Abstract
D.Ed.
According to Victor Frankl each person determines his own destiny by making
choices and each individual is responsible for his own self-actualization (Frankl,
1975:101 ). Individuals should therefore be made aware of their own potential
and what they should be able to accomplish (Frankl, 1975:95). Goleman stated
that not all people will develop or reach their full potential and not all people
are emotionally literate. He stated that programmes in emotional development
should be presented in order for individuals to become more self-aware, more
motivated, less impulsive and to understand others and themselves better
(Goleman, 1996:284). Learners should also take note of their values,
perceptions, attitudes, temperaments and personalities so that they can
develop.
Adolescents are neither children nor grown-ups and are in search of their own
identities. They should be accompanied by grown-ups to develop their full
potential (Garbers, 1983:3). According to Louw (1990:424) adolescents are
sensitive to problems, missing elements and disharmony and it is therefore the
appropriate time to use developmental programs.
In this research project the researcher used a focus group as case study. Eleven
adolescents between the ages of ten and fourteen, participated. The program
was divided into three main categories, namely intra-personal functioning;
interpersonal functioning and change. Under the first part, intra-personal
funct;oning, the themes: self-knowledge, self-acceptance, internal dialogue
and realistic expectations were discussed.
Under the second part, interpersonal functioning, the themes that were
discussed were: empathy, trust, respect, understanding, consideration,
helpfulness, conflict, self-assertiveness and leadership. The last part dealt with
change and life-long self-actualization.
Ten sessions of ninety minutes each were held and constructivistic principles
were taken into account. A variety of learning activities occurred and selfreflection
was done. After the completion of the program, learners were
interviewed and learning outcomes were discussed with parents.
The research methodology used by the researcher comprised qualitative,
explorative and phenomenological descriptive methodology within an
educational context. Evaluation was based on learners' workbooks, selfreflection
forms, field notes, group participation and posters. According to the
evaluated data that was received, the program in affective development for
adolescents was successful.
A new conceptual framework was developed to facilitate affective
development of adolescents.