Jonathan's buddy system : exploring alternative ways of being

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dc.contributor.advisorPerold, Mariechenen_ZA
dc.contributor.authorBrink, Sylvia Janineen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2012-08-27T11:33:11Z
dc.date.available2012-08-27T11:33:11Z
dc.date.issued2004-12
dc.descriptionThesis (MEdPsych)--University of Stellenbosch, 2004.en_ZA
dc.description.abstractENGLISH ABSTRACT: The labelling and marginalisation practices implemented and sustained by conventional methods of education and psychology motivated the research curiosity. The significance of the learner's own experiences, the learner's own meaning-making through his/her own story-telling or the stories others tell about him/her and the constituting effects of alternative identity conclusions are explored as means of creating more preferred identity conclusions In engaging in the re-tellings of a learner's experiences at home and school, a qualitative research practice has been apllied, revealing meaning-making of alternative stories. Feminist theory and post-modern ideas and discourses have assisted me, and the participant, in the deconstruction of ADHD, depression, identity and divorce which contributed to the marginalisation of a learner due to dominant discourses within culture, education and psychopathology. Narrative approaches to therapy and an ethic of participation have guided us to emphasise the necessity of recognising a learner's preferred ways of understanding his/her experiences and what that tells about the person. Pseudonyms have been used to respect the participant's privacy.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die ettikettering en marginaliserende praktyke wat gebasseer en onderhou word deur konvensionele opvoedkundige en sielkundige diskoerse, het die navorsingsnuuskierigheid by my ontlok. Die beduidenheid van 'n leerder se eie ervarings en pogings tot betekenismaking deur die oorvertel van sy/haar eie stories en die aanhoor van ander se stories oor hom/haar word uitgelig. Die konstitusionerende aard van hierdie alternatiewe identiteitskonklusies word geeksploreer om meer verkose identiteitskonsepte daar te stel. Met my deelname aan die oorvertelling van die leerder se ervarings by sy huis en skool, is 'n kwalitatiewe navorsingsbenadering gevolg, wat die betekenismaking van alternatiewe stories kan uitlig. Feministiese teorie, postmoderne denke en diskoerse was die sleutels wat gebruik is deur my en die deelnemers, om die betekenis van ADHD, depressie, identiteit en egskeiding te ontsluit en te dekonstrueer. Die marginaliserende praktyke wat in die naam van hierdie fenomene gepleeg word binne die dominante kultuur, opvoedkundige praktyke en psigopatologie word bevraagteken. 'n Narratiewe benadering tot terapie en 'n etiek van deelname het ons gelei om die nodige erkenning aan die leerder se verkose maniere om sy ervaringe te verwoord en wat dit omtrent sy identiteit impliseer. Pseudoname is gebruik om die deelnemer se privaatheid te respekteer.af_ZA
dc.format.extentiv, 94 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/50002
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectNarrative therapyen_ZA
dc.subjectSelf-actualization (Psychology) in adolescenceen_ZA
dc.subjectSelf-esteem in adolescenceen_ZA
dc.subjectAttention-deficit hyperactivity disorder -- Treatmenten_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleJonathan's buddy system : exploring alternative ways of beingen_ZA
dc.typeThesisen_ZA
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