Dissertations / Theses on the topic 'Loss (Psychology) in children – South Africa – Western Cape'

Thesis (MA (Psychology))--University of Stellenbosch, 2006.
The aims of the present study were to inquire into the origins of middle childhood South African children’s fears. In order to do this as precisely as possible it was determined to what extent Rachman’s (1977, 1991) three pathways played a role in the experience of the selected sample’s fears; in intensifying their fears; and finally in the actual onset of their fears. The results were examined across the independent variables age, gender, socio-economic status (SES), and culture. In addition, Rachman’s (1977; 1991) hypothesis that stronger, more intense fears originate through Conditioning experiences, while less intense, everyday fears originate through the indirect pathways, namely Modeling and Negative Information/Instruction was tested. The participants consisted of a sample of 660 children aged between 10 and 14 years, attending grades 5 and 7, representing the three main cultural groups found in the Western Cape, South Africa, and residing in low, middle and high socio-economic residential areas. Participants completed a short biographical questionnaire and the Fear Option List (FOL). Data analysis revealed that the majority of participants reported Modeling experiences in connection to their greatest fear, followed by Information and Conditioning experiences. Significant gender, SES, and cultural differences were found. The majority of participants reported that Information experiences were responsible for intensifying their greatest fear, and thus playing a role in maintaining it, followed by Modeling and Conditioning experiences. Significant gender, SES, and cultural differences were found. With regard to the actual onset of participants fears, the majority of participants reported that they had no clear idea of how their fear began, followed by Information, Conditioning, and Modeling. Only significant SES and cultural differences were found. The first half of Rachman’s (1977; 1991) hypothesis was confirmed in that stronger, more intense fears were found to be strongly related to Conditioning experiences. However, the second part of his hypothesis that less intense, everyday fears are likely to originate through the indirect pathways was not confirmed. The implications of the present study’s findings within a South African context are discussed, as well as the limitations of the study and suggestions for future research.

Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Contextual stressors that are associated with living in low-income communities have an adverse impact on the mental health of adolescents. International studies indicate that this outcome is influenced by the presence of factors that may buffer the impact of stressors, or which may increase adolescents' vulnerability to experiencing stress. The present study was aimed at exploring the factors that influence the mental health of 173 school-going adolescents residing in low-income communities in the Western Cape. By using a quantitative method with a correlational design, the research explored the relationship between depression (measured on the Beck Depression Inventory - Second Edition) and the following factors respectively: self-esteem (measured on the Rosenberg Self-Esteem Scale), coping strategies (measured on the Coping Strategies Indicator), perceived social support (measured on the Social Support Appraisals Scale) and resilience (measured on the Resilience Scale for Adolescents). Results of the correlational analyses indicated that high self-esteem, higher use of the problem-solving coping strategy, stronger perceived social support and higher resilience were significantly related to decreased levels of depression. In contrast, higher use of the avoidant coping strategy was significantly related to higher levels of depression. These results indicate that while some factors may buffer the impact of perceived contextual stressors on adolescents' mental health (for example, problem-solving coping, stronger perceived social support and resilience), other factors may increase adolescents' vulnerability to experiencing depression (for example, avoidant coping). These results may inform interventions focused on promoting mental health or preventing incidence of depression in adolescents living in low-income communities.
