Development of a psycho-educational programme to assist adolescents to cope with aggressive peers at a secondary school
- Authors: Moosa, Moeniera
- Date: 2015-10-14
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:14344 , http://hdl.handle.net/10210/14802
- Description: D.Ed. (Psychology of Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Moosa, Moeniera
- Date: 2015-10-14
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:14344 , http://hdl.handle.net/10210/14802
- Description: D.Ed. (Psychology of Education) , Please refer to full text to view abstract
- Full Text:
The effects of violence on the psychological development of black adolescents
- Authors: Skosana, George Mkuzelwa
- Date: 2008-11-12T08:48:34Z
- Subjects: Black teenagers , Political violence , Adolescent psychology , Stress (Psychology) , Stress in adolescence , Psychic trauma in adolescence , Resilience (Personality trait) in adolescence
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/373233 , uj:14668 , http://hdl.handle.net/10210/1640
- Description: M.A. , All transitional stages have their moments of crises, but there is no stage so complicated and confusing as the adolescence. Not surprisingly, many researchers refer to this stage as a period of storm and stress. Many studies conducted on young people and violence have concentrated on their psychological, emotional, and physical development. Hence, the psychosocial development did not receive much attention from the psychological fraternity. Therefore, the aim of this study is three fold: (1) to investigate how political violence affects the psychosocial development of adolescents.(2) to investigate how political violence affects their outlook on life, and (3) how do they view the youth=s role in political struggle. The qualitative research method was used in this study. The process of inquiry involves interviews. Individual face-to-face interviews were conducted with 30 research participants. The process of analysis involved thematic content analysis. Generally, the results of the study indicate that exposure to political violence has negative effects on the psychosocial development of the adolescents. Many of them experience psychosocial problems in some areas of their development, while very few show signs of psychosocial resilience in other areas and function well despite exposure to political adversity. In conclusion, these adolescents are neither shattered by exposure to political violence to be considered Apsychosocially dysfunctional@, nor they are resilient enough to be considered Auntouched@ by these experiences. Furthermore, the results of the study indicate that the effects of political violence are relative rather than absolute and are bound to change with circumstances.
- Full Text:
- Authors: Skosana, George Mkuzelwa
- Date: 2008-11-12T08:48:34Z
- Subjects: Black teenagers , Political violence , Adolescent psychology , Stress (Psychology) , Stress in adolescence , Psychic trauma in adolescence , Resilience (Personality trait) in adolescence
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/373233 , uj:14668 , http://hdl.handle.net/10210/1640
- Description: M.A. , All transitional stages have their moments of crises, but there is no stage so complicated and confusing as the adolescence. Not surprisingly, many researchers refer to this stage as a period of storm and stress. Many studies conducted on young people and violence have concentrated on their psychological, emotional, and physical development. Hence, the psychosocial development did not receive much attention from the psychological fraternity. Therefore, the aim of this study is three fold: (1) to investigate how political violence affects the psychosocial development of adolescents.(2) to investigate how political violence affects their outlook on life, and (3) how do they view the youth=s role in political struggle. The qualitative research method was used in this study. The process of inquiry involves interviews. Individual face-to-face interviews were conducted with 30 research participants. The process of analysis involved thematic content analysis. Generally, the results of the study indicate that exposure to political violence has negative effects on the psychosocial development of the adolescents. Many of them experience psychosocial problems in some areas of their development, while very few show signs of psychosocial resilience in other areas and function well despite exposure to political adversity. In conclusion, these adolescents are neither shattered by exposure to political violence to be considered Apsychosocially dysfunctional@, nor they are resilient enough to be considered Auntouched@ by these experiences. Furthermore, the results of the study indicate that the effects of political violence are relative rather than absolute and are bound to change with circumstances.
- Full Text:
Die effek van ‘n psigososiale opleidingsprogram op die liggaamsbeoordeling, liggaamskonsep en lewenstevredenheid van ‘n groep adolessente meisies
- Bredenkamp, Susarah Catherina
- Authors: Bredenkamp, Susarah Catherina
- Date: 2012-07-31
- Subjects: Adolescent psychology , Body image in adolescence , Self-esteem in adolescence , Identity (Psychology) in adolescence , Self-realization in adolescence , Self-confidence in adolescence , Group identity , Self acceptance
- Type: Thesis
- Identifier: uj:8873 , http://hdl.handle.net/10210/5340
- Description: M.A. , The search for identity is an important developmental task during adolescence. During this period teenagers also evaluate their physical identity against existing external standards. Evaluation of the body is often done in comparison with the Western norms of beauty. These norms are however not universally attainable and can lead to negative evaluations of the body’s attractiveness, resulting in both negative evaluations of the body and body dissatisfaction, which creates concern due to the link that exists between body dissatisfaction and dieting. Diet behaviour has also been established as an etiological factor in the development of certain eating disorders. On the other hand positive evaluations of the body’s appearance and abilities are associated with higher levels of life-satisfaction. It is therefore necessary to develop interventions that could enhance female adolescents’ body evaluations, body-esteem and possibly also life-satisfaction albeit indirectly. Interventions that focused on more realistic evaluations of the self and attempted to enhance teenage girls’ self-esteem have already been implemented in the USA and Australia, but with mixed results. Existing research within the South African context that focus on female adolescents’ body evaluations, body-esteem and life-satisfaction are also limited and no studies could be found that investigated all three facets. The aims of this study were to develop and evaluate a psychosocial training programme (PTP), to enhance female adolescents’ body evaluations, body-esteem and life-satisfaction. A group of adolesscent girls (experimental group)(n = 39) participated in the PTP, while the control group (n = 33) looked at magazine photos and then answered questions about these photos. Both groups completed the following measurement scales before and after the completion of the PTP: Body evaluations (Body-Image Self-evaluation Colouring Lens, BISCL) (Gusella, Clark & van Roosmalen, 2003), body-esteem (Body Esteem Scale for Adolescents and Adults, BES) vi (Mendelson, White & Mendelson, 1996) and life-sattisfaction (Satisfaction with Life Scale,SWLS) (Diener, Emmons, Larson & Griffen, 1985). Firstly the experimental group’s mean averages on all measuring instruments were calculated before and after the completion of the PTP then compared to get an indication of the significance of differences in mean scores within the group. The programme resulted in statistically meaningful changes on al three the measured fascets. After the PTP the body evaluations of participants in the experimental group were less negative towards the form and function of their bodies (BISCL-v (p= .00) and BISCL-f (p= .00). The change in mean scores on the BES full scale (p= .003) and the subscales appearance (p= .01), attribution (p= .03) and weight (p= .00) indicated that evaluation of body- esteem was also more positive. Participants’ life-satisfaction was significantly higher after they participated in the PTP (p= .03). Effects sizes for the significance of difference in mean scores were also calculated, yielding a large effect on effect body evaluation (0.19 tot 0.20), a medium to large effect on body-esteem (0.12 tot 0.20) and medium effect on life satisfaction (0.11). These effect sizes suggest that the results also have practical significance. Secondly the mean scores of the experimental and control groups prior to and after the PTP were compared. No statistically meaningful difference was noted between the mean values of these two groups in terms of body evaluations, body-esteem or life- satisfaction. This is possibly due to the small sample size and variables such as age and ethnicity. In conclusion the psychosocial training programme shows promise as an intervention to enhance female adolescents’ body evaluations, body-esteem and life-satisfaction.
- Full Text:
- Authors: Bredenkamp, Susarah Catherina
- Date: 2012-07-31
- Subjects: Adolescent psychology , Body image in adolescence , Self-esteem in adolescence , Identity (Psychology) in adolescence , Self-realization in adolescence , Self-confidence in adolescence , Group identity , Self acceptance
- Type: Thesis
- Identifier: uj:8873 , http://hdl.handle.net/10210/5340
- Description: M.A. , The search for identity is an important developmental task during adolescence. During this period teenagers also evaluate their physical identity against existing external standards. Evaluation of the body is often done in comparison with the Western norms of beauty. These norms are however not universally attainable and can lead to negative evaluations of the body’s attractiveness, resulting in both negative evaluations of the body and body dissatisfaction, which creates concern due to the link that exists between body dissatisfaction and dieting. Diet behaviour has also been established as an etiological factor in the development of certain eating disorders. On the other hand positive evaluations of the body’s appearance and abilities are associated with higher levels of life-satisfaction. It is therefore necessary to develop interventions that could enhance female adolescents’ body evaluations, body-esteem and possibly also life-satisfaction albeit indirectly. Interventions that focused on more realistic evaluations of the self and attempted to enhance teenage girls’ self-esteem have already been implemented in the USA and Australia, but with mixed results. Existing research within the South African context that focus on female adolescents’ body evaluations, body-esteem and life-satisfaction are also limited and no studies could be found that investigated all three facets. The aims of this study were to develop and evaluate a psychosocial training programme (PTP), to enhance female adolescents’ body evaluations, body-esteem and life-satisfaction. A group of adolesscent girls (experimental group)(n = 39) participated in the PTP, while the control group (n = 33) looked at magazine photos and then answered questions about these photos. Both groups completed the following measurement scales before and after the completion of the PTP: Body evaluations (Body-Image Self-evaluation Colouring Lens, BISCL) (Gusella, Clark & van Roosmalen, 2003), body-esteem (Body Esteem Scale for Adolescents and Adults, BES) vi (Mendelson, White & Mendelson, 1996) and life-sattisfaction (Satisfaction with Life Scale,SWLS) (Diener, Emmons, Larson & Griffen, 1985). Firstly the experimental group’s mean averages on all measuring instruments were calculated before and after the completion of the PTP then compared to get an indication of the significance of differences in mean scores within the group. The programme resulted in statistically meaningful changes on al three the measured fascets. After the PTP the body evaluations of participants in the experimental group were less negative towards the form and function of their bodies (BISCL-v (p= .00) and BISCL-f (p= .00). The change in mean scores on the BES full scale (p= .003) and the subscales appearance (p= .01), attribution (p= .03) and weight (p= .00) indicated that evaluation of body- esteem was also more positive. Participants’ life-satisfaction was significantly higher after they participated in the PTP (p= .03). Effects sizes for the significance of difference in mean scores were also calculated, yielding a large effect on effect body evaluation (0.19 tot 0.20), a medium to large effect on body-esteem (0.12 tot 0.20) and medium effect on life satisfaction (0.11). These effect sizes suggest that the results also have practical significance. Secondly the mean scores of the experimental and control groups prior to and after the PTP were compared. No statistically meaningful difference was noted between the mean values of these two groups in terms of body evaluations, body-esteem or life- satisfaction. This is possibly due to the small sample size and variables such as age and ethnicity. In conclusion the psychosocial training programme shows promise as an intervention to enhance female adolescents’ body evaluations, body-esteem and life-satisfaction.
- Full Text:
A psycho-educational programme to address the aggression of late-adolescents who did not complete secondary school education
- Authors: Walters, Cleveland Trevor
- Date: 2015
- Subjects: Aggressiveness in adolescence , Adolescent psychology , Educational psychology , Dropouts - Psychology
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/83136 , uj:19055
- Description: Abstract: Please refer to full text to view abstract , D.Phil. (Psychology of Education)
- Full Text:
- Authors: Walters, Cleveland Trevor
- Date: 2015
- Subjects: Aggressiveness in adolescence , Adolescent psychology , Educational psychology , Dropouts - Psychology
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/83136 , uj:19055
- Description: Abstract: Please refer to full text to view abstract , D.Phil. (Psychology of Education)
- Full Text:
Opvoedkundige sielkundige ondersteuning aan adolessente wat aborsies ondergaan het
- Authors: Britz, Johanna Jacoba
- Date: 2012-08-15
- Subjects: Adolescent psychology , Abortion -- Psychological aspects -- Case studies , Adolescent psychotherapy -- Case studies , Educational psychology
- Type: Thesis
- Identifier: uj:9336 , http://hdl.handle.net/10210/5776
- Description: M.Ed. , After the legalization of abortions (Number 92 of 1996), the question that arose was: How does the adolescent girl experience the abortion she underwent? This question is also seen against the background of the adolescent's developmental phase and development tasks. To ascertain the adolescent girls' experience I made use of a research design that is qualitative, explorative, descriptive and contextual of nature. This research took place in two phases: In Phase one, in depth phenomenological interviews were conducted. In Phase two, I made use of logical inference to generate guidelines for educational psycologists and healthworkers who were to counsel the girls who had undergone abortions. The experiences of the adolescent girls can be divided into three dimensions, namely the physical, psychological and spiritual dimension. The guidelines that were set, are as follow: Giving of information before, during and after the abortion; Counseling for lifeskills, namely decision making, management of conflict situasions and the verbalisation of emotions; Counseling adolescent girls to develop a more positive self-image and the handling of feelings of guilt.
- Full Text:
- Authors: Britz, Johanna Jacoba
- Date: 2012-08-15
- Subjects: Adolescent psychology , Abortion -- Psychological aspects -- Case studies , Adolescent psychotherapy -- Case studies , Educational psychology
- Type: Thesis
- Identifier: uj:9336 , http://hdl.handle.net/10210/5776
- Description: M.Ed. , After the legalization of abortions (Number 92 of 1996), the question that arose was: How does the adolescent girl experience the abortion she underwent? This question is also seen against the background of the adolescent's developmental phase and development tasks. To ascertain the adolescent girls' experience I made use of a research design that is qualitative, explorative, descriptive and contextual of nature. This research took place in two phases: In Phase one, in depth phenomenological interviews were conducted. In Phase two, I made use of logical inference to generate guidelines for educational psycologists and healthworkers who were to counsel the girls who had undergone abortions. The experiences of the adolescent girls can be divided into three dimensions, namely the physical, psychological and spiritual dimension. The guidelines that were set, are as follow: Giving of information before, during and after the abortion; Counseling for lifeskills, namely decision making, management of conflict situasions and the verbalisation of emotions; Counseling adolescent girls to develop a more positive self-image and the handling of feelings of guilt.
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Gratitude and subjective well-being in a group of adolescents
- Authors: Croxford, Sarah-Anne
- Date: 2012-11-06
- Subjects: Gratitude , Well-being , Adolescent psychology , Happiness
- Type: Mini-Dissertation
- Identifier: uj:7368 , http://hdl.handle.net/10210/8131
- Description: M.A. , Satisfactory psychosocial development during adolescence will equip individuals with intrapersonal and interpersonal resources to facilitate adaptive negotiations of the complex adult world. There has been increasing empirical interest in fostering optimal development in adolescents through enhancing positive attributes and aspects of mental health. Accordingly, researchers have begun investigating the benefits of frequent experiences of gratitude, and have found that gratitude is associated with subjective well-being (SWB) among adolescents. The relationship between gratitude and SWB may be particularly important for South African youth, whose development occurs within the context of socio-political difficulties associated with transformation in the post-apartheid era, which could have a negative impact on their SWB. However, there has been no research undertaken to investigate gratitude and SWB among South African adolescents. This study investigated the prevalence of gratitude, and the relationship between gratitude and SWB, among 812 adolescents in Gauteng. Specifically, the prevalence of state gratitude and trait gratitude were determined, and compared across female and male adolescents, and among participants from different population groups. Further, the relationship between state gratitude and SWB, and trait gratitude and SWB, was established and compared across gender and among individuals from various population groups. A quantitative non-experimental design was employed. Data was collected by self-report questionnaires assessing the prevalence of gratitude and SWB. The data was analysed by examining mean scores, conducting one-way analyses of variance (ANOVAs), as well as Pearson‟s product moment-correlation coefficients, and a multivariate analysis of variance and follow-up ANOVAs.
- Full Text:
- Authors: Croxford, Sarah-Anne
- Date: 2012-11-06
- Subjects: Gratitude , Well-being , Adolescent psychology , Happiness
- Type: Mini-Dissertation
- Identifier: uj:7368 , http://hdl.handle.net/10210/8131
- Description: M.A. , Satisfactory psychosocial development during adolescence will equip individuals with intrapersonal and interpersonal resources to facilitate adaptive negotiations of the complex adult world. There has been increasing empirical interest in fostering optimal development in adolescents through enhancing positive attributes and aspects of mental health. Accordingly, researchers have begun investigating the benefits of frequent experiences of gratitude, and have found that gratitude is associated with subjective well-being (SWB) among adolescents. The relationship between gratitude and SWB may be particularly important for South African youth, whose development occurs within the context of socio-political difficulties associated with transformation in the post-apartheid era, which could have a negative impact on their SWB. However, there has been no research undertaken to investigate gratitude and SWB among South African adolescents. This study investigated the prevalence of gratitude, and the relationship between gratitude and SWB, among 812 adolescents in Gauteng. Specifically, the prevalence of state gratitude and trait gratitude were determined, and compared across female and male adolescents, and among participants from different population groups. Further, the relationship between state gratitude and SWB, and trait gratitude and SWB, was established and compared across gender and among individuals from various population groups. A quantitative non-experimental design was employed. Data was collected by self-report questionnaires assessing the prevalence of gratitude and SWB. The data was analysed by examining mean scores, conducting one-way analyses of variance (ANOVAs), as well as Pearson‟s product moment-correlation coefficients, and a multivariate analysis of variance and follow-up ANOVAs.
- Full Text:
Die belewenis van laat adolessente van selfhandhawing in verhoudings in die werkomgewing aan die begin van hulle werksloopbaan
- Authors: Minnaar, Philippus Carel
- Date: 2011-06-22T10:37:45Z
- Subjects: Assertiveness (Psychology) , Teenagers , Teenagers conduct of life , Adolescent psychology
- Type: Thesis
- Identifier: uj:7102 , http://hdl.handle.net/10210/3697
- Description: M. Ed. , The development of behaviour, character and social skills of people stems from and is maintained by means of interaction with other people. Actually, the most crucial stage is during late adolescence, when proficiency in work ethics, relationships and especially assertiveness should be shaped, as it has direct bearing on the situation when someone does not act in an assertive manner in the work environment. People who are able to act in a truly assertive manner are able to express their feelings, thoughts and convictions without any aggression, in a non-destructive way, and to act in a neither extremely controlling, nor inappropriately reticent fashion. It has come to the notice of the researcher that the behaviour, social skills and especially the assertiveness of a considerable number of late adolescents at a specific technical training college, given their age, appear not be appropriate when among adults, as they communicate ineffectively and are not able to verbalise their expectations regarding their needs. It seems as if late adolescents do not want to make their voices heard. With “voice” an own opinion in relation to choices is meant. The researcher was left wondering whether they would be able to communicate in an adult manner with employees, and express their needs by means of “I messages”, as well as to what extent they would be able to take a stand solely on their own behalf, when having to contend with possible problems in the work environment. The emancipation process of late adolescents often gives rise to mixed emotions in themselves. They simultaneously look forward to and fear the process of becoming adults, which then results in them withdrawing themselves. Others then tend to view them as being incompetent. As a part of their need for independence, they criticise any boundaries, which in turn involves them in conflict. They display open hostility towards others and reveal low quality problem-solving skills, relating to superficial intra- and interpersonal skills in relationships with others.
- Full Text:
- Authors: Minnaar, Philippus Carel
- Date: 2011-06-22T10:37:45Z
- Subjects: Assertiveness (Psychology) , Teenagers , Teenagers conduct of life , Adolescent psychology
- Type: Thesis
- Identifier: uj:7102 , http://hdl.handle.net/10210/3697
- Description: M. Ed. , The development of behaviour, character and social skills of people stems from and is maintained by means of interaction with other people. Actually, the most crucial stage is during late adolescence, when proficiency in work ethics, relationships and especially assertiveness should be shaped, as it has direct bearing on the situation when someone does not act in an assertive manner in the work environment. People who are able to act in a truly assertive manner are able to express their feelings, thoughts and convictions without any aggression, in a non-destructive way, and to act in a neither extremely controlling, nor inappropriately reticent fashion. It has come to the notice of the researcher that the behaviour, social skills and especially the assertiveness of a considerable number of late adolescents at a specific technical training college, given their age, appear not be appropriate when among adults, as they communicate ineffectively and are not able to verbalise their expectations regarding their needs. It seems as if late adolescents do not want to make their voices heard. With “voice” an own opinion in relation to choices is meant. The researcher was left wondering whether they would be able to communicate in an adult manner with employees, and express their needs by means of “I messages”, as well as to what extent they would be able to take a stand solely on their own behalf, when having to contend with possible problems in the work environment. The emancipation process of late adolescents often gives rise to mixed emotions in themselves. They simultaneously look forward to and fear the process of becoming adults, which then results in them withdrawing themselves. Others then tend to view them as being incompetent. As a part of their need for independence, they criticise any boundaries, which in turn involves them in conflict. They display open hostility towards others and reveal low quality problem-solving skills, relating to superficial intra- and interpersonal skills in relationships with others.
