Kinderseksuele misbruik het langtermyneffekte op die persoon wat as kind seksueel misbruik is, en dit kan strek tot in sy of haar jong volwasse jare. Dit is dus belangrik dat daar aandag gegee word aan die nodige ondersteuningsnetwerke/hulpbronne wat beskikbaar is vir jong volwassenes wat slagoffers is van seksuele misbruik tydens hulle kinderjare. Deur te bepaal aan watter persone hierdie slagoffers bereid is om die misbruik te openbaar, kan gebruik gemaak word van eienskappe wat benodig word vir effektiewe openbaarmaking. Met die gemengde kwantitatiewe en kwalitatiewe navoringsontwerp is daar op die tweede– en derdejaar maatskaplike werkstudente van die Noordwes–Universiteit (Potchefstroomkampus) as respondente van die studie gefokus. Daar is gebruik gemaak van ‘n doelgerigte steekproef om respondente te verkry vir die studie en selfopgestelde, groep–geadministreerde vraelyste is aan hulle uitgedeel. Die verkennende navorsingsontwerp is gebruik om meer inligting oor die navorsingsonderwerp te bekom, aangesien daar beperkte inligting beskikbaar is en min navorsing daaroor onderneem is binne die Suid–Afrikaanse opset. Die doel van die studie is om vas te stel watter hulpbronne beskikbaar gestel moet word aan slagoffers van seksuele misbruik tydens hulle kinderjare, sodat hulle vroeër in hulle lewe die misbruik openbaar en die nodige hulp kan verkry vir die trauma wat hulle ervaar het. Dit is uit die bevindings duidelik dat die noodsaaklikheid bestaan vir die bewusmaking onder die gemeenskap om van die beskikbare hulpbronne vir persone wat slagoffers van kinderseksuele misbruik, gebruik te maak. Aanbevelings rakende die inhoud word in die studie uiteengesit en aanbevelings vir verdere navorsing word ook aan die hand gedoen. Die gebruik van bewusmakingsprogramme is noodsaaklik om die gemeenskap in te lig oor die dinamika van kinderseksuele misbruik. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

Kinderseksuele misbruik het langtermyneffekte op die persoon wat as kind seksueel misbruik is, en dit kan strek tot in sy of haar jong volwasse jare. Dit is dus belangrik dat daar aandag gegee word aan die nodige ondersteuningsnetwerke/hulpbronne wat beskikbaar is vir jong volwassenes wat slagoffers is van seksuele misbruik tydens hulle kinderjare. Deur te bepaal aan watter persone hierdie slagoffers bereid is om die misbruik te openbaar, kan gebruik gemaak word van eienskappe wat benodig word vir effektiewe openbaarmaking. Met die gemengde kwantitatiewe en kwalitatiewe navoringsontwerp is daar op die tweede– en derdejaar maatskaplike werkstudente van die Noordwes–Universiteit (Potchefstroomkampus) as respondente van die studie gefokus. Daar is gebruik gemaak van ‘n doelgerigte steekproef om respondente te verkry vir die studie en selfopgestelde, groep–geadministreerde vraelyste is aan hulle uitgedeel. Die verkennende navorsingsontwerp is gebruik om meer inligting oor die navorsingsonderwerp te bekom, aangesien daar beperkte inligting beskikbaar is en min navorsing daaroor onderneem is binne die Suid–Afrikaanse opset. Die doel van die studie is om vas te stel watter hulpbronne beskikbaar gestel moet word aan slagoffers van seksuele misbruik tydens hulle kinderjare, sodat hulle vroeër in hulle lewe die misbruik openbaar en die nodige hulp kan verkry vir die trauma wat hulle ervaar het. Dit is uit die bevindings duidelik dat die noodsaaklikheid bestaan vir die bewusmaking onder die gemeenskap om van die beskikbare hulpbronne vir persone wat slagoffers van kinderseksuele misbruik, gebruik te maak. Aanbevelings rakende die inhoud word in die studie uiteengesit en aanbevelings vir verdere navorsing word ook aan die hand gedoen. Die gebruik van bewusmakingsprogramme is noodsaaklik om die gemeenskap in te lig oor die dinamika van kinderseksuele misbruik. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

Emotions are integrated psychological, physical and cognitive responses that function as an internal automatic process that provides feedback to the individual regarding the success and quality of achieving goals, relations with others and the meaning of life. It is therefore important that emotions are regulated – this refers to the monitoring, evaluation and the modification of emotional reactions (Todd & Lewis, 2008) – so that failures do not negatively impact on a person‟s ability to achieve important goals in life. Young adulthood, between the ages of 20 and 30, can be typified as a developmental phase during which critical decisions with regard to goals in life are made. However, young adults are often not able to effectively regulate the emotional impact of blocked life goals. As a result the risk for poor decision-making and lower psychological well-being increases. The aim of this study is to firstly identify critical factors in emotional regulation of young adults in reaction to blocked life goals. Secondly, the research identifies relations between these critical factors and lastly, the study offers a model on emotional regulation in reaction to goals in life that are blocked. An availability sample of 77 