AFRIKAANSE OPSOMMING: Kontekstuele stressors wat geassosieer word met ʼn bestaan in lae-inkomstegemeenskappe het ʼn nadelige impak op die geestesgesondheid van adolessente. Internasionale studies dui daarop dat hierdie resultaat beïnvloed word deur die teenwoordigheid van faktore wat die impak van stressors kan versag of adolessente se kwesbaarheid vir stres kan verhoog. Die huidige studie is daarop gemik om ondersoek in te stel na die faktore wat die geestesgesondheid van 173 skoolgaande adolessente, wat in lae-inkomstegemeenskappe in die Wes-Kaap woon, beïnvloed. Deur ʼn kwantitatiewe metode met ʼn korrelasionele ontwerp te gebruik, het die studie ondersoek ingestel na die verhouding tussen depressie (bepaal volgens die Beck-depressie-inventaris-Tweede uitgawe [Beck Depression Inventory - Second Edition]) en die volgende faktore: selfagting (bepaal volgens die Rosenberg-selfagtingskaal [Rosenberg Self-Esteem Scale]), hanteringstrategieë (bepaal volgens die hanteringstrategie-aanduider [Coping Strategies Indicator]), waarneembare sosiale ondersteuning (bepaal volgens die sosiale-ondersteuningstakseringskaal [Social Support Appraisals Scale]) en geeskragtigheid (bepaal volgens die geesteskragtigheidskaal vir adolessente [Resilience Scale for Adolescents]). Die resultate van die korrelasionele ontleding dui daarop dat hoë selfagtingsvlakke, ʼn toename in die gebruik van probleemoplossingstrategieë vir die hantering van situasies, beter waarneembare sosiale steun en hoër geeskragtigheidsvlakke ʼn beduidende verwantskap toon met ʼn afname in depressievlakke. In teenstelling hiermee was daar ʼn opvallende verband tussen vermydingsgedragstrategieë en hoër depressievlakke. Hierdie resultate dui daarop dat hoewel sommige faktore die impak van waarneembare kontekstuele stressors op die geestesgesondheid van adolessente kan versag (byvoorbeeld probleemoplossingstrategieë vir die hantering van situasies, beter waarneembare sosiale steun en geeskragtigheid), ander faktore die adolessente se kwesbaarheid vir depressie kan verhoog (byvoorbeeld vermydingsgedragstrategieë). Hierdie resultate kan moontlik ʼn bydrae lewer tot ingrypings wat gemik is op die verbetering van geestesgesondheid of op die voorkoming van die voorkoms van depressie by adolessente wat in lae-inkomstegemeenskappe leef.

The purpose of this study was to determine the extent, pattern and forms of child sexual abuse amongst university students
to investigate the degree of sexual coercion
to examine victim-perpetrator relationships
to determine the extent to which students are bothered by the event at the time of completing the Early Sexual Experiences Checklist
to establish the age of the student at the time the event occurred and also the age of the other person involved when the event occurred
and to determine the frequency of the coercive event.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study was conducted within historically black schools in the Western Cape. According to (HSRP@historicsschools.org.za) historically Black schools are identified as schools which under the apartheid government were racially segregated schools, situated mainly in residential areas populated by people classified as black, for the exclusive use of people in this racial classification category. The purpose of this study was to explore educators', parents' and learner understands of epilepsy. This study uses an interpretive research framework to obtain in-depth data on educators', parents' and learner’s knowledge of epilepsy, reactions of educators towards learners with epilepsy, the effect of epilepsy on learning and the inclusion of learners with epilepsy in a regular class. The thematic content analysis was the method of analysis. Participants’ experiences with regard to epilepsy were reconstructed according to themes. Recurring themes were linked with the literature. This study found that educators, parents and learners had little idea what epilepsy entails and their beliefs were often moulded by inaccurate information. Educators have received little or no training to provide meaningful support for learners with epilepsy. Despite policy changes the needs of learners with epilepsy are not met in the classroom. Educators and parents insist that they need information, skills and clear guidelines regarding epilepsy. Research indicates that educators find it difficult to cope with the demands of these learners, and often experience frustration and failure. It could benefit the schools if a supporting programme is developed to provide practical and comprehensive guidelines to assist educators to support learners with epilepsy.
