Masters Degrees (Educational Psychology)
Permanent URI for this collection
Browse
Browsing Masters Degrees (Educational Psychology) by Title
Now showing 1 - 20 of 321
Results Per Page
Sort Options
- ItemAdolescent identity experiences of historically disadvantaged scholarship recipients attending independent South African high schools(Stellenbosch : Stellenbosch University, 2012-03) Simpson, Abigail; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted.
- ItemThe adolescent's experience of parental discipline(Stellenbosch : Stellenbosch University, 2004-12) Visser, Juanita; Smit, A. G.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Adolescents are often perceived as moody, rebellious, disinterested in school and inclined to risky behaviours such as premature sex, drug-taking and alcohol abuse. As a result of the 'storm and stress' period that they are associated with, parents appear to lose touch with their adolescents, and fail to maintain the close bonds that they took for granted while their children were young. In attempts to control their adolescents' behaviour, parents seem to drive their teenagers further away from them. The conclusion is reached that adolescents experience parental discipline in a way that either creates a sense of belonging to the family unit, or causes them to become distant and defiant of parental authority. A qualitative approach is used to establish what adolescents experience as positive and what they experience as negative regarding their parents' disciplinary styles. The study is undertaken in a private school in a suburb of Cape Town. The study revealed the following: • A democratic parenting style creates a sense of worthiness in the adolescent. In this atmosphere adolescents feel nurtured and respected and therefore grow into well-balanced young adults. • Parents should take note of their adolescents' emotional experiences and attune their disciplinary approach in order to obtain their children's willing co-operation to be guided towards adulthood by their parents. • Most teenagers do appreciate and respect their parents.
- ItemAdolescents in special schools' perceptions of their learning disabilities(Stellenbosch : Stellenbosch University, 2012-03) Kuffner, Bianca; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept.of Educational Psychology.ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
- ItemAdolescents’ experiences of drumming as an activity to support their learning(Stellenbosch : Stellenbosch University, 2016-03) Coetzee, Elthea; Perold, M.; Stellenbosch University. Faculty of Education. Dept. of Educational PsychologyENGLISH ABSTRACT : In young people who struggle with stress-related experiences that accompany academic evaluations and performance, reproducing music, for instance through drumming, can play a role in experiences of success, and thus contribute to a sense of self-efficacy. The stronger the perceived sense of self-efficacy, the higher the goal challenges individuals set for themselves, and the firmer their commitment to these. The aim of the research was to investigate the potential of djembe drumming to function as a learning support strategy, in the lives of adolescents. In order to do this research, the researcher made use of a qualitative research design that was embedded within the interpretive paradigm. A grade nine class was informed of the research, and invited to volunteer. Fourteen participants volunteered to participate in the study. The participants in this study were adolescents between the ages of 15 and 17 years, and mixed in terms of gender and ethnicity. The primary method of data collection was observations and an inductive process of qualitative thematic analysis was used to analyse the data. The results revealed positive responses in terms of adolescents’ experiences of drumming as a facilitator of learning support. The study revealed that participants demonstrated a comprehension of their own learning processes. Their experiences further illustrated their own awareness of having to concentrate and focus in order to participate successfully in the drumming group. Participants linked the drumming activity, to self-developed learning strategies, which they started implementing, such as studying with rhythm, and strengthening their memorizing abilities by connecting facts together in a story-form. These strategies imply the development of meta-cognition in the participants. The findings of this study can be used effectively in developing a therapeutic tool for inclusion in schools. Similar drumming programmes can be of a high value in the South African Education system, where serious imbalances in educational levels necessitate a need for tools that can be used in promoting and encouraging an inclusive education system.
