunde makliker maak vir leerders, faktore van Wiskunde wat vir leerders onaangenaam is, faktore van introspeksie en ook ander interessante faktore. Ek het ook observasies en addisionele data vanaf die Wiskundeonderwyseres verkry deur die individuele onderhoud. Vir die doeleindes van die kwantitatiewe data is gebruik gemaak van beskrywende sowel as inferensiële statistieke om die data te analiseer. Daar is gebruik gemaak van die paar-steekproef studente t-toets. Alles is dan na aanleiding van die data-analise bespreek en na aanleiding van my bevindinge en resultate is daar gevind dat daar wel ’n verskil is tussen die tradisionele onderrigmetode en die sosiaal-konstruktivistiese onderrigbenadering. Dit was ook duidelik dat daar ’n waarskynlike verskil tussen die voor-toets en die na-toets van die tradisionele sowel as die sosiaal-konstruktivistiese groep se Wiskundeprestasie is en dus is beide as statisties beduidend aanvaar. Wat die studieoriëntasie aanbetref het die uitkoms getoon dat daar geen verskil was tussen die voor-toets en die na-toets van die tradisionele groep nie, dus toon dit om nie statisties beduidend te wees nie . Daar was wel ’n waarskynlike verandering tussen die voor-toets en die na-toets van die sosiaal-konstruktivistiese groep se studie-oriëntasie en aanvaar ek dit dus as statisties beduidend. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

AFRIKAANS: Die navorsing is gedoen vanuit 'n postfundamentalistiese narratiewe prakties- teologiese benadering. Die fokus van die studie was tweeledig. Die eerste was om na die stories van 'n groep meisies, wat hulself as homoseksueel gesien het en daarom gemarginaliseer is, te luister. Die tweede deel was dat deur die proses daar intervensie sou wees wat aan die meisies die kennis en die mag sou gee om hulle verhale op so 'n manier oor te vertel dat hulle die hoofrolle van hulle eie lewensdramas sal word en nie net karakters of ekstras op die verhoog van die lewe sou wees nie. Verhale van nood moet dus verruil word vir verhale van hoop. Om die verhale van die meisies beter te verstaan is daar van 'n groep interdissiplinêre helpers gebruik gemaak. Die meisies se verhale is verder ook sosiaal-konstruksionisties benader. Die meisies se verstaan van hulle konteks, die kerk, hulle vriende, homoseksualiteit, God, kerkleiers en hulle inskakeling by die kerk en hulle identiteit is ondersoek en saam met die groep gedekonstrueer. Die navorsingsverhaal is dus 'n verhaal waar daar weer opnuut gekyk is na die hantering van tieners, hulle wêreldbeeld en soeke na identiteit en aanvaarding binne 'n wêreld wat hulle nie altyd verstaan nie, en die rol van die geloofsgemeenskap in die proses. ENGLISH: The research was done from a post-foundational, narrative, and practical theological position. The focus of the study had two intentions. The first was to listen to the stories of a group of girls, who saw themselves as homosexual and because of that was marginalised. The second intention was that in the process there would be intervention in their stories. This intervention was supposed to give the girls the necessary knowledge and power to help them to tell their stories. This telling would then place the girls not as extras on the stage of their own lives but as playing the leading roles. Negative stories had thus to be exchanged for stories of hope. To get a better understanding of the stories of the girls, there was made use of an interdisciplinary team of helpers. The stories were also interpreted from a social constructionist point of view. The understanding the girls had of their context, the church, their friends, homosexuality, God, church leaders, their membership of the church and their identity was researched and deconstructed with them in a process. The research story is a story where the handling of teenagers, their world view and their search for identity and acceptance in a world that doesn’t always understand them and their involvement in the church in this process was looked at with fresh eyes. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted

This research is both an exegetical study of relevant pericopes, as well as the exegesis of a theological theme, viz, the leadership of the Pauline churches. Chapter one elucidates on the motivation for this research (like the fundamental importance of leadership, the continued lack of clarity with regard to the form and function of Pauline leadership), as well as giving a history of research done on the subject. Prominent issues come into focus from this history of the research done, which function as the basis for the questions asked in the remainder of the study. The main questions involve the following: -- The identification of the Pauline church’s leadership structure. -- The identification of cultural antecedents that functioned as a ‘gene-pool’ for the leadership and ministry structures of the Pauline churches. -- The dynamic between charism and office. -- The unique essence of the Pauline ministry, as well as Pauline authority. -- The relevance of the Pauline leadership structures and ministries for today’s church. The method of research includes three important perspectives that will be utilized to elucidate and interpret the relevant pericopes. These perspectives include the following: -- The influence of the world of the early Christians (viz, their social values, political structures and the ‘oikos’); -- the theological (religious) traditions in which Christians (especially Paul) grew up (viz, Judaism[s], ‘collegiae’ and hellenistic religions), and that exerted a conscious, as well as an unconscious influence upon early Christians and church leaders; -- the dynamic influence of the Holy Spirit (pneumatological factor), by virtue of the fact that the church is more than a social phenomenon - it is also a supernatural entity. For this reason, I am convinced that when we read the history of the church, we probably are witnesses of the unfolding of a pneumatological plan with regard to the form as well as the leadership of the Pauline churches, carefully executed by the Holy Spirit. This research considers the social dimensions of the community that hosted the Pauline churches (chapters two and three) - a critical key towards gaining an understanding of the leadership structures of the Pauline churches. This aspect suffered neglect in the past, which resulted in anacronistic readings and conclusions which had little or no moorings in the texts themselves (eg the so-called chronological view, as well as interpreting New Testament ministries in terms of modern church offices). Because of this, there is a constant focus upon the world of the texts in this research, and the powerful influences exerted by cultural factors (both secular and religious) upon the Pauline churches. The pericopes that come under scrutiny (chapters four to six) are 1 Corinthians 12-13; Ephesians 4:11-13; 1 Timothy 3:1-13 and Titus 1:5-9. This research confirms the powerful influences of the above-mentioned cultural forces and religious antecedents. Closer examination reveals the absence of so-called, ‘direct debts’ between the early church and it’s social and religious environment. It would probably be more correct to speak of a general analogical resemblance between the two. Chapter seven presents a summary of the conclusions reached by way of the exegesis, as well as a presentation of principles (dimensions) that can serve as guidelines (directives) for modern church leadership. These guidelines are based upon the exegesis of Paul’s letters and the experience of the Pauline churches. The study concludes with a proposed definition of a Pauline leader that includes all these principles (dimensions), gleaned from the pericopes. / Thesis (PhD (New Testament Studies))--University of Pretoria, 2002. / New Testament Studies / unrestricted