AFRIKAANSE OPSOMMING: Hierdie navorsing is in histories swart skole in die Weskaap onderneem. HSRP@historicschools.org.za beskryf ‘histories swart skole’ as skole wat tydens die apartheid-regime op grond van ras gesegregeer was, hoofsaaklik binne residensiële areas wat bewoon is deur mense wat as swart geklassifiseer is, vir die eksklusiewe gebruik van mense van hierdie rasseklassifikasie. Die doel van hierdie navorsing is om opvoeders, ouers en leerders se begrip van epilepsie te ondersoek. ’n Interpretatiewe navorsingsraamwerk is gebruik om in-diepte gegewens rakende opvoeders, ouers en leerders se kennis van epilepsie, opvoeders se reaksie teenoor leerders met epilepsie, die uitwerking van epilepsie op leer, en die insluiting van leerders met epilepsie in gewone klasse, in te win. Die tematiese inhoudsanalise is gebruik as ondersoekmetode. Deelnemers aan die studie se ervaringe van epilepsie is volgens temas gerekonstrueer. Herhalende temas is met die literatuur oor die onderwerp verbind. Die navorsing het bevind dat opvoeders, ouers en leerders weinig benul het van wat epilepsie is, en dat hulle begrip daarvan dikwels deur onakkurate inligting gevorm is. Opvoeders ontvang weinig of geen opleiding om betekenisvolle ondersteuning aan leerders met epilepsie te gee. Ten spyte van beleidsveranderinge word daar nie aan die behoeftes van leerders met epilepsie in die klaskamer voldoen nie. Opvoeders en ouers hou vol dat hulle inligting, vaardighede en duidelike riglyne rakende epilepsie nodig het. Navorsing wys dat opvoeders dit moeilik vind om raad te weet met hierdie leerders se behoeftes, en dat hulle dikwels frustrasie ervaar en voel dat hulle misluk het in hulle pogings. Die ontwikkeling van ’n ondersteuningsprogram, wat praktiese en omvattende riglyne daarstel om opvoeders met die behoeftes van leerders met epilepsie te assisteer, kan tot die voordeel van skole wees.

The aim of this study was to investigate the use of the "
Stories for thinking"
learning materials in one intermediate phase classroom in the Western Cape. The "
Stories for thinking"
project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.

Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.
Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province. The purpose of this study was to evaluate the learning support model that was introduced in some primary schools in the Western Cape with specific reference to schools within the West Coast/Winelands district. The evaluation was located in a comprehensive mixed methods research design, which focused on the evaluation of both process and outcomes of the learning support model. The evaluation was done sequentially in three phases: Phase one consisted of a comprehensive literature review. Phase two focused on both quantitative and qualitative data collection and analysis (through questionnaires containing both closed- and open-ended questions). The focus in Phase three was on follow up semi-structured focus group interviews. The participants were drawn from all primary schools situated within the boundaries of the West Coast/Winelands district and where the services of a learning support teacher (full-time or itinerant) were available. While learning support teachers were selected through purposive sampling, mainstream teachers were systematically selected. The four primary schools and learning support teachers that participated in the focus group interviews were systematically selected. Findings indicate that the current learning support model used in the West Coast/Winelands area does not provide effective learning support to all learners experiencing barriers to learning in mainstream primary schools. Constraints that contribute to this situation can be identified on all levels of the education system including the macro and micro systems. By mapping the findings from the data against the literature review, the researcher recommends that the provision of learning support should be addressed systemically from within a whole-school approach, taking into account local contextual factors impacting on the school. In conclusion a model for the improvement of learning support service delivery within a wholeschool approach is provided.

Thesis (PhD) -- University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The purpose of this study was to determine if the participation in a movement programme, utilising 21 life skill development strategies would make a significant contribution to adolescent girls' self-esteem. The adolescent girls participating in the programme were from a previously disadvantaged community in the Western Cape, South Africa, and considered to be at-risk youth. The movement divisions through which the life skill strategies of the five and one half month programme were presented to the experimental group, were designed by the investigator, and included: modern dance, swimming, self-defence and an individual session of team building. Harter's (1985) Self-perception Profile for Children was used to measure the six subscales of self-competence/esteem of a control group (n = 8) and an experimental group (n = 13) of girls between ages 13 - 16. The six dimensions of self-esteem measured, included: global self-worth; scholastic competence; social acceptance; athletic competence; physical appearance, and; behavioural conduct. On completion of the movement intervention programme by the experimental group, all the girls (N = 21) were post tested, using the same quantitative measurement instrument. The experimental group completed an additional open-ended Life Skill Questionnaire, designed by the investigator, to see if there had been a cognitive transferral of the life skills used in the movement programme from the movement experience to everyday life activities. Following the comparison between the pre- and post-test data of Harter's (1985) Se/fperception Profile for Children, it was concluded that participation in the movement programme had an overall positive and significant affect on the six sub-scales of the girls' self-esteem. On analysis of the girls' responses to the Life Skill Questionnaire it was found that they had been able to utilise all 21 life skills in the various movement components offered in the programme, and that cognitive transferral of the skills had taken place to their everyday environment. Conceming the movement division, the statements revolving around the utilisation of the skills predominantly revolved around ii Stellenbosch University http://scholar.sun.ac.za the swimming, followed by dance and lastly self-defence. The life skills that were most widely used in their everyday environment were highlighted by the themes of perseverance, commitment and academics.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of die deelname aan 'n bewegingsprogram, waartydens 21 lewensvaardigheid-ontwikkelingstrategiee gebruik word, beduidende bydrae tot die selfagting van die adolessente meisie sou lewer. Die adolessente meisies wat aan die program deelgeneem het, kom vanuit 'n voorheenbenadeelde gemeenskap in die Wes-Kaap, Suid-Afrika, en word as hoe-risiko jeug beskou. Die bewegingsverdelings waarmee die lewensvaardigheidstrategiee van die vyf en 'n half maandelange program vir die eksperimentele groep aangebied is, is deur die navorser ontwerp en sluit die volgende in: mode me dans, swem, selfverdediging en 'n individuele sessie van spanbou. Harter (1985) se "Sett-perception Profile for Children" is gebruik om die ses sub-skale van self-bevoegdheid/agting van 'n kontrolegroep (n = 8) en 'n eksperimentele groep (n = 13) van meisies tussen die ouderdomme van 13 - 16 te meet. Die ses dimensies van selfagting wat gemeet is, het die volgende ingesluit: globale selfwaardigheid, akademiese bevoegdheid, sosiale aanvaarding, atletiese bevoegdheid, fisieke voorkoms en gedragsbeheer. Na die afhandeling van die bewegings-intervensieprogram deur die eksperimentele groep is al die meisies (N = 21) getoets met behulp van dieselfde kwantitatiewe meetinstrument. Die eksperimentele groep het In addisionele Lewensvaardigheidsvraelys voltooi, wat deur die navorser ontwerp is om te sien of daar 'n kognitiewe oordrag van die lewensvaardighede was wat in die bewegingsprogram vanaf die bewegingservaring tot daaglikse aktiwiteite gebruik is. Na die vergelyking van die voor- en na-toetsdata van Harter (1985) se "Self-perception Profile for Children" is gevind dat deelname aan die bewegingsprogram 'n algehele positiewe en beduidende effek het op die ses sub-skate van die meisies se selfagting. Die analise van die meisies se terugvoer op die Lewensvaardigheidsvraelys het getoon dat hulle instaat was om al die 21 lewensvaardighede in die verskeie bewegingskomponente te gebruik wat in die program aangebied is en dat kognitiewe oordrag van die vaardighede plaasvind na hul daaglikse omgewing. Wat die bewegingsverdeling betref, het die stellings aangaande die gebruik van die vaardighede hoofsaaklik gehandel oor die swem, gevolg deur dans en laastens selfverdediging. Die lewensvaardighede wat die meeste gebruik is in hul daaglikse omgewing is sterk na vore gebring deur temas soos deursetlingsvermoe, verpligting en akademie.