- ItemAdults' experiences and perceptions of resilience: overcoming adversity in a high-risk community(Stellenbosch : University of Stellenbosch, 2006-12) Weakley, Donna; Adams, Q. A.; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.Many adults living in previously disadvantaged communities were confronted with daily racism, oppression and the abuse of human rights during the apartheid government's ruling of South Africa. Since the demise of apartheid, however, many of these same adults have continued to be challenged by adversities, such as crime, violence, unemployment, poverty, gangsterism and drug and alcohol abuse on a daily basis. Despite these adversities many adults nevertheless manage to cope and thrive. Yet, little research regarding the nature of adult resilience within high-risk communities, especially within the South African context, exists. The aim of this study was to gain insight into, and understanding of, adults' experiences of resilience within a high-risk South African community. In order to address the aims of the study, a basic interpretive qualitative study was undertaken. A high-risk community on the Cape Flats, Western Cape, was selected as the site for data collection, as it was known that adults in the community were exposed to high incidences of crime, violence, poverty, unemployment and gangsterism. The selected participants were viewed, both by themselves and by other community members, as resilient as they had managed to overcome years of racism, oppression and the abuse of human rights at the hands of the apartheid South African government. Additionally, participants had had to fight the harrowing effects of negative influences on a daily basis. The findings of this study indicated that, despite being confronted with ongoing extreme situations of adversity, the participants managed to cope and remain optimistic. Resilient attributes, such as intrapersonal, interpersonal and community resources, were found to contribute to adults' experiences of resilience. Intrapersonal resources, such as the maintenance of a positive attitude, the ability to set goals and the willingness to make sacrifices in order to achieve personally set goals, emerged. Other intrapersonal factors which were attributed to the adults' experiences of resilience related to the awareness of, and dedication to, future planning and the importance of maintaining a healthy body and mind. Interpersonal factors which came to the fore related to recognition of the importance of family relationships, involvement in activities which served to uplift and empower others, and acknowledgement of the need to mix with a diverse group of people in order to gain exposure to new ideas and experiences. Community resources were recognised as playing an additional role in supporting adults in their quest for success, with resources, such as religious organisations, schools and clinics, being identified by the participants concerned. Despite exposure to adversity, resilient adults in high-risk communities were found to make use of three sources of resources and to continue to remain hopeful and positive about their future. This study demonstrates, then, that resilience in a high-risk community is related to the use of intrapersonal, interpersonal and community resources.
- ItemAlternative stories about a girl with autism spectrum disorder(Stellenbosch : University of Stellenbosch, 2010-03) Pentz, Christelle Marie; Newmark, Rona; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer), my family and a teacher about our experience with a young woman with Autism Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and (dis)ability a voice. Their voices have been silenced from research for too long. I try to explain a narrative research lens as a foundation for this document – one that views autism not as a disorder, but as a difference that needs to be embraced. People often live their lives according to the problem stories they tell themselves, and do not see the alternative stories that surround them every day. On this voyage I therefore tell our story to document the inspirational experiences that people with autism bring about in the lives of those supporting them. Little research that focuses on alternative stories about autism has been done on a global scale. Moreover, little research has been done on autism specifically in the South African context. This thesis relates the stories of the people involved in caring for my sister with autism. It brings a message of hope and suggests possibilities for future research voyages about autism. 1 Pseudonym
- ItemAn application of the transtheoretical model to a case of sexual trauma in middle childhood(Stellenbosch : University of Stellenbosch, 2005-12) Vos, Sanel Marriet; Newmark, Rona; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.This study demonstrates the use of the transtheoretical model in the context of sexual trauma in middle childhood. Exploring contemporary literature I found that there is no literature in South Africa available on this topic. It was not until 1997 that the transtheoretical model was implemented internationally with regard to sexual abuse. Taking this in consideration, I realised that there was much scope for exploring, discovering and reflecting on the transtheoretical model and its use within the boundaries of childhood sexual trauma. A qualitative case study within the social constructivist/interpretive paradigm, was chosen as research design. The study involved a participant in middle childhood. Elna (pseudonym) was selected from referrals from the Child Protection Unit of the South African Police Services to the Unit for Educational Psychology at Stellenbosch. The reason for referring Elna to the Unit was because of the negative and diverse effects sexual trauma had on her life story. The study explores the transtheoretical model and the appropriateness thereof as alternative treatment model in a case of sexual trauma, as well as insight into progression of the client in the therapeutic process. Data was collected by means of interviews and therapy sessions during which Narrative therapy, EMDR, sandtray therapy (used in a narrative context) and art therapy techniques were used in an integrated manner. The data was analysed by means of interpreting codes, categories and themes. The study concluded with a discussion of the findings and a reflection on the impact the use of the transtheoretical model had on me as a research-therapist-in-training. The literature review and the findings of this research suggest that the transtheoretical model can be applied effectively to a case of sexual trauma in middle childhood. The use of the model also gives insight into progression of the client in the therapeutic process.