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A narrative reading of a female adolescent's process of self construction
- Authors: Michalson, Lisa
- Date: 2012-09-05
- Subjects: Teenage girls -- Education , Adolescent psychology , Self-actualization (Psychology)
- Type: Mini-Dissertation
- Identifier: uj:3605 , http://hdl.handle.net/10210/6985
- Description: M.Ed. , South African psychologists have been called upon to question the appropriateness of the theories and methodologies employed to frame their experiences and inquiries. This study offers an alternate theoretical orientation to traditional Western modernist thought with regard to the development of human identity. A narrative understanding of self is presented as such an alternative. The research aim and its consequent methodology evolved from the understanding that knowledge is socially constructed and that there are many valid ways of thinking about and working with persons. To present a narrative interpretation of a female adolescent's self, based on her life story as it emerged within the context of narrative therapy, is the research purpose. That self can be viewed as narrative, comprises the central thesis of this work. This study supports the contention that narrative is fundamental in the presentation, preservation and transformation of personal identity
- Full Text:
- Authors: Michalson, Lisa
- Date: 2012-09-05
- Subjects: Teenage girls -- Education , Adolescent psychology , Self-actualization (Psychology)
- Type: Mini-Dissertation
- Identifier: uj:3605 , http://hdl.handle.net/10210/6985
- Description: M.Ed. , South African psychologists have been called upon to question the appropriateness of the theories and methodologies employed to frame their experiences and inquiries. This study offers an alternate theoretical orientation to traditional Western modernist thought with regard to the development of human identity. A narrative understanding of self is presented as such an alternative. The research aim and its consequent methodology evolved from the understanding that knowledge is socially constructed and that there are many valid ways of thinking about and working with persons. To present a narrative interpretation of a female adolescent's self, based on her life story as it emerged within the context of narrative therapy, is the research purpose. That self can be viewed as narrative, comprises the central thesis of this work. This study supports the contention that narrative is fundamental in the presentation, preservation and transformation of personal identity
- Full Text:
Validation of the children’s hope scale in South African adolescents
- Authors: Kok, Monique
- Date: 2012-06-04
- Subjects: Adolescent psychology , Positive psychology , Teenagers , Motivation (Psychology)
- Type: Mini-Dissertation
- Identifier: uj:2369 , http://hdl.handle.net/10210/4824
- Description: M.A. , This study investigated the validity of the Children’s Hope Scale (CHS) among a sample of South African adolescents. The aims of this study were to determine the internal consistency, the factor structure and construct validity of the CHS among a group of 1062 adolescents, aged between 13 and 16 years. Internal consistency was established and yielded a Cronbach alpha coefficient of .73. Structural equation modelling (SEM) was implemented to determine the factor structure of the CHS. After rejecting the null model as well as the one factor model (model 2), a revised model 3 was accepted (χ? = 15.43, p < .001; CFI = 0.99; RMSEA = 0.03, 90% CI, .01 to .056). Specifically, item 5 was specified to load on the pathways factor and not on agency. Convergent and discriminant validity was determined by establishing correlation coefficients between the CHS and criterion measures. Hope correlated positively with coping self-efficacy (r = .58), positive affect (r = .48) and psychological well-being (r = .59); and negatively with negative affect (r = -.23). It can be concluded that the CHS is an adequate measure of hope in the current sample used. Future research could consider validating the CHS for other age groups as well as developing translated versions of the CHS for languages appropriate to South Africa.
- Full Text:
- Authors: Kok, Monique
- Date: 2012-06-04
- Subjects: Adolescent psychology , Positive psychology , Teenagers , Motivation (Psychology)
- Type: Mini-Dissertation
- Identifier: uj:2369 , http://hdl.handle.net/10210/4824
- Description: M.A. , This study investigated the validity of the Children’s Hope Scale (CHS) among a sample of South African adolescents. The aims of this study were to determine the internal consistency, the factor structure and construct validity of the CHS among a group of 1062 adolescents, aged between 13 and 16 years. Internal consistency was established and yielded a Cronbach alpha coefficient of .73. Structural equation modelling (SEM) was implemented to determine the factor structure of the CHS. After rejecting the null model as well as the one factor model (model 2), a revised model 3 was accepted (χ? = 15.43, p < .001; CFI = 0.99; RMSEA = 0.03, 90% CI, .01 to .056). Specifically, item 5 was specified to load on the pathways factor and not on agency. Convergent and discriminant validity was determined by establishing correlation coefficients between the CHS and criterion measures. Hope correlated positively with coping self-efficacy (r = .58), positive affect (r = .48) and psychological well-being (r = .59); and negatively with negative affect (r = -.23). It can be concluded that the CHS is an adequate measure of hope in the current sample used. Future research could consider validating the CHS for other age groups as well as developing translated versions of the CHS for languages appropriate to South Africa.
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The effect of contemplation meditation on the psychological well-being of a group of adolescents
- Authors: Bach, Jennifer Mari
- Date: 2012-07-19
- Subjects: Meditation - Therapeutic use , Contemplation meditation , Adolescent psychology , Compassion , Meditation - Buddhism
- Type: Thesis
- Identifier: uj:8838 , http://hdl.handle.net/10210/5250
- Description: D.Litt et Phil. , The main objective of this study was to investigate the effect of a contemplation meditation intervention aimed at developing great compassion on the psychological well-being of a group of adolescents. A supporting aim of this study was to elucidate conceptualisations of psychological well-being and contemplation meditation (Mahayana Buddhist analytical meditation and placement meditation) theory. The subjects of happiness and well-being have been focused upon in the East for thousands of years in philosophical theorisation and methodology (e.g. Buddhism) (Gyatso, 1995, 2000, 2001a, 2002a, 2005, 2007, 2010). In the West, although comparatively lagging behind, there has been increased interest in these topics since the advent of positive psychology (Compton, 2005; Peterson & Seligman, 2004; Ryff & Singer, 2008). In the past two decades, Eastern wisdom has also become more incorporated into Western psychology. For example, mindfulness meditation has been extensively integrated into Western stress reduction and clinical therapies (e.g. Kabat-Zinn, 1982, 2003, 2009; Schroevers & Brandsma, 2010). Less is known, however, about other forms of meditation, particularly contemplation meditation. Specifically, Mahayana Buddhist theory explains that contemplation and meditation on compassion and wisdom leads to permanent inner peace and optimal happiness, which has largely been overlooked in psychology. Furthermore, regarding Western positive mental health interventions, there is still limited research on how to foster well-being specifically in adolescents. Moreover, Huebner and Diener (2008) have noted that subjective well-being research in adults exceeds subjective well-being research in youth. Additionally, there is minimal research on psychological well-being as understood from the eudaimonic perspective, in comparison to hedonic subjective well-being (Keyes, 2009). The present study thus attempts to expand knowledge on increasing psychological well-being in adolescents by also drawing on Eastern theorisation and methodology.
- Full Text:
- Authors: Bach, Jennifer Mari
- Date: 2012-07-19
- Subjects: Meditation - Therapeutic use , Contemplation meditation , Adolescent psychology , Compassion , Meditation - Buddhism
- Type: Thesis
- Identifier: uj:8838 , http://hdl.handle.net/10210/5250
- Description: D.Litt et Phil. , The main objective of this study was to investigate the effect of a contemplation meditation intervention aimed at developing great compassion on the psychological well-being of a group of adolescents. A supporting aim of this study was to elucidate conceptualisations of psychological well-being and contemplation meditation (Mahayana Buddhist analytical meditation and placement meditation) theory. The subjects of happiness and well-being have been focused upon in the East for thousands of years in philosophical theorisation and methodology (e.g. Buddhism) (Gyatso, 1995, 2000, 2001a, 2002a, 2005, 2007, 2010). In the West, although comparatively lagging behind, there has been increased interest in these topics since the advent of positive psychology (Compton, 2005; Peterson & Seligman, 2004; Ryff & Singer, 2008). In the past two decades, Eastern wisdom has also become more incorporated into Western psychology. For example, mindfulness meditation has been extensively integrated into Western stress reduction and clinical therapies (e.g. Kabat-Zinn, 1982, 2003, 2009; Schroevers & Brandsma, 2010). Less is known, however, about other forms of meditation, particularly contemplation meditation. Specifically, Mahayana Buddhist theory explains that contemplation and meditation on compassion and wisdom leads to permanent inner peace and optimal happiness, which has largely been overlooked in psychology. Furthermore, regarding Western positive mental health interventions, there is still limited research on how to foster well-being specifically in adolescents. Moreover, Huebner and Diener (2008) have noted that subjective well-being research in adults exceeds subjective well-being research in youth. Additionally, there is minimal research on psychological well-being as understood from the eudaimonic perspective, in comparison to hedonic subjective well-being (Keyes, 2009). The present study thus attempts to expand knowledge on increasing psychological well-being in adolescents by also drawing on Eastern theorisation and methodology.
- Full Text:
Hulpverlening aan adolessente wie se vaders hulle werk verloor het : 'n opvoedkundige sielkundige model
- Authors: Britz, Johanna Jacoba
- Date: 2012-02-06
- Subjects: Unemployment , Adolescent psychology , Stress in adolescence
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/391221 , uj:1985 , http://hdl.handle.net/10210/4340
- Description: D.Ed. , Statistics in the media have given a grim picture about unemployment in South Africa. The question was asked about the influence of the father's unemployment on adolescents between the ages of 13 and 17 years, who is part of the same family system as the father. Taking into account the important role the family has to fulfil in the development of the adolescent, the researcher wondered to what extent the adolescent's way to adulthood was influenced by the fact that the father and the family was not available to fulfil the role of supporter and caregiver. The father had to deal with his own emotions and feelings and was not available for the adolescent. How did it influence his/her development? The sample criteria were formulated to include adolescents between the ages of 13 and 17 years whose fathers lost their jobs and who were unemployed at present (having lost their jobs not longer than three months ago). The criteria also included adolescents who were adversely affected by the existential crisis in the form of the father's unemployment. Phenomenological interviews were conducted to determine the adolescents' experience of the father's unemployment. The results, in short, indicated that three emotions were experienced namely fear, insecurity and anger. It was evident that the adolescents did not apply constructive skills to handle the crisis but merely used strategies to survive every day. These strategies lead to the deterioration of relationships with the self and significant others. Their hopes and perception of the future were also negatively influenced. This lead to the adolescents not experiencing a form of well-being and survival was the only prerogative. The researcher decided to look at the construction of a model to support these adolescents by helping them gain personal insight so that in the end, well-being will be experienced. The development of the model proceeded in four stages. During Stage one, concepts were identified, defined and classified after the completion of the fieldwork. The central concept was defined as ''facilitating interaction': and associated concepts were the educational psychologist, the adolescent, the existential crisis, interpersonal processes to apply to the crisis and the reaching of certain goals. Guba 's model was applied to ensure trustworthiness in the qualitative methodology. This refers to the credibility, transferability, reliability and verification of the research. The relationship between concepts was drawn in Step one, the description of the model followed in Step three and the guidelines in operationalising the model followed in Step four. In this research, Steps three and four were integrated and not discussed separately. The model is aimed at supporting the adolescents by applying facilitative interaction to gain personal insight and thus applying more constructive skills to the handling of psychological processes, which will lead to the well-being of the adolescent where problemsolving skills are an integral part of the process. This is indicative of the improvement in the relationship with the self and significant others. The researcher hopes that these skills will become a /ifeski/1 to be applied to other situations. The main theme of the model is:" Assistance to adolescents whose fathers lost their jobs: an educational psychological model".
- Full Text:
- Authors: Britz, Johanna Jacoba
- Date: 2012-02-06
- Subjects: Unemployment , Adolescent psychology , Stress in adolescence
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/391221 , uj:1985 , http://hdl.handle.net/10210/4340
- Description: D.Ed. , Statistics in the media have given a grim picture about unemployment in South Africa. The question was asked about the influence of the father's unemployment on adolescents between the ages of 13 and 17 years, who is part of the same family system as the father. Taking into account the important role the family has to fulfil in the development of the adolescent, the researcher wondered to what extent the adolescent's way to adulthood was influenced by the fact that the father and the family was not available to fulfil the role of supporter and caregiver. The father had to deal with his own emotions and feelings and was not available for the adolescent. How did it influence his/her development? The sample criteria were formulated to include adolescents between the ages of 13 and 17 years whose fathers lost their jobs and who were unemployed at present (having lost their jobs not longer than three months ago). The criteria also included adolescents who were adversely affected by the existential crisis in the form of the father's unemployment. Phenomenological interviews were conducted to determine the adolescents' experience of the father's unemployment. The results, in short, indicated that three emotions were experienced namely fear, insecurity and anger. It was evident that the adolescents did not apply constructive skills to handle the crisis but merely used strategies to survive every day. These strategies lead to the deterioration of relationships with the self and significant others. Their hopes and perception of the future were also negatively influenced. This lead to the adolescents not experiencing a form of well-being and survival was the only prerogative. The researcher decided to look at the construction of a model to support these adolescents by helping them gain personal insight so that in the end, well-being will be experienced. The development of the model proceeded in four stages. During Stage one, concepts were identified, defined and classified after the completion of the fieldwork. The central concept was defined as ''facilitating interaction': and associated concepts were the educational psychologist, the adolescent, the existential crisis, interpersonal processes to apply to the crisis and the reaching of certain goals. Guba 's model was applied to ensure trustworthiness in the qualitative methodology. This refers to the credibility, transferability, reliability and verification of the research. The relationship between concepts was drawn in Step one, the description of the model followed in Step three and the guidelines in operationalising the model followed in Step four. In this research, Steps three and four were integrated and not discussed separately. The model is aimed at supporting the adolescents by applying facilitative interaction to gain personal insight and thus applying more constructive skills to the handling of psychological processes, which will lead to the well-being of the adolescent where problemsolving skills are an integral part of the process. This is indicative of the improvement in the relationship with the self and significant others. The researcher hopes that these skills will become a /ifeski/1 to be applied to other situations. The main theme of the model is:" Assistance to adolescents whose fathers lost their jobs: an educational psychological model".