Thesis (MSc)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: The primary aim of this study was to establish normative data regarding the fears expressed by and coping mechanisms in a selected group of middle childhood children living in a children's home with respect to content, number, level and pattern of fears and the coping mechanisms as well as their perceived efficacy. Children living in a children's home were referred to as children who were removed from family care as a result of lawful intervention and were thus seen as a special population. The secondary aim was to ascertain whether any differences in the fears expressed were found with respect to the independent variables of a special population and gender. The three measuring instruments were the Free-Option Method (FOM), the Fear Survey Schedule for Children Revised (FSSC-R) and the Coping Strategy (CS). The FOM was used to determine the content and number of fears, the structured FSSC-R to establish the content, number, level and pattern of fears and the CS to obtain the coping mechanisms used and their perceived effectiveness. A predominantly quantitative method of data collection was used. This was also true for the data analysis. In all three questionnaires were completed by 141 children living in a children's home (70 boys and 71 girls) in the Western Cape between the ages of 8 and 13. The three questionnaires comprised of the FOM, FSSC-R and the CS and were administered in the above-mentioned order. The content of fears based on the results of the FOM yielded only a few similarities upon comparison to the findings of a recent study by. More similarities were apparent upon comparison of the results of the FSSC-R implying that the structuredness of the measuring instrument plays a role in how universal childhood fears really are. The number as well as level of fear was higher for the children living in a children's home in comparison to the results of normative populations. This also holds true for the level of fear on all of the fear factors of the FSSC-R Gender differences that were apparent, were consistent with previous research with girls expressing a higher number and level of fears than boys. The girls in comparison to the boys also displayed a higher level of fear on all the five factors. The coping strategy most often used as well as perceived effective was the secondary coping strategy. This was followed by the primary coping strategy and finally the relinquished control coping strategy. Specific coping strategies, which were utilised, were support seeking and avoidance and these are associated with a higher level of intemalising symptoms. Overall, the coping strategies utilised were found to be effective in reducing the fear experienced. Only a few similarities were apparent upon companson of the results of the two measunng instruments, the FOM and the FSSC-R, emphasising the need for the development of an South African Fear Schedule. Lastly, recommendations for future studies are provided.
AFRIKAANSE OPSOMMING: Die primêre doel van die onderhawige studie was die insameling van ·normatiewe data omtrent die uitgesproke vrese van 'n geselekteerde groep kinderhuiskinders in die middelkinderjare met betrekking tot die inhoud, aantal, vlak en patroon van vrese en die hanteringstrategieë, sowel as die waargenome effektiwiteit daarvan. Kinders wat in kinderhuise woon is kinders wat van hulle gesinne verwyder is as gevolg van 'n wetlike ingreep en hulle word om hierdie rede as 'n spesiale populasie beskou. Die sekondêre doel van die onderhawige studie was om vas te stelof daar verskille was in die uitgesproke vrese met betrekking tot die onafhanklike veranderlikes van 'n spesiale populasie en geslag. Die drie meetinstrumente wat toegepas is, is die "Free Option Method" (FOM), die ''Fear Survey Schedule for Children Revised" (FSSC-R) en die "Coping Strategy"(CS). Die FOM is gebruik om die inhoud en aantal vrese te bepaal, terwyl die FSSC-R gebruik is om die inhoud, aantal, vlak en patroon van vrese te bepaal. Die CS is gebruik om die hanteringstrategieë en hul effektiwiteit te bepaal. 