In hierdie verhandeling reflekteer ek oor my godsdiensdiskoers en die invloed daarvan op my lewe, beide as persoon en as terapeut. My werk vind 'n nis in die wyse waarop dit die 'stil, onsigbare mensa' benader wie se stories gevorm is deur diskoerse van die modemistiese samelewing. In my navorsing kry ek te doen met problema wat in die algemeen met die praktyke van marginalisering geassosieer word. Die narratiewe gesprekvoering met 'medeskrywers' aan my storie en interaksie met hulle verskillende horisonne kristalliseer in 'n bevrydende en veelvlakkige insig. Hierdie kennis stel my in staat om nuwe keuses te maak en 'n alternatiewe storie vir myself te formuleer. Die studie illustreer dus nie net hoe narratiewe terapie die 'stil, onsigbare' produkte van 'n paternalistiese samelewing kan bemagtig nie. Dit wys ook op die waarde van die oopstelling van die terapeut se eie verhaal vir sy/haar vorming as terapeut. / In this dissertation I reflect on my religious discourse, its influence on my life and how it affects me, both as a person and a therapist. It addresses a niche in its approach to the 'silent, invisible people' whose stories are authored by the discourses of a modernistic society. My research stumbles on all kinds of problems that are generally associated with the practices of marginalisation. Acting as both client and therapist, I enter into numerous interactive conversational sessions with 'co-authors' of my story, afJ with different contexts and horizons. This process crystallises in a liberating and multi-faceted truth. The newly gained knowledge enables me to make new choices and formulate tor myself an alternative story. This study illustrates not only how narrative practices may empower the 'silent, invisible' products of a patemalistic society. It also shows how therapists may benefit from the deconstruction of their own story in both a personal and professional way. / Practical Theology / M. Th. (Pastoral Theology)

Optimistiese self-evaluasies oor die vermoë om take uit te voer is belangrik vir sukses in verskeie aspekte van menswees. Wanneer mense sulke self-evaluasies doen en selfdoeltreffendheids-persepsies vorm maak hulle van inligting uit verskeie bronne gebruik. Volgens teorieë wat spesifiek verband hou met self-evaluasie is mense tydens die vorming van sulke persepsies omtrent die self veral afhanklik van inligting bekom deur sosiale vergelyking. Hierteenoor beklemtoon teorieë wat meer met selfdoeltreffendheid verband hou, die belangrikheid van self-verwysende inligting soos gevorm tydens prestasie-ervarings. Die doel met hierdie navorsing is om die ordening van die bronne van inligting, wat tydens die vorming van selfdoeltreffendheids-persepsies gebruik word, te ondersoek. Die resultate sal bydra om belangrike vrae te beantwoord oor die voorbereiding van mense vir die uitvoering van uitdagende take. In 'n eksperiment (N=1 723) wat op 'n Solomon-vier-groep-ontwerp geskoei is, is drie vorme van inligting wat persepsies kan beïnvloed aan drie eksperimentele groepe verskaf terwyl daar vyf kontrolegroepe was. Die effek van die ingrepe is met 'n vraelys gemeet. Die resultate toon dat selfdoeltreffendheidspersepsies meer deur selfverwysende inligting as deur sosiale vergelykings-inligting beïnvloed word. Dit is ook bevind dat die verskaffing van addisionele inligting nie 'n kumulatiewe effek tydens die vorming van selfdoeltreffendheidspersepsies het nie. Die implikasies van die resultate ten opsigte van die praktyk en teoretiese beskouinge is in die laaste instansie bespreek. / Optimistic self-evaluation regarding the ability to cany out tasks is important for success in various fields ofhuman endeavour. When people do such self-evaluations and fmm self-efficacy perceptions, they make use of information from various sources. According to theories related to self-evaluation, people engaged in forming such perceptions about themselves largely depend on information gained through social comparison. However, theories of self-efficacy emphasize the importance of self-referenced information, such as those formed through enactive attainments. The purpose of this research is to examine the collation of sources of information used in forming self-efficacy perceptions. The results will help to answer important questions about preparing people to perform challenging tasks. In an experiment (N=l 723) modelled on the Solomon Four Group Design, three types of information likely to influence perceptions were supplied to three experimental groups, while there were five control groups. The effects of the interventions were measured by means of a questionnaire. Results confirmed that perceptions of self-efficacy are more profoundly influenced by self-referenced information than by social comparisons. It was also found that additional information did not have a cumulative effect dming the forming of self -efficacy perceptions. The implications of the results with respect to practical and theoretical viewpoints are discussed in the final instance. / Psychology / D.Litt. et Phil. (Sielkunde)