A psycho-educational model to facilitate the self-development and mental health of the pre-professional classical dancer as individual and as performer.
- Authors: Van Staden, Antoinette
- Date: 2009-02-11T08:52:29Z
- Subjects: Dancers' mental health , Dance history , Self-culture
- Type: Thesis
- Identifier: uj:8130 , http://hdl.handle.net/10210/2105
- Description: D.Ed. , The performing arts community represents a highly trained community, closely knit and stable with shared values and purposes. This is a community which is strongly influenced by its culture and leaders. The past twenty-five years have brought tremendous change to the dance world. This includes the development of techniques and sophisticated technologies into a creative process. Yet, there has not been parallel growth and development in the working conditions and development of dancers. Dancers, in this study classical dancers face continuous challenges in their environment, their identity formation and their transitions out of the performing career. There is substantial evidence that classical dancers have difficulty with their personal lives and their lives as performers. Specifically, a consistent emphasis on a performance-oriented climate seems to be linked to the development of potentially maladaptive dispositions such as neurotic perfectionism, ego-orientation, physical, mental and social ignorance as well as trait anxiety. The percieved climate within the classical dance context, characterised by the setting of excessively high standards, the emphasis on superior ability, the fear of failure and the inability to accept personal mistakes threatens the self-concept and self-esteem of the dancer. The context and culture of the ballet environment has a direct influence on the identity formation and role-identity of the dancers and influence their transition out of the performing career and dance world. Little research has been done on supporting dancers and on assisting them to support themselves in their pre-professional years, to prepare them for the profession and to support any transitions they face. The question can be asked: What can be done to assist pre-professional dancers in promoting their mental health and actualisation as individuals and performers? A theory generative, qualitative, explorative, descriptive and contextual research design was used to conduct this study. The fieldwork was done by having semi-structured interviews with professional principle dancers of two classical dance companies. The results obtained were analysed and categorised. The findings from all data were contextualised and a literature control was carried out. In this way findings were validated. The results obtained from the analysed data reflect the fact that professional classical dancers’ role as dancers dominates their identity. As a result the environment, perceived climate and culture stimulate external goals, dependency on others, destructive behaviour and mental imbalances. The dances suffer physically, emotionally, mentally and relationally. They experience public success and personal failure. For dancers their chosen world seems to be their reality. All the dancers that participated in this research were not aware of their threatened identities. Although they experienced discomfort they seemed to be very dependent on this world and reality. Pre-professional and professional classical dancers are in need of exercising self-development in promoting their mental health. The main concepts of facilitation of self-development can be defined as creating a safe space or trusting environment to assist, intervene, empower and motivate to bring about self-awareness and self-responsibility in order to exercise self- direction. A model was developed as framework of reference to facilitate self-development. The interrelated divisions were identified for the model of facilitation of self-development, namely, initation, cultivation and implementation. Pre-professional dancers are facilitated in the process of forming a more holistic perspective on their identities through self-awareness. They must accept that reality and re-organise themselves in order to accept responsibility. They must also exercise self-direction in order to grow towards mental health and self-actualisation. Pre-professional dancers can exercise self-direction and their unique potential through self-awareness and by becoming self-responsible. This thesis proposes a model of facilitating self-development on which guidelines can be operationalised. This will assist pre-professional dancers to exercise self-development in order to continue in the lifelong process of growing towards wholeness within their profession and post-profession.
