Abstract
Ph.D.
Aggression during adolescence has a long term effect on the mental health of
adolescents. This is a great reason for concern. Although society is intensely
aware of the incidences of aggression within South African schools, little research
is available regarding this issue. Learners with special educational needs, and
specifically learners with cerebral palsy, have been even more neglected in this
regard.
This study evolves from the field work of the researcher’s M.Ed. dissertation in
which the experience of aggression in adolescent boys with cerebral palsy was
explored and described. The aim of this study is to develop, describe, implement
and evaluate a psycho-educational model as a frame of reference for the
facilitation of constructive management of aggression in adolescent boys that live
with cerebral palsy. A theory generating research design was used to fulfil this
purpose. The development of this model consisted of four steps.
Step one consisted of the concept analysis. Facilitation, constructive and
management were identified as the central concepts. As part of the concept
analysis these concepts were defined and essential and related criteria were
discussed. All the concepts and criteria were then summarised in a
comprehensive definition. A model case was constructed before the concepts
were classified. During the process of classification a heightened self-awareness
was identified as the terminus of the process.
During step two relationship statements were drawn between the different
concepts. These relationship statements as a whole provide substance and
structure to the theory.
In step three the psycho-educational model as a frame of reference for the
facilitation of constructive management of aggression in adolescent boys with
cerebral palsy was described. The structure of the model was described in terms
of its purpose, assumptions and the context of the model.