young adults between the ages of 20 and 30 years took part in the study. The study was granted ethical permission by the North-West University and all the participants gave informed consent. Interactive Qualitative Analysis (IQA), a systems approach to qualitative research was used to generate and analyse data (Northcutt & McCoy, 2004). IQA uses interviews with groups and individuals to collect and analyse data in a participatory way. Eight themes are identified, three of which are specifically considered regulation strategies, namely: the supression of emotions, productivity and giving in to primal urges. The other five themes can be considered emotions, namely: loneliness, frustration and disappointment, uncertainty, anger and discouragement. Participants indicated 56 possible cause-and-effect relations between these eight themes. According to a frequency analysis only 24 of these relations, which explains 74.8% of the variance in the group, were used in the development of the model. The model indicates that there are three central processes, namely: a feedback-loop that comprises three negative emotions and suppression as regulation strategy, a destructive path and a productive path. The findings support the literature in terms of the fact that emotions serve as an internal feedback process that provides feedback to the individual about the success and quality of achieving his or her goals, relations with others and the meaning of life. In this case, negative emotions are experienced as a result of goals in life that are blocked. The literature (Kassin et al., 2008) also confirms that suppression is not a successful long term strategy and eventually it only leads to further loneliness, uncertainty, and ultimately frustration and disappointment. For some of the participants alternative behaviours characterised by anger, discouragement and giving in to primal urges like smoking and alcohol abuse follow this. This seems to be an externalisation of negative emotions by participants with lower self-control, and it supports previous literature in this regard (Caprara et al., 2013). On the other hand, it seems that participants with more self-control make constructive plans to reach their goals or set new goals despite the frustration and disappointment that comes with having goals in life blocked. The final conclusion is that the regulation of emotions can be described as a complex process that individuals use to change or control their emotions in order to achieve a desired outcome. In this study it was particularly evident that the suppression of emotions play an important role and further research is needed to determine its short and long term effects. Further research is also needed to determine the factors that differentiate between young adults that apply destructive and productive regulation strategies respectively. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Emotions are integrated psychological, physical and cognitive responses that function as an internal automatic process that provides feedback to the individual regarding the success and quality of achieving goals, relations with others and the meaning of life. It is therefore important that emotions are regulated – this refers to the monitoring, evaluation and the modification of emotional reactions (Todd & Lewis, 2008) – so that failures do not negatively impact on a person‟s ability to achieve important goals in life. Young adulthood, between the ages of 20 and 30, can be typified as a developmental phase during which critical decisions with regard to goals in life are made. However, young adults are often not able to effectively regulate the emotional impact of blocked life goals. As a result the risk for poor decision-making and lower psychological well-being increases. The aim of this study is to firstly identify critical factors in emotional regulation of young adults in reaction to blocked life goals. Secondly, the research identifies relations between these critical factors and lastly, the study offers a model on emotional regulation in reaction to goals in life that are blocked. An availability sample of 77 young adults between the ages of 20 and 30 years took part in the study. The study was granted ethical permission by the North-West University and all the participants gave informed consent. Interactive Qualitative Analysis (IQA), a systems approach to qualitative research was used to generate and analyse data (Northcutt & McCoy, 2004). IQA uses interviews with groups and individuals to collect and analyse data in a participatory way. Eight themes are identified, three of which are specifically considered regulation strategies, namely: the supression of emotions, productivity and giving in to primal urges. The other five themes can be considered emotions, namely: loneliness, frustration and disappointment, uncertainty, anger and discouragement. Participants indicated 56 possible cause-and-effect relations between these eight themes. According to a frequency analysis only 24 of these relations, which explains 74.8% of the variance in