- Full Text:
Die invloed van kondisionering op potensiaalverwesenliking : 'n persoonlike leierskapsperspektief
- Authors: Jansen van Rensburg, Vivienne
- Date: 2012-02-06
- Subjects: Leadership , Self-culture , Developmental psychology , Self-realization
- Type: Thesis
- Identifier: uj:1983 , http://hdl.handle.net/10210/4339
- Description: M.Ed. , The purpose of this study was to investigate the influence of conditioning on the realization of a person's full potential from a personal leadership perspective. As humans our perception of ourselves and our capabilities are subject to many conditioning influences, for example family, education, society, culture and the media. Conditioning influences can lead to the formation of habits in the way people think and act. A problem arises because many of these conditioning influences have a negative impact on the way in which a person perceives himself and his potential, by focussing mainly on possible limitations and by overemphasizing conformation. A field of study that focuses on the overcoming of self-imposed boundaries and that strives to promote personal growth and the realization of a person's unique potential, is personal leadership. Personal leadership was defined in the study as an ongoing process of introspection and self-examination and a commitment to self-improvement, change and personal growth on the way to realizing one's unique potential. The general aim of the study was to investigate the nature of the concept 'conditioning' and the influence it has on a person's perception of himself and his potential, as well as to search for ways in which the negative influence of conditioning on personal growth can be identified and overcome, all within a personal leadership framework. The research methodology used in the study included hermeneutic and descriptive strategies. The research methods that were used included a word and concept analysis of the concept 'conditioning' as well as a literature study in order to identify and describe ways in which conditioning affects personal growth and how negative conditioning influences can be eliminated. The following are the most important findings of the study: • Both classical and operant conditioning are learning processes that play a role in establishing habits of thoughts and actions, by means of the formation of stimulus-response associations. • Conditioning can be a powerful inhibiting factor in personal growth, because it can lead to the formation of a poor self-image and limiting beliefs regarding personal potential. • Conditioning influences like family, education, peer groups, culture and the media can condition a person to believe that he has limited potential. • Conditioning influences can inhibit a person's ability to adapt to change and may also cause a person to become satisfied with the average and loose his motivation to actualize his full potential. • Through personal leadership a person can overcome the negative influence of conditioning by becoming aware of conditioning influences in his life and by realizing that conditioned habits are formed by his own free will and that it can be overcome by equipping himself with knowledge of how to successfully implement the desired change. • By overcoming the negative influence of conditioning in his life, a person can progressively realize personal goals that will lead to realizing of his unique potential and personal fulfillment.
- Full Text:
Facilitating responsible and self-directed behaviours in learners with special educational needs in the intermediate phase: teacher's perceptions in a private LSEN school in South Africa
- Authors: Bekker, Tanya Lee-Anne
- Date: 2011-06-22T10:38:49Z
- Subjects: Self-culture , Adjustment (Psychology) , Special education schools , Special education teachers
- Type: Thesis
- Identifier: uj:7104 , http://hdl.handle.net/10210/3699
- Description: M.Ed. , Internationally in countries such as the United States of America and Australia, there has been a shift in focus over recent years from essentially content based education curricula towards education curricula which offer the opportunity for all individuals to realize their potential, and that are capable of producing productive, contributing members of society. According to the United States Northwest Regional Educational Laboratory's most recent regional needs assessment (www.nwrel.org/planning/rna2000.html), "helping students become self-directed learners who take responsibility for their own academic performance" was ranked near the top of identified priorities. The focus on developing responsible and selfdirected learners extends beyond application to learning as cultivating responsible and self-directed behaviours is clearly intended to equip learners with responsible and self-directed behaviours and skills that in time will translate to their emergence as responsible and self-directed adult members of society. This is significant when considering the South African educational context, which also forwards educational goals that reflect the values of the society and that encapsulate the type of member of society that the educational system envisages producing. Given the legislative framework of South Africa, the resulting educational policies, as well as the importance of preparing learners to participate and contribute to a democratic society, it becomes clear that the development of responsible and self-directed learners is relevant to the South African context. Self-directed learning encourages individuals to take control of the learning experience. This means that learners are given choices and encouraged to make decisions as well as accept responsibility for associated consequences. Various characteristics, attitudes and behaviours of self-directed and responsible learners have been forwarded by various researchers in the field. Jones, Valdez, Nowakowski, and Rasumssen (1995) suggest that responsible learners exhibit behaviours such as setting goals and choosing tasks, and have the ability to plan effectively and think ahead. Responsible and self-directed learners have been identified by Long (in Hiemstra,1994 ) as having typical, common internal personality traits or characteristics as well as characteristic external behaviours, attitudes and responses. In addition to certain personality traits, specific kinds of cognitive skills are identified by Long (in Hiemstra, 1994) as being particularly important in successful self-directed learning. Self-directedness in learning is then a term recognizing both external factors that facilitate a learner taking primary responsibility, and internal factors that predispose an individual to accepting responsibility for learning-related thoughts and actions, which are characterised by particular traits, and skills that are demonstrated by responsible and self-directed behaviours.
- Full Text: