Abstract
D.Litt et Phil.
The present study employed an existential phenomenological research method in order to
explore the experience of violence in adolescent girls. Five young women between the ages
of 13 and 18 years, and from different ethnic groups and cultures participated in the study
that was conducted in the area of Johannesburg, Gauteng. Participation was on a voluntary
basis and followed a presentation on the issue of violence by the researcher to learners at
various schools within the environs of Johannesburg. Only girls whose parents or caregivers
gave consent were included in the study. A central research question was formulated and put
as follows to each participant in a recorded interview: Tell me in as much detail and as
honestly as possible about experiences of violence that have been most meaningful to
you.
Van Kaam’s (1969) method of analysing phenomenological data, which was employed for
the study, revealed that violence took place predominantly in an interpersonal context, mainly
within the confines of the home. It occurred mostly at the hands of persons known to the
young women and the prime aggressors were male. Various forms of violence were
experienced, including sexual violations and verbal, physical and emotional abuse. Exposure
to domestic violence was a common experience.
A number of themes were identified and explored from within the framework of a
phenomenological approach that focused on the life-worlds of participants. Central themes
included feelings of powerlessness, isolation, loss of life purpose and direction, and a sense
of meaninglessness. Without exception all the participants had considered, or attempted,
suicide as a result of their experiences.
A life-span perspective directed attention towards the cultural and historical influences that
underlie the violent experiences of adolescent girls. Feminist theory was utilised to further
explore these influences and to examine the social construction of gendered power and
violence in South Africa.
The biological, psychological and social changes that characterise the adolescent stage of
development were also considered. Participants’ descriptions of their experiences suggested
that violence prevented them from satisfying relational needs and that this had consequences
for the development of an identity. In particular, self-esteem was adversely affected and
participants were unable to envisage a future role for themselves. Disturbances in peer
relationships that are central to the development of adolescent girls, limited opportunities to
benefit from more positive experiences in a social context. Heterosexual interactions were
also negatively affected.
The abstract thinking abilities that emerge in adolescence were discussed in the context of
existential concerns and conflicts. The study indicated that when participants could become
active in the design of their life, their actions were experienced as meaningful and restorative.
This suggested the usefulness of an existential approach that emphasises the necessity of
choice, an awareness of the possibilities of life, and an acceptance of the responsibility for
bringing about change within the limitations of a person’s existence.
The study recommends that this approach could be utilised in a group context where
participants would also be given an opportunity to express themselves, to be heard and to
experience a sense of community in interaction with their peers. It is suggested that in a
school setting, the group could provide an accessible and affordable means of support,
particularly in disadvantaged communities. Peer counselling is also advocated as a way of
responding to the needs of young women who have had negative life experiences.
Further research was encouraged in order to obtain a better appreciation of the ways in which
adolescent girls understand their life-worlds and to explore what they deem to be of
significance in those worlds. This would provide a basis for the structuring of interventions
to assist young women in meeting the challenges that confront them in adolescence.