the group, were used in the development of the model. The model indicates that there are three central processes, namely: a feedback-loop that comprises three negative emotions and suppression as regulation strategy, a destructive path and a productive path. The findings support the literature in terms of the fact that emotions serve as an internal feedback process that provides feedback to the individual about the success and quality of achieving his or her goals, relations with others and the meaning of life. In this case, negative emotions are experienced as a result of goals in life that are blocked. The literature (Kassin et al., 2008) also confirms that suppression is not a successful long term strategy and eventually it only leads to further loneliness, uncertainty, and ultimately frustration and disappointment. For some of the participants alternative behaviours characterised by anger, discouragement and giving in to primal urges like smoking and alcohol abuse follow this. This seems to be an externalisation of negative emotions by participants with lower self-control, and it supports previous literature in this regard (Caprara et al., 2013). On the other hand, it seems that participants with more self-control make constructive plans to reach their goals or set new goals despite the frustration and disappointment that comes with having goals in life blocked. The final conclusion is that the regulation of emotions can be described as a complex process that individuals use to change or control their emotions in order to achieve a desired outcome. In this study it was particularly evident that the suppression of emotions play an important role and further research is needed to determine its short and long term effects. Further research is also needed to determine the factors that differentiate between young adults that apply destructive and productive regulation strategies respectively. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Summaries in English and Afrikaans / In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool. / Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Summaries in English and Afrikaans / In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool. / Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

The aim of this study is to discover how primary scholars as substitute parents, contemplate the perceiving aspect of their substitute parenting. In the theoretical chapters the demands set for adults as primary educators and their development, are viewed. A comparative study between the primary edu­ cator and the child, rounds it off. The experiencing, giving meaning to, and the consequent involvement of substitute parents in their life-world, follow. The research design, substantiates the choice of format, methods of data col­ lection and analyses. Examples of raw data gathered from various tests are presented. Finally, the consolidated data is interpreted. The findings of this study is that substitute parents experience their tasks as being pleasant. Substitute parents are generally over involved with their siblings. This culminates in the development of a strong bond between substitute parents and younger siblings. Substitute parents require support and guidance from an adult to enable them to become adults and venture in their life-world. / In bierdie studie is die leefWereld van die substituut-ouer bestudeer. Die oorhoofse doel van hierdie studie is om met behulp van teoretiese en empiriese studies, ondersoek in te stel na substituut-ouers se belewing van bulle besondere taak. Die studie neem 'n amwang met 'n beskrywing van die primere opvoeder se verantwoordelikhede en eise. Die ontwikkeling van die volwassene word daama bestudeer. Verder Is gelet op die e1se en ontwikkeling wat aan kindwecs gelykgestel word. Die doel hiermee, is om uiteindelik 'n vergelyking te kan tref tussen die volwassene en die kind. Nadat so 'n vergclyking tussen die kind en volwassene gemaak is, sal die probleme wat die kind as substituut-ouer ervaar, oorweeg kan word. Die literatuurstudie kulmincer in substituut-ouers se unieke betekenisgewing, betrokkenheid en belewing aan en by bulle leefWereld. Dan word die literatuurstudie opgevolg deur die navorsingsontwerp, keuse van steekproef­ neming asook wyses van dataverameling en -analisering. Ten slotte word daar gekyk na die verslaggewing aangaande inligting soos bekom met behulp van die verkenningsmedia, te wete individuele onderhoude met die deelnemers aan die navorsing, die Bene-Anthony gesinsverhou­ dingstoets, die Persoonlikheidsvraelys vir kinders, die projeksiemedia van Jacobs en Vrey en die Kinestetiese huisgesinstekeninge. Die gekonsolideerde data word dan geinterpreteer en weergegee ten einde die postulate soos in boofstuk 5 uiteengesit te beantwoord. Die belangrikste bevindings van die studie is dat die taak van substituut­ ouerswees vir laerskoolkinders aangenaam is. Hierdie aangename belewing van hulle taak as substituut-ouers, dra egter nie by tot die vonning van 'n positiewe selfkonsep by die substituut-ouer nie. Substituut-ouers