Teoretisering van die selfkonsep van studente wat hakkel
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
LitNet
Abstract
Hierdie artikel rapporteer die bevindinge van ʼn kwalitatiewe studie wat ten doel gehad het
om ondersoek in te stel na die selfkonsep van studente tussen die ouderdom van 18 en 22
jaar wat hakkel.1 Die doelstellings van die navorsing was om (i) die selfkonsep van studente
wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan in terme van die
verskillende dimensies van die selfkonsep, (ii) enkele determinante te identifiseer wat kan
bydra tot ʼn ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente
manifesteer, en (iii) holistiese wyses van ondersteuning binne die psigoterapeutiese en
onderrig- en leeromgewings te beskryf. Laat-adolessensie word veral gekenmerk deur
betekenisvolle ontwikkeling van ʼn persoon se selfkonsep. Adolessente se verhoogde
selfbewustheid en ontvanklikheid vir evaluering deur die portuurgroep word as belangrike
faktore in die verwerking van inligting ten opsigte van die self beskou. Daaruit kan afgelei
word dat die selfkonsep van studente wat hakkel waarskynlik beïnvloed word deur hul
bewustheid van luisteraars se reaksies. By wyse van semigestruktureerde individuele
onderhoude bestaande uit oop vrae, asook ʼn fokusgroep, is op induktiewe wyse ondersoek
ingestel na die selfkonsep van studente wat hakkel. Resultate wat deur middel van die
konstante vergelykende metode van data-ontleding verkry is, het geïllustreer dat die
selfkonsep as uitdrukking dien van die betrokke studente se verhouding met hakkel en die
verskillende dimensies daarvan. Die identifisering van enkele intra- en interpersoonlike
determinante dra, tesame met die prosesse van psigiese heling en verwonding, waarskynlik
by tot die vorming van die selfkonsep van studente wat hakkel. Hierdie ondersoek vul ʼn
leemte in die literatuur oor die onderwerp en bevindinge kan bydra tot die ontwikkeling van
omvattende intervensie- en ondersteuningsraamwerke gerig op die positiewe integrasie van
hakkel as deel van die selfkonsep.
The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of a person who stutters. In the past, research regarding the experiences of people who stutter resulted mostly in reducing stuttering to observable symptoms within a positivistic framework. This increased search for – and focus on – the causes, "treatment" and "curing" of stuttering has probably contributed to an under-emphasis on the manner in which the person makes sense of his or her stuttering. Holistic support, however, focuses not only on dealing with stuttering, but also on the positive integration of stuttering into someone’s self-concept – regardless of the pain or distress associated with it.
The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of a person who stutters. In the past, research regarding the experiences of people who stutter resulted mostly in reducing stuttering to observable symptoms within a positivistic framework. This increased search for – and focus on – the causes, "treatment" and "curing" of stuttering has probably contributed to an under-emphasis on the manner in which the person makes sense of his or her stuttering. Holistic support, however, focuses not only on dealing with stuttering, but also on the positive integration of stuttering into someone’s self-concept – regardless of the pain or distress associated with it.
Description
CITATION: Conradie, K. & Swart, E. 2013. Teoretisering van die selfkonsep van studente wat hakkel. LitNet Akademies, 10(2):629-667.
The original publication is available at http://www.litnet.co.za
The original publication is available at http://www.litnet.co.za
Keywords
Stuttering, Self-perception
Citation
Conradie, K. & Swart, E. 2013. Teoretisering van die selfkonsep van studente wat hakkel. LitNet Akademies, 10(2):629-667.