- ItemApplying attachment theory to explore the emotion regulation characteristics of a child diagnosed with ADHD(Stellenbosch : University of Stellenbosch, 2009-12) Van Huyssteen, Almarie; Louw, Charmaine; Frank, Elzan; Newmark, RonaENGLISH ABSTRACT: Bowlby (1969) described infant attachment as the emotional bond that ties the infant to one or a few figures across time and distance. He claimed that internal working models are shaped by early experiences and that attachment behaviour is programmed within these models. According to Bowlby, internal working models are carried forward and have an effect on the development of personality, emotion regulation characteristics and behaviour later in life (Goldberg, 2000). Attachment Theory and emotion regulation are closely linked. The parent-child relationship plays an important role in the development of emotion regulation skills. According to research and subsequent literature, children with attention deficit/hyperactivity disorder (ADHD) have difficulty with emotion regulation. A limited number of studies have focused on the emotion regulation characteristics of children with ADHD, using Attachment Theory as lens. In this study, Attachment Theory was applied to explore the emotion regulation characteristics of a ten-year-old girl with ADHD. A series of observations were central to the process of producing data, as observation plays an eminent role in the history of attachment research. Within the series of observations, together with three semi-structured interviews, the child‟s emotion regulation characteristics were identified. The parent-child relationship and the parents‟ level of reflective functioning played a significant role to identify the characteristics of emotion regulation. A literature review and information from documents (e.g. reports from multi-disciplinary professionals) contributed to the validity of the findings. It was found that the girl with ADHD was significantly insecure in her general functioning. The themes that emerged elicited the interface and interaction between attachment behaviour, emotion regulation and ADHD. Future research should focus on Attachment Theory and ADHD. Parents, teachers and multi-disciplinary professionals who have or work with children diagnosed with ADHD will benefit from Attachment Theory.
- ItemAn assessment of the psychological needs and problems of standard six pupils(Stellenbosch : Stellenbosch University, 1993-12) Abrahamse, Petra; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the Department of Education and Culture (Administration: House of Representatives) and the extent to which these are being addressed by existing educational structures. The investigatior: consists of two parts, a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. An analysis of South African and international school guidance programmes aimed at meeting the needs and solving possible problems is included and an overview is given of the role that the school, both nationally and internationally, can, is and should be playing to meet these needs and help solve these problems. The empirical investigation examined standard six pupils' problems and needs concerning extra-mural activities, relationships with peers and older pupils, teachers and parents and personal adjustment. A questionnaire to determine these needs and problems was administered to a representative random sample of secondary school pupils in the Cape Peninsula. To determine what is being done to address these needs and problems, a second questionnaire was sent to the 58 dual-medium state controlled schools in thE~ Cape Peninsula for standard Six guidance teachers. A third questionnaire was sent to the Department of Education and culture (Administration: House of Representatives) to determine whether the Department agreed that the school guidance programme for Standard six pupils had been adequately applied by the school guidance teachers. Both South African and internati.onal research indicates that many adolescents experience adjustment problems on entering secondary school. Education authorities worldwide address these problems in various ways. In South l~frica, guidance and counselling services are available through elll the education departments, but their effectiveness and implementation need to be clarified because uniform control is not being exercised. The present research showed that most of the secondary schools in the survey do not have an orientation programme to assist pupils to bridge the gap between the primary and the secondary schools. Although this research does not offer conclusive evidence that Standard Six pupils are adversely affected by their present circumstances, the following needs were established: pupils • need to belong, supported by their opinion that extra-mural activities should be compulsory pupils' need for parent~; to be more lnvolved in school activities pupils' need for satisfactory relationships with teachers pupils' need for satisfactory peer relationships. Bas~~ on the~e findings, a number of recommendations have been made. These include: a sound orientation programme and the Careful selection of teachers who are sensitive to the needs of standard six 1Jupils an extra-mural programme where teachers and senior pupils can play a significant role to enhance the formation of constructive social groups and engender a sense of belonging a guidance programme incorporating group work and which teaches coping and problem-solving skills one non-racial education department with equal financing for all pupils and a uniform system of examination and certifica.tion the establishment of "mini-schools" or "middle schools" and the adoption of extended support for pupils to reduce adjustment problems.