ervaar angs en kommer aangaande hulle substituut-ouerskap. Hulle voel nie bevoeg om as substituut-ouers op te tree nie. Substituut-ouers IS oar die algemeen oorbetrokke by hulle broers en susters. Hulle sien om na hulle sibbe, verseker dat hulle veilig is en verleen hulp aan hulle, waar nodig. Hierdie betrokkenheid veroorsaak 'n sterk band tussen die leerlinge. Hierdie sterk band wat tussen die substituut-ouers en hulle sibbe bestaan, is egter afwesig tussen die substituut-ouers en hulle eie ouers. Substituut-ouers toon dan oak teen die verwagting van die navorser in, dat hulle nie beskik oor 'n verantwoordelikheidsin nie. Substituut-ouers k:an eerder beskryf word as teruggetrokke, met min deursettingsvennoe, prikkelbaar, goedhartig, onderdanig, athanklik en inskiklik. Die studie toon ten slotte dat substituut-ouers betrokke raak by hulle taak as substituut-ouers, vanwee 'n aansporingsmiddel, te wete sakgeld. Benewens vir die bogenoemde bevindings, toon die studie oak dat die ondersteuning en begeleiding van substituut-ouers deur 'n volwassene tot volwassenheid noodsaaklik is. / Psychology of Education / M. Ed. (Voorligting)

The aim of this study is to discover how primary scholars as substitute parents, contemplate the perceiving aspect of their substitute parenting. In the theoretical chapters the demands set for adults as primary educators and their development, are viewed. A comparative study between the primary edu­ cator and the child, rounds it off. The experiencing, giving meaning to, and the consequent involvement of substitute parents in their life-world, follow. The research design, substantiates the choice of format, methods of data col­ lection and analyses. Examples of raw data gathered from various tests are presented. Finally, the consolidated data is interpreted. The findings of this study is that substitute parents experience their tasks as being pleasant. Substitute parents are generally over involved with their siblings. This culminates in the development of a strong bond between substitute parents and younger siblings. Substitute parents require support and guidance from an adult to enable them to become adults and venture in their life-world. / In bierdie studie is die leefWereld van die substituut-ouer bestudeer. Die oorhoofse doel van hierdie studie is om met behulp van teoretiese en empiriese studies, ondersoek in te stel na substituut-ouers se belewing van bulle besondere taak. Die studie neem 'n amwang met 'n beskrywing van die primere opvoeder se verantwoordelikhede en eise. Die ontwikkeling van die volwassene word daama bestudeer. Verder Is gelet op die e1se en ontwikkeling wat aan kindwecs gelykgestel word. Die doel hiermee, is om uiteindelik 'n vergelyking te kan tref tussen die volwassene en die kind. Nadat so 'n vergclyking tussen die kind en volwassene gemaak is, sal die probleme wat die kind as substituut-ouer ervaar, oorweeg kan word. Die literatuurstudie kulmincer in substituut-ouers se unieke betekenisgewing, betrokkenheid en belewing aan en by bulle leefWereld. Dan word die literatuurstudie opgevolg deur die navorsingsontwerp, keuse van steekproef­ neming asook wyses van dataverameling en -analisering. Ten slotte word daar gekyk na die verslaggewing aangaande inligting soos bekom met behulp van die verkenningsmedia, te wete individuele onderhoude met die deelnemers aan die navorsing, die Bene-Anthony gesinsverhou­ dingstoets, die Persoonlikheidsvraelys vir kinders, die projeksiemedia van Jacobs en Vrey en die Kinestetiese huisgesinstekeninge. Die gekonsolideerde data word dan geinterpreteer en weergegee ten einde die postulate soos in boofstuk 5 uiteengesit te beantwoord. Die belangrikste bevindings van die studie is dat die taak van substituut­ ouerswees vir laerskoolkinders aangenaam is. Hierdie aangename belewing van hulle taak as substituut-ouers, dra egter nie by tot die vonning van 'n positiewe selfkonsep by die substituut-ouer nie. Substituut-ouers ervaar angs en kommer aangaande hulle substituut-ouerskap. Hulle voel nie bevoeg om as substituut-ouers op te tree nie. Substituut-ouers IS oar die algemeen oorbetrokke by hulle broers en susters. Hulle sien om na hulle sibbe, verseker dat hulle veilig is en verleen hulp aan hulle, waar nodig. Hierdie betrokkenheid veroorsaak 'n sterk band tussen die leerlinge. Hierdie sterk band wat tussen die substituut-ouers en hulle sibbe bestaan, is egter afwesig tussen die substituut-ouers en hulle eie ouers. Substituut-ouers toon dan oak teen die verwagting van die navorser in, dat hulle nie beskik oor 'n verantwoordelikheidsin nie. Substituut-ouers k:an eerder beskryf word as teruggetrokke, met min deursettingsvennoe, prikkelbaar, goedhartig, onderdanig, athanklik en inskiklik. Die studie toon ten slotte dat substituut-ouers betrokke raak by hulle taak as substituut-ouers, vanwee 'n aansporingsmiddel, te wete sakgeld. Benewens vir die bogenoemde bevindings, toon die studie oak dat die ondersteuning en begeleiding van substituut-ouers deur 'n volwassene tot volwassenheid noodsaaklik is. / Psychology of Education / M. Ed. (Voorligting)