'n Oorwegend kwantitatiewe metode van data insameling, sowel as dataverwerking is vir hierdie studie gebruik. Drie vraelyste is beantwoord deur 141 kinders (70 seuns en 71 meisies) tussen die ouderdomme van 8 en 13 jaar wat in kinderhuise in die Wes-Kaap woon. Die FOM, FSSC-R en die CS is gebruik en in hierdie volgorde toegepas. Die inhoud van vrese wat op die resultate van die FOM gebaseer is, het weining ooreengestem met die navorsingsbevindings van 'n onlangse studie. Meer ooreenstemming is gevind met betrekking tot die inhoud van vrese wat gebaseer is op die FSSC-R resultate. Dit impliseer dat die gestruktureerdheid van die meetinstrumente 'n rol speel in hoe universeel vrese is. Die aantal sowel as vlak van vrese, was hoër vir die kinders wat in 'n kinderhuis woon vergeleke met die resultate van normatiewe populasies. Die bogenoemde is ook van toepassing ten opsigte van die vlak van vrese op al vyf faktore van die FSSC-R. Geslagsverskille wat voorgekom het, is in ooreenstemming met ander navorsingsresultate waar meisies, in vergelyking met seuns, meer vrese sowel as 'n hoër vlak van vrese op al vyffaktore van die FSSC-R getoon het. Die hanteringstrategieë wat die meeste deur die kinders gebruik is is die sekondêre hanteringstrategieë. Dit is gevolg deur die primêre hanteringstrategieë en laastens die opgegeë beheer hanteringstrategieë. Spesifieke hanteringstrategieë wat gebruik is, is ondersteuning en vermyding. Hierdie strategieë word geassosieer met 'n hoër vlak van geïnternaliseerde simptome. Oor die algemeen is die hanteringstrategieë as effektief beskou in die vermindering van vrese. Daar was min ooreenstemming tussen die resultate van die twee vrees meetinstrumente, die FOM en die FSSC-R, wat die behoefte aan die ontwikkeling van 'n vrees meetinstrument vir Suid-Afrikaanse omstandighede beklemtoon. Ten slotte word enkele riglyne vir toekomstige navorsing gegee.

Thesis (MEd (Specialised Education))--University of Stellenbosch, 2009.
The site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.

Thesis (MEdPsych))--University of Stellenbosch, 2010.
Bibliography
ENGLISH ABSTRACT: Teachers have been strategically positioned to mediate information that might lead to increased HIV and AIDS knowledge and preventative measures among school-based youth. This study attempted to understand such teachers' knowledge and attitudes within a particular social context using the Bio-ecological systems model of Bronfenbrenner. The systems model provided the framework for understanding teachers' knowledge and attitudes of HIV and AIDS given their choices in terms of background, knowledge, attitude, and their links with multiple systems. The study was conducted within the qualitative paradigm. Semi-structured interviews were conducted with thirteen intermediate phase primary school teachers from seven primary schools in Phillipi, Cape Town. This study showed that teachers were aware of being part of complex systems. They expressed their difficulties with teaching HIV and AIDS education in the classroom, particularly conditioned by cultural taboos. This study further showed that teachers. interactions, particularly with people living with HIV and AIDS, changed their knowledge of, and attitudes towards, HIV and AIDS and the teaching thereof. It also pointed to the dissonance between teachers' beliefs and behaviours in serving people living with HIV and AIDS. For some teachers, religious beliefs provided the means with which to deal with the HIV and AIDS pandemic. For others, particularly some female teachers, unequal gendered roles and expectations with regard to sex and sexuality in their communities had a direct impact on the spread of HIV and AIDS and safe-sex practices (knowledge) in their communities. Finally, teachers were actively and critically engaged with systems that impact upon them; particularly, the Macrosystem of the Education Department (in this case, the Western Cape), and the Microsystems of the societies and communities within which their schools were located. In summary, the study showed that a contextual, system-related approach to teachers in the classroom highlighted how they related to HIV and AIDS. Such complex, and inter-connected relations cannot be ignored by teachers, educators, policy-makers, material developers and trainers. More studies will give us a better model of the challenges and opportunities facing those who are helping stem the tide of the pandemic.
AFRIKAANSE OPSOMMING: Onderwysers is in 'n strategiese posisie om inligting oor te dra aan jong leerders wat sal lei tot meer kennis van MIV en ook sal voorkom dat dit versprei. In hierdie studie is onderneem om onderwysers se kennis en denkwyse in 'n besondere sosiale verband te verstaan, deur gebruik te maak van die Bio-ekologiese stelsels-model van Bronfenbrenner. Die stelsels-model voorsien die raamwerk om onderwysers se kennis en houdings van MIV/VIGS te verstaan, aangesien hulle keuses maak in terme van hulle agtergrond, kennis, denkwyse en hulle kontak met meervoudige stelsels. Hierdie studie is uitgevoer in die kwalitatiewe paradigma. Halfgestruktureerde onderhoude is uitgevoer met dertien intermediêre fase primêre-skool onderwysers by sewe primêre skole in Philippi, Kaapstad. Hierdie studie het bewys dat onderwysers bewus is daarvan dat hulle deel vorm van ingewikkelde stelsels. Hulle het te kenne gegee dat hulle dit moeilik vind om MIV/VIGS opvoeding te gee in die klaskamer, veral as gevolg van kulturele taboes. Hierdie studie het ook bewys dat onderwysers se interaksie, veral met mense wat met MIV/VIGS saamleef, hulle kennis van en houding teenoor MIV/VIGS, en die onderrig daarvan, verander het. Dit het ook die verskil tussen onderwysers se godsdienstige oortuigings en houdings uitgewys wanneer hulle in kontak kom met mense wat met MIV/VIGS saamleef. Sommige onderwysers het hulle godsdienstige oortuigings gebruik wanneer hulle met die MIV/VIGS pandemie gewerk het. Sommige onderwyseresse veral, het gevind dat ongelyke geslagsrolle en verwagtinge ten opsigte van seks en seksualiteit in hulle gemeenskappe 'n direkte invloed gehad het op die verspreiding van MIV/VIGS en veilige sekspraktyke in hulle gemeenskappe. Onderwysers was aktief betrokke by stelsels wat 'n invloed op hulle gehad het, veral die Makrostelsel van die Onderwysdepartement (in hierdie geval die Wes-Kaap), en die Mikrostelsels van die samelewings en gemeenskappe waar die skole hulself bevind. In opsomming, het hierdie studie bewys hoedat 'n kontekstuele, stelsel- verwante benadering tot onderwysers in die klaskamer in verhouding staan met kennis en houdings teenoor MIV/VIGS. Sulke komplekse en onderlinge verhoudings kan nie deur onderwysers, beleidmakers, materiële ontwikkelaars en afrigters geïgnoreer word nie. Verdere navorsing en studies sal vir ons 'n meer effektiewe model bied van die uitdagings en geleenthede wat onderwysers in die gesig staar en wat sal help om die pandemie hok te slaan.

Parental alienation is described as a child’s unreasonable rejection of one parent due to the influence of the other parent combined with the child’s own contributions. This phenomenon arises mainly in families of divorce where elevated levels of parental conflict, and care and contact disputes lead to increased tension and antagonism between the parties. The perspectives of family counsellors, who conduct assessments of children from families of divorce to make best-interest assessments for contact and care arrangements or to formulate and implement interventions, on parental alienation, were explored in this qualitative study. A literature study was undertaken to define parental alienation and to place the phenomenon in a South African context, specifically with reference to children’s legislature, and care and contact issues. From this, a theoretical framework for the study was constructed. Semi-structured interviews were conducted with eight family counsellors in the Western Cape to explore their experience of the problem. Seven themes were identified, by which the perspectives of family counsellors regarding parental alienation were described in detail. The themes are: Theme 1: Parental alienation during divorce Theme 2: Characteristic properties of parental alienation Theme 3: False accusations during parental alienation Theme 4: Assessing for parental alienation Theme 5: Interventions for parental alienation Theme 6: Parental alienation in the judicial context Theme 7: Needs of family counsellors regarding parental alienation
Psychology
M. Diac. (Spelterapie)

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu
This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved.
Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter.
Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny).
Inclusive Education
D. Ed. (Inklusiewe Onderwys)