- ItemAt risk youth: the experiences of adolescent boys with absent fathers(Stellenbosch : University of Stellenbosch, 2010-03) Sylvester, Frederick James; Daniels, Doria; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The single-parent, female-headed household is a global phenomenon. In a patriarchal society such as South Africa, the absence of a father figure in the family place mothers in the unenviable position of having to play a double role, namely that of mother as well as the head of the family. The role of absent fathers in the at-riskness of adolescent boys is under researched in South Africa. The aim of this study was to explore and describe the perceptions and experiences of ten adolescent boys who are growing up in father absent homes. The participants were from a low socio-economic area of the Western Cape, and high school pupils who were purposively selected from Grades 8, 9 and 10. A qualitative research methodology was used and data were collected by means of semi-structured interviews, a focus group discussion and the construction of collages. The findings showed that adolescent boys face many challenges in their development when they grow up without a strong male role model. These ten adolescents seemed to struggle with discipline issues at school as well as at home. They are at a vulnerable age, and at risk of making decisions that would be devastating to their futures.
- ItemThe attitude of educators towards assessment in schools where learners with barriers are included: a case study(Stellenbosch : University of Stellenbosch, 2009-03) Maluma, T. R.; Newmark, Rona; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.
- ItemBarriers to learning mathematics in rural secondary schools(Stellenbosch : Stellenbosch University, 2008-12) Sao, Lawrence Y. T.; Perold, M. D.; Murray, J. C.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.
- Itemn Bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse : die rol van die opvoedkundige sielkundige(Stellenbosch : Stellenbosch University, 2004-12) Botha, Lorinda; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community involvement with learners with learning barriers. The extent to which the asset-based approach serves as an extension of the medical and ecosystemic models as well as the role of the educational psychologist was examined. Action-research was used in a qualitative research design that entailed a study of learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The utilization of the community's assets was directed at the stimulation and further development of the learners' identified assets. It was found that the collaborative relationship within the asset-based approach contributes to community involvement with learners with learning barriers. The study further showed that certain aspects of the medical and ecosystemic models are still utilized during the application of the asset-based approach. However, the latter approach serves as an extension of these existing models, as the focus is directed at the identification and mobilization of the learners' and the community's assets, rather than at their shortcomings and needs. The extension of the medical and ecosystemic models in the management of learners with learning barriers implies certain degree of role modification an expansion of the educational psychologist. The findings concerning the role of the educational psychologist within the asset-based approach is examined and discussed.
- Item'n Behoefte-analise rakend beroepsgerigte opleiding vir die adolessente leerder met verstandelike gestremdheid(Stellenbosch : Stellenbosch University, 2003-12) Lackay, Joaline Merle; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: There is a need for the adolescent with mental retardation to be trained to work in the open labour market. It is apparent in the literature that American laws are in place for these learners to access schools, colleges and universities. Vocational training is part of the curriculum in the various educational institutions. From the literature it became clear that parent involvement as well as community involvement are essential for the planning and implementation of a vocational programme. The aim of the study is to do a needs analysis about vocational training for the adolescent with mental retardation. The research undertaken here is a Qualitative Participatory Action Research study. It was approached from an eco-systemic perspective. The learner is central in this approach. The various role players involved in the other systems like the family, school and community will be part of the research process. The various systems are interdependent. This means that changes in the system will also result in changes within other systems. In the data production unstructured interviews, observations, fieldwork and documents were used. Data analysis was done using the Constant Comparative method. The results of the study show that there is a need for a vocational training programme. This programme can be developed in collaboration with the learner, parent, educator and employer. Continuous assessment is essential to support the learner from school to the work place.
- ItemDie beleweniswereld van transgender adolessente(Stellenbosch : Stellenbosch University, 2013-03) Saunders, Inez; Lewis, Andrew; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: A literature search done by the researcher has noted that there is little information available regarding transadolescents’ experience within the South African context. In a society that only acknowledges two genders, transgenderism remains invisible. The transgender minority group tends to be more neglected, misunderstood and stigmatized than their homosexual peers. Transadolescents, who are already in a challenging phase of development, are at risk for negative outcomes such as bullying, scholastic problems, social isolation and depression. The aim of this research is therefore to explore and describe the transadolescents’ subjective experience in their own words. To facilitate this process the research was positioned in the interpretative/constructionist paradigm, in terms of which it is based on the premise that subjective experiences are created during social interaction. Bronfenbrenner’s bio-ecological model was used as theoretical framework to illustrate the reciprocal interactions between the various micro- and macrosystems. The qualitative research approach was used to explicate the essence of the participants’ lived experience. Phenomenology was selected as the most appropriate research design. Semi-structured interviews were conducted with three transadolescents and thematic analysis was used to code and organise the data and to present it in the form of a narrative report. Five themes and associated categories were identified. It was found that the transadolescent experiences identity formation as particularly challenging and that there are individual differences between self-identities and gender expressions. The process of disclosure towards parents is accompanied by considerable anxiety and there are major differences in the disclosure practices that are followed. Parents’ reactions differ and can range from acceptance to eviction. Preference is given to friends who are also seen as being ‘different’ and it can be quite a relief to share their identity with friends regardless of their reactions. Even though South Africa has a policy of inclusive education, the reality is one of discrimination, bullying and isolation. Furthermore, medical services in South Africa are inadequate and transadolescents are exposed to discrimination and unsympathetic professionals. Consequently much must still be done to promote understanding of transadolescents, so that the different contexts in which they move can be better prepared to deliver effective and supportive services.
- ItemBelewing van adolessente met Aandagtekort/Hiperaktiwiteit Versteuring - 'n kollektiewe gevallestudie(Stellenbosch : University of Stellenbosch, 2009-12) Engelbrecht, Anel; Perold, M. D.; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Attention Deficit/Hyperactivity Disorder (AD/HD) is one of the most well-known behaviour disorders in South Africa. Limited studies regarding adolescents’ experience of their own AD/HD are available despite the extensive research on AD/HD. The purpose of this exploratory and descriptive qualitative study was to understand 7 adolescents' experience of their own AD/HD in a special school in order to identify supportive strategies. This study was approached from an interpretive and/or constructivist research paradigm. A collective case study research design was used. Data was collected by means of observation, personal documents as well as semi-structured interviews. The data was transcribed and analised according to the constant comparative method. According to the results it seems as if the adolescents’ experiences of their own AD/HD are unique. However, these unique experiences are influenced by their barriers to learning, the process of diagnosis, development, AD/HD medication and social context. The adolescents seek that others empower them to regulate their own AD/HD by: (1) trying to understand how it feels to live with AD/HD; (2) providing information regarding AD/HD; and (3) focusing on their talents and strengths. The practical implications of the results are individualized intervention, changing roles of educators and support professionals, whole school development, changing attitudes, as well as professional development. Further qualitative research is recommended to investigate adolescents’ experiences of their own ADHD.
- ItemDie belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappe(Stellenbosch : Stellenbosch University, 2003-03) Heese, Margarete; Smit, G.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Preshool children from historically disadvantaged communities are often not stimulated or supported in their early childhood development. Therefore these children are often not school ready for formal education. In previous studies it is reported that the mother has an important role to play in the preschool development of her child. In a community where parents are struggling to survive, the question is if those parents are in a position to support their children. The purpose of this study is to ascertain how the preschool child perceives his social support systems. In a qualitative research design five year old children from a disadvantaged community on the West Coast took part in the study. Out of the study it appears that the preschool child visualizes one of their parents and in some cases a grandparent as their most important support system. The facts however are that the parents in this community due to a shortage of time, education and knowledge of how to stimulate their children, do not playa supporting role in their early childhood development. To support preschool children in this situation the parents as well as any other people involved should be made aware of their responsibilities in this regard. They should be equipped with the knowledge and competencies to enable them to support their preschool children. It is important that intervention strategies are directed not only at the parents but to all in whom the preschool children place their trust
- ItemBelewinge van eerste-generasie studente as beurshouers(Stellenbosch : Stellenbosch University, 2019-12) Walters, Miriam C.; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Educational Psychology.AFRIKAANSE OPSOMMING : Suid-Afrika het 'n tekort aan swart (swart en bruin) geoktrooieerde rekenmeesters. Die Thuthuka-projek, geïnisieer deur die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters (SAIGR), het ten doel om die aantal swart rekeningkundige studente te vermeerder. Die Thuthuka-projek behels befondsing, sowel as 'n omvattende ondersteuningsprogram, vir swart en bruin studente om B.Rek-Rekeningkunde (of die ekwivalent) aan 'n SAICA-geakkrediteerde universiteit te studeer. Hierdie studie is daarop gemik om die belewenisse en ook die uitdagings en geleenthede wat die kampuslewe van die Universiteit aan eerste-generasie, voorheen-benadeelde beursstudente stel en bied, te verstaan. Meer spesifiek, het ten doel om die belewenisse van die eerste-generasie Thuthuka beurshouers uit voorheenbenadeelde agtergronde, wat opleiding as geoktrooieerde rekenmeesters ontvang, te ondersoek. Die narratiewe gevallestudie en/of stories, in kombinasie met verskillende leerteorieë, word aangewend om data te versamel. Hierdie data word versamel deur middel van die gebruik van semi-gestruktureerde onderhoude as deel van 'n kwalitatiewe benadering. Beide verhalende gevallestudies en leerteorieë maak voorsiening vir die insluiting van kontekste soos agtergrondgeskiedenis, die dag-tot-dag realiteite en die sosio-ekonomiese omstandighede van hierdie studente. Hierdie studie is dus 'n verhalende gevallestudie, gefokus op die ervarings van agt eerstegenerasie Thutuka-beurshouers van die betrokke universiteit se Skool vir Rekeningkunde. Die studie maak dus onderskeidelik staat op elk van die betrokke teoretiese raamwerke en konsepte om die opvoedkundige en psigososiale ervarings van eerste- generasie studente in hoër onderwys te verken. Die bevindings van hierdie studie kan ander studente help om sekere struikelblokke te oorkom, om sukses te behaal en kan gevolglik bydra tot die transformasie van die geoktrooieerde rekenmeestersberoep. Dit kan ook help om akademiese en ondersteuningspersoneel meer sensitief te maak vir psigososiale en opvoedkundige faktore wat ‘n negatiewe impak op hierdie studente se akademiese vordering mag hê.