- Full Text:
Adolessente dogters in versorgingsoorde se belewenis van hul depressie
- Authors: Coetzee, Euline
- Date: 2011-11-21
- Subjects: Depression in adolescence , Teenage girls' attitudes , Teenage girls , Adolescent psychology
- Type: Thesis
- Identifier: uj:1715 , http://hdl.handle.net/10210/4058
- Description: M.Ed. , Depression of adolescents is often misunderstood or misjudged. Depression is an universal disorder worldwide and there are more than 300 million people who are suffering from it (Star, 11 April 1999). Approximately nine percent of all children experience symptoms of depression. It increases from twenty two to forty percent among adolescents (Offord, 1987:10). On any given point of time there are as much as one out of every thirty three children and as many as one out of every eight adolescents suffering from clinical depression (Dubuque, 1998:64). Unfortunately depression has become part of our society and we shall have to learn how to handle it in order to render assistance to people who are suffering from this disorder. It is a shocking fact that more and more adolescents are trying to commit suicide. This is one of the findings that came to light in September 1999 during a Symposium of the South African Council for Child and Family Care. The following question arises: what is the experience of adolescent girls who are in a place of caring and who are suffering from depression and which guidelines could be provided to psychological educationists to accompany girls and to promote their mental health?A qualitative, describing and conceptual design was used to collect data and describe the adolescent girl in a place of caring and who is suffering from depression. The research took place in two phases. In Phase One in depth phenomenological interviews were conducted. In Phase Two logical inference was used to generate guidelines to psychological educationists to provide accompaniment to adolescent girls who are in places of care and who are suffering from depression.From the research it appeared that the following themes continuously came to the front amongst girls who are in places of care and who are suffering from depression: • need of acceptance and fear of loneliness; • a lack of hope and purpose in life; and • psychological coping mechanisms as a way of handling situations. The following sub-themes of adolescent girls who are in places of care and who are suffering from depression are identified: • a negative self concept; • poor self acceptance; • poor interpersonal relationships; • fear which is related to the girls' own helplessness and inability to escape from situations; and • defence mechanisms: rationalisation to make depression more acceptable; and suppression to suppress emotions in this way. From the research certain needs were identified by adolescent girls who are in places of care and who are suffering from depression: • the need of acceptance and the need of the addressing the fear of loneliness; • the addressing of feelings of lack of hope and purpose in life; and • the need of healthy coping mechanisms as a way in which situations could be handled. Guidelines to psychological educationists for the accompaniment of adolescent girls who are in places of care and who are suffering from depression are set out as follows: • guidelines to address the need of acceptance and the fear for loneliness; • guidelines to address the lack of hope and purpose in life; and • guidelines to develop healthy coping mechanisms.
- Full Text:
- Authors: Coetzee, Euline
- Date: 2011-11-21
- Subjects: Depression in adolescence , Teenage girls' attitudes , Teenage girls , Adolescent psychology
- Type: Thesis
- Identifier: uj:1715 , http://hdl.handle.net/10210/4058
- Description: M.Ed. , Depression of adolescents is often misunderstood or misjudged. Depression is an universal disorder worldwide and there are more than 300 million people who are suffering from it (Star, 11 April 1999). Approximately nine percent of all children experience symptoms of depression. It increases from twenty two to forty percent among adolescents (Offord, 1987:10). On any given point of time there are as much as one out of every thirty three children and as many as one out of every eight adolescents suffering from clinical depression (Dubuque, 1998:64). Unfortunately depression has become part of our society and we shall have to learn how to handle it in order to render assistance to people who are suffering from this disorder. It is a shocking fact that more and more adolescents are trying to commit suicide. This is one of the findings that came to light in September 1999 during a Symposium of the South African Council for Child and Family Care. The following question arises: what is the experience of adolescent girls who are in a place of caring and who are suffering from depression and which guidelines could be provided to psychological educationists to accompany girls and to promote their mental health?A qualitative, describing and conceptual design was used to collect data and describe the adolescent girl in a place of caring and who is suffering from depression. The research took place in two phases. In Phase One in depth phenomenological interviews were conducted. In Phase Two logical inference was used to generate guidelines to psychological educationists to provide accompaniment to adolescent girls who are in places of care and who are suffering from depression.From the research it appeared that the following themes continuously came to the front amongst girls who are in places of care and who are suffering from depression: • need of acceptance and fear of loneliness; • a lack of hope and purpose in life; and • psychological coping mechanisms as a way of handling situations. The following sub-themes of adolescent girls who are in places of care and who are suffering from depression are identified: • a negative self concept; • poor self acceptance; • poor interpersonal relationships; • fear which is related to the girls' own helplessness and inability to escape from situations; and • defence mechanisms: rationalisation to make depression more acceptable; and suppression to suppress emotions in this way. From the research certain needs were identified by adolescent girls who are in places of care and who are suffering from depression: • the need of acceptance and the need of the addressing the fear of loneliness; • the addressing of feelings of lack of hope and purpose in life; and • the need of healthy coping mechanisms as a way in which situations could be handled. Guidelines to psychological educationists for the accompaniment of adolescent girls who are in places of care and who are suffering from depression are set out as follows: • guidelines to address the need of acceptance and the fear for loneliness; • guidelines to address the lack of hope and purpose in life; and • guidelines to develop healthy coping mechanisms.
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Hope and coping self-efficacy as predictors of psychological well-being among adolescents in Gauteng
- Authors: January, Jillian
- Date: 2011-12-08
- Subjects: Adolescent psychology , Hope , Self-efficacy , Well-being
- Type: Mini-Dissertation
- Identifier: uj:1879 , http://hdl.handle.net/10210/4234
- Description: M.A. , Adolescence is stage of change on a biological, social, physical and psychological level. Whilst some individuals are able to successfully negotiate through this stage and adapt to the various changes in an adequate manner, some adolescents may encounter difficulty during this process (Geldard & Geldard, 2004). Keyes’ (2006a) has highlighted the importance of success on a developmental level during adolescence as it holds important implications for adult development. Whilst research has continually highlighted risk behaviours and negative outcomes stemming from an inadequate adaptation to the period of adolescence, there is limited information regarding the positive aspects that can further support this process of development. In addition to the developmental challenges which the stage of adolescence holds, South African youth are exposed to a unique socio-economic context, which presents challenges such as familial difficulties, lack of parental monitoring, violence, crime and exposure to abuse (Van Schalkwyk, 2009). It is therefore important to identify factors which could facilitate adolescent development in a positive manner. The aim of the current study was therefore to utilize the explanatory framework of positive psychology to understand and identify psychological strengths which could contribute to positive outcomes for adolescents. Two specific psychological strengths were explored namely hope and coping self-efficacy. The broad aim of the study was to explore hope and coping self-efficacy amongst adolescents from different population groups. Further, the study also aimed to examine the relationship between hope, coping self-efficacy and psychosocial well-being. Finally, the study aimed to determine the extent to which hope and coping self-efficacy predicted psychosocial well-being. A total number of 1173 adolescents participated in the study. Participants completed The Children’s Hope Scale (CHS), Coping Self-Efficacy Scale (CSE) and the Mental Health Continuum Short-Form (MHC-SF). Results obtained indicated that the levels of hope among adolescents from different population groups was similar and relatively high (M=24.41-26.01). Results from the CSE indicated that the mean scores for the adolescents from different population groups were in the average range. The mean scores for the different population groups were as follows: Blacks (n=376) M=78.12 SD=20.74, Whites (n=542) M=78.74, SD=20.9, Coloured (n=180) M=77.84, SD=22.98, and Indian (n=69) M=84.17 SD=21.01. In order to examine the relationship between hope, coping self-efficacy and psychosocial well-being, Pearsons’ correlations were utilised. Results indicated that a positive correlation exists between coping self-efficacy and hope (r = .574, p < 0.01 ), between coping self-efficacy and psychosocial well-being (r = .495, p < 0.01), and between hope and psychosocial well-being (r = .567, p < 0.01). Previous research suggesting positive relationships between these constructs were thus confirmed. A multiple hierarchical regression analysis was implemented to determine the extent to which hope and coping self-efficacy predicted psychosocial well-being. Results indicated that hope accounts for a significant variance in psychosocial well-being (R2 = .396, F (1, 1090) = 529.51, P < .05). Results also indicated that coping self-efficacy accounts for 7% of the variance in psychosocial well-being after controlling for hope (R2 = .396, R2 = .069, F (1, 1091, 125.35, p < .05). To conclude, the findings indicate that adolescents from different population groups have similar, relatively high levels of hope. Further, adolescents from different population groups have similar levels of coping self-efficacy. The levels of coping self-efficacy are in the average range, indicating that most adolescents in the study felt that they are able to cope with the various challenges which they need to contend with on a daily basis. A positive relationship was found between the constructs of hope, coping self-efficacy and psychosocial well-being. Coping self-efficacy also uniquely predicted psychosocial well-being after controlling for hope. The results are encouraging, as it demonstrates that despite the contextual challenges faced by many South African adolescents, they are able to cope relatively well, and hold relatively high levels of hope.