- ItemDie bewustheid, houding en rapporteringspraktyke van grondslagfase-onderwysers rakende kindermishandeling(Stellenbosch : Stellenbosch University, 2018-12) Punt, Yvette; Conradie, Karlien; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : Child abuse is a serious, widespread social problem in South Africa, with one in every three children exposed to sexual and physical abuse before the age of 18 (USB Optimus Stigting, 2016). It not only has an immediate effect on the perpetrator, victim, families, and the community, but the prolonged impact of emotional and psychological scars can also influence the abused child during his or her whole life. Foundation-phase teachers find themselves in an ideal position to identify and report child abuse because of the large amount of time spent with children. Because of this reality, teachers play a vital role in identifying and reporting child abuse to protect and support children. Furthermore, a legal obligation rests on teachers to report child abuse if they suspect it. Therefore, the purpose of this study was to determine foundation-phase teachers' awareness, attitudes, and reporting practices regarding child abuse. The study is embedded in the social context perspective that considers both the bio-ecological model and social-constructionism. The approaches provided insight into the teachers' different experiences, multiple realities, and different social contexts in which they move around. The bio-ecological approach also provided insight into the various factors that affect an educator's identification and reporting practices. To achieve the objectives of the study, an interpretivist-constructivist qualitative research approach was followed. A multiple case study involving two different schools was used to approach the research questions. Three teachers per school were identified by means of purposive sampling and approached to participate voluntarily in the study. Data were generated by means of in-depth, semi-structured individual and focus group interviews that provided colourful qualitative descriptions. In addition, thematic analysis was used to group the participants' responses in different themes by means of coding. The research findings indicate that the teachers have the highest regard for their professional responsibility to protect children and thus identify and report child abuse. However, this study found that several factors prevent teachers from identifying and reporting child abuse. Although teachers have positive experiences with regard to their support structures, they seem to lack knowledge and training, together with potential challenges that could affect their attitude. These challenges prevent them from effectively fulfilling their role in dealing with abuse and include contextual and cultural beliefs, time limits and administrative aspects, their fear of the consequences of identification and reporting, as well as mistrust in the national protection and justice system. The results of the study also indicate that teachers have different needs with regard to identifying and reporting child abuse. Consequently, meaningful recommendations were made based on the findings from the study. Recommendations have been made especially regarding training, resources, and prevention strategies.
- ItemBullying in secondary schools : teachers' perspectives and experiences(Stellenbosch : Stellenbosch University, 2011-12) Kruger, Martha Margaretha; Swart, Estelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have the daily task of dealing with it. Not only do teachers have to unravel the complex dynamics of bullying, they also often have to navigate a school climate and culture that is not conducive to addressing bullying. In South Africa, there are many unique contextual factors which impact on teachers’ management of bullying, such as community violence overflowing into the school, increased administrative load and limited support from school management, parents and education authorities. Therefore, teachers’ abilities to conceptualise bullying, recognise and respond to incidents of bullying, and their knowledge of the nature and extent of bullying behaviour impact greatly on anti-bullying strategies. The theoretical framework which informed this study is the social context perspective which drew on views from both social constructionism and the bio-ecological framework. The social context perspective emphasises the interactions between individuals and the systems as delineated in the bio-ecological model. Furthermore, this study did not aim to reveal the “truth” about school bullying. The intention has rather been to provide a comprehensive picture as was portrayed by the participants in this study. This picture included the nature and extent of bullying in their secondary school, the teachers’ perspectives and experiences of bullying, and proposed prevention and intervention strategies which they aim to implement at their school. In keeping with the constructionist nature of the process of inquiry, a qualitative, interpretivist research approach was used. Purposive sampling was used to identify potential participants who were then asked to volunteer to be part of the study. Data was generated through semi-structured interviews with individuals and focus groups. Furthermore, the constant comparative method was used to analyse the data. The research findings indicated that the teachers experience and perceive a wide variety of bullying behaviours which take place at various sites, both within and outside the school grounds and that involve a diverse range of individuals within the school community. Furthermore, the teachers conveyed several factors which they experienced as maintaining bullying and highlighted their perceived effects thereof. In addition to this, the participants shared knowledge about their teaching practices and suggested a few strategies on how to deal with bullying more effectively in their school community.