- Full Text:
Hope and coping self-efficacy as predictors of psychological well-being among adolescents in Gauteng
- Authors: January, Jillian
- Date: 2011-12-08
- Subjects: Adolescent psychology , Hope , Self-efficacy , Well-being
- Type: Mini-Dissertation
- Identifier: uj:1879 , http://hdl.handle.net/10210/4234
- Description: M.A. , Adolescence is stage of change on a biological, social, physical and psychological level. Whilst some individuals are able to successfully negotiate through this stage and adapt to the various changes in an adequate manner, some adolescents may encounter difficulty during this process (Geldard & Geldard, 2004). Keyes’ (2006a) has highlighted the importance of success on a developmental level during adolescence as it holds important implications for adult development. Whilst research has continually highlighted risk behaviours and negative outcomes stemming from an inadequate adaptation to the period of adolescence, there is limited information regarding the positive aspects that can further support this process of development. In addition to the developmental challenges which the stage of adolescence holds, South African youth are exposed to a unique socio-economic context, which presents challenges such as familial difficulties, lack of parental monitoring, violence, crime and exposure to abuse (Van Schalkwyk, 2009). It is therefore important to identify factors which could facilitate adolescent development in a positive manner. The aim of the current study was therefore to utilize the explanatory framework of positive psychology to understand and identify psychological strengths which could contribute to positive outcomes for adolescents. Two specific psychological strengths were explored namely hope and coping self-efficacy. The broad aim of the study was to explore hope and coping self-efficacy amongst adolescents from different population groups. Further, the study also aimed to examine the relationship between hope, coping self-efficacy and psychosocial well-being. Finally, the study aimed to determine the extent to which hope and coping self-efficacy predicted psychosocial well-being. A total number of 1173 adolescents participated in the study. Participants completed The Children’s Hope Scale (CHS), Coping Self-Efficacy Scale (CSE) and the Mental Health Continuum Short-Form (MHC-SF). Results obtained indicated that the levels of hope among adolescents from different population groups was similar and relatively high (M=24.41-26.01). Results from the CSE indicated that the mean scores for the adolescents from different population groups were in the average range. The mean scores for the different population groups were as follows: Blacks (n=376) M=78.12 SD=20.74, Whites (n=542) M=78.74, SD=20.9, Coloured (n=180) M=77.84, SD=22.98, and Indian (n=69) M=84.17 SD=21.01. In order to examine the relationship between hope, coping self-efficacy and psychosocial well-being, Pearsons’ correlations were utilised. Results indicated that a positive correlation exists between coping self-efficacy and hope (r = .574, p < 0.01 ), between coping self-efficacy and psychosocial well-being (r = .495, p < 0.01), and between hope and psychosocial well-being (r = .567, p < 0.01). Previous research suggesting positive relationships between these constructs were thus confirmed. A multiple hierarchical regression analysis was implemented to determine the extent to which hope and coping self-efficacy predicted psychosocial well-being. Results indicated that hope accounts for a significant variance in psychosocial well-being (R2 = .396, F (1, 1090) = 529.51, P < .05). Results also indicated that coping self-efficacy accounts for 7% of the variance in psychosocial well-being after controlling for hope (R2 = .396, R2 = .069, F (1, 1091, 125.35, p < .05). To conclude, the findings indicate that adolescents from different population groups have similar, relatively high levels of hope. Further, adolescents from different population groups have similar levels of coping self-efficacy. The levels of coping self-efficacy are in the average range, indicating that most adolescents in the study felt that they are able to cope with the various challenges which they need to contend with on a daily basis. A positive relationship was found between the constructs of hope, coping self-efficacy and psychosocial well-being. Coping self-efficacy also uniquely predicted psychosocial well-being after controlling for hope. The results are encouraging, as it demonstrates that despite the contextual challenges faced by many South African adolescents, they are able to cope relatively well, and hold relatively high levels of hope.
- Full Text:
'n Psigo-opvoedkundige analise van bestuurslede van sekondêre skole se belewenis van aggressie in hul werkomgewing
- Authors: Breetzke, Sumari
- Date: 2012-02-27
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:2068 , http://hdl.handle.net/10210/4416
- Description: M.Ed. , The focus of this study was to portray aggression in the working environment by way of a qualitative study. There exists preconceptions about aggression in the workplace and this causes a process whereby aggression is not understood. It is also not addressed because of the fact that management does not understand aggression. For the purpose of this study Afrikaans speaking management of secondary schools was chosen. There is a need for research into aggression at the workplace. The study made use of phenomenological interviews with seventeen participants of two Afrikaans speaking schools in the East-Rand, Gauteng Province. Data analysis was done by using the open-coding method of Tesch. The study also made use of field notes and a pilot study. Literature was used to verify and compare results. Guba's model of trustworthiness ensured the trustworthiness of the research. After the data analysis was conducted, it was evident that management viewed that frustration and stress together with conflict play a part in their experience of aggression in the workplace. Guidelines were given for management to cope with aggression. The researcher ensured that a high extent of ethics was followed throughout the study.
- Full Text:
- Authors: Breetzke, Sumari
- Date: 2012-02-27
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:2068 , http://hdl.handle.net/10210/4416
- Description: M.Ed. , The focus of this study was to portray aggression in the working environment by way of a qualitative study. There exists preconceptions about aggression in the workplace and this causes a process whereby aggression is not understood. It is also not addressed because of the fact that management does not understand aggression. For the purpose of this study Afrikaans speaking management of secondary schools was chosen. There is a need for research into aggression at the workplace. The study made use of phenomenological interviews with seventeen participants of two Afrikaans speaking schools in the East-Rand, Gauteng Province. Data analysis was done by using the open-coding method of Tesch. The study also made use of field notes and a pilot study. Literature was used to verify and compare results. Guba's model of trustworthiness ensured the trustworthiness of the research. After the data analysis was conducted, it was evident that management viewed that frustration and stress together with conflict play a part in their experience of aggression in the workplace. Guidelines were given for management to cope with aggression. The researcher ensured that a high extent of ethics was followed throughout the study.
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Opvoedingstyl as moontlike oorsaak van onderprestasie by adolessente.
- Conradie, Margaretha Hendrika
- Authors: Conradie, Margaretha Hendrika
- Date: 2012-08-13
- Subjects: Schools - South Africa - Evaluation , Academic achievement - South Africa , Teaching - Evaluation , Adolescent psychology , High school students - South Africa - Attitudes
- Type: Thesis
- Identifier: uj:9138 , http://hdl.handle.net/10210/5593
- Description: M.Ed. , This research aims at the description of a therapeutic approach relevant to the adolescent underachiever in whose case the cause of the problem is often overlooked because it is not self-evident. In this specific case there seemed to be no clear reason why the adolescent was not achieving academically according to his potential. An in-depth study was necessary, involving also the family of the respondent. From conversations with educational psychologists, the history of the adolescent and the literature, it seems as if the focus of the intervention in cases where there do not seem to be overt reasons for the underachievement, was on the adolescent only. Courses in motivation and study skills were offered, but were not effective. Because the adolescent is a member of a family, the research is aligned to a systems approach. I wanted to explore the the possibility that the cause of the problem could be found in the style of parenting and resulting family dynamics. A qualitative, investigative, descriptive and contextual design was used. One adolescent was deliberately chosen according to set criteria, and subjected to the utilisation of multiple data-gathering sources and methods. These included interviews, document analysis and observation. The parents of the underachiever as well as his register teacher, were also interviewed. A case study report was compiled according to the processed data. A cross-validation report was compiled, using notes which were taken when I was dealing with the cases that first aroused my interest. Hereafter literature control was applied to compare the results of this study with other available research, and to point out new insights into a family's educational style as a cause of underachievement, gained from the study. All data were submitted to an independent consultant for analysis. After the data were analysed, I concluded that the educational style of parents can be a cause of underachievement. From an integrative systemic perspective, an educational psychological therapeutic programme was described. It is hoped that, aided by this programme, the educational psychologist may make a contribution towards helping the underachieving adolescent and his/her family to overcome their problems so that he/she may realise his/her full potential.
- Full Text:
- Authors: Conradie, Margaretha Hendrika
- Date: 2012-08-13
- Subjects: Schools - South Africa - Evaluation , Academic achievement - South Africa , Teaching - Evaluation , Adolescent psychology , High school students - South Africa - Attitudes
- Type: Thesis
- Identifier: uj:9138 , http://hdl.handle.net/10210/5593
- Description: M.Ed. , This research aims at the description of a therapeutic approach relevant to the adolescent underachiever in whose case the cause of the problem is often overlooked because it is not self-evident. In this specific case there seemed to be no clear reason why the adolescent was not achieving academically according to his potential. An in-depth study was necessary, involving also the family of the respondent. From conversations with educational psychologists, the history of the adolescent and the literature, it seems as if the focus of the intervention in cases where there do not seem to be overt reasons for the underachievement, was on the adolescent only. Courses in motivation and study skills were offered, but were not effective. Because the adolescent is a member of a family, the research is aligned to a systems approach. I wanted to explore the the possibility that the cause of the problem could be found in the style of parenting and resulting family dynamics. A qualitative, investigative, descriptive and contextual design was used. One adolescent was deliberately chosen according to set criteria, and subjected to the utilisation of multiple data-gathering sources and methods. These included interviews, document analysis and observation. The parents of the underachiever as well as his register teacher, were also interviewed. A case study report was compiled according to the processed data. A cross-validation report was compiled, using notes which were taken when I was dealing with the cases that first aroused my interest. Hereafter literature control was applied to compare the results of this study with other available research, and to point out new insights into a family's educational style as a cause of underachievement, gained from the study. All data were submitted to an independent consultant for analysis. After the data were analysed, I concluded that the educational style of parents can be a cause of underachievement. From an integrative systemic perspective, an educational psychological therapeutic programme was described. It is hoped that, aided by this programme, the educational psychologist may make a contribution towards helping the underachieving adolescent and his/her family to overcome their problems so that he/she may realise his/her full potential.
- Full Text:
'n Psigo-opvoedkundige program vir die fasilitering van die affektiewe ontwikkeling van adolessente
- Authors: Cruywagen, Marinda
- Date: 2011-11-24
- Subjects: Emotions in adolescence , Adolescent psychology , Youth development , Affect (Psychology) , Self-actualization (Psychology)
- Type: Thesis
- Identifier: uj:1732 , http://hdl.handle.net/10210/4081
- Description: 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.
- Full Text:
- Authors: Cruywagen, Marinda
- Date: 2011-11-24
- Subjects: Emotions in adolescence , Adolescent psychology , Youth development , Affect (Psychology) , Self-actualization (Psychology)
- Type: Thesis
- Identifier: uj:1732 , http://hdl.handle.net/10210/4081
- Description: 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.
- Full Text:
Die adolessent se belewing en hantering van aggressie binne gesinsverband
- Authors: Du Plessis, Dorothea Regina
- Date: 2012-06-07
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:8728 , http://hdl.handle.net/10210/5079
- Description: D.Ed. , For the post modern individual, aggression and aggressive behaviour are part and parcel of daily life. Globally, in our own country and in our local communities the individual is exposed to and confronted with challenges and issues relating to the way aggression is experienced and managed. Incidents of violence, crime and abuse are rife. On top of that modern society sets high expectations and demands and this often go hand in hand with feelings of frustration and incompetence. Matters are complicated even further by socio economic issues like poverty, unemployment, corruption, political division, high rates of divorce and family violence. It is almost logical that stress and pressure will result in feelings of aggression which in turn will be expressed in aggressive behaviour. Aggression and aggressive behaviour are complex phenomena. The way in which aggression is experienced and managed probably depends a great deal on how and where he/she learned it. Due to this the suspicion arose that parents and the family context, may play an important part in the way adolescents learn, experience and manage aggression. The family context is the primary unit of education and can be seen as a micro cosmos which represents the broader society and because of this the suspicion arose that the adolescent, at home, comes into contact with role models that effect the way in which he/she experiences and manages aggression. This study endeavours to determine how adolescents experience and manage aggression in a family context. The overall goal of the study is to develop and implement a psycho-educational program that will facilitate the constructive and positive experience and management of aggression and also improve general mental well-being.
- Full Text:
- Authors: Du Plessis, Dorothea Regina
- Date: 2012-06-07
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:8728 , http://hdl.handle.net/10210/5079
- Description: D.Ed. , For the post modern individual, aggression and aggressive behaviour are part and parcel of daily life. Globally, in our own country and in our local communities the individual is exposed to and confronted with challenges and issues relating to the way aggression is experienced and managed. Incidents of violence, crime and abuse are rife. On top of that modern society sets high expectations and demands and this often go hand in hand with feelings of frustration and incompetence. Matters are complicated even further by socio economic issues like poverty, unemployment, corruption, political division, high rates of divorce and family violence. It is almost logical that stress and pressure will result in feelings of aggression which in turn will be expressed in aggressive behaviour. Aggression and aggressive behaviour are complex phenomena. The way in which aggression is experienced and managed probably depends a great deal on how and where he/she learned it. Due to this the suspicion arose that parents and the family context, may play an important part in the way adolescents learn, experience and manage aggression. The family context is the primary unit of education and can be seen as a micro cosmos which represents the broader society and because of this the suspicion arose that the adolescent, at home, comes into contact with role models that effect the way in which he/she experiences and manages aggression. This study endeavours to determine how adolescents experience and manage aggression in a family context. The overall goal of the study is to develop and implement a psycho-educational program that will facilitate the constructive and positive experience and management of aggression and also improve general mental well-being.
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The development and evaluation of an holistic intervention programme for adolescents of divorce
- Authors: Basson, Wilna
- Date: 2010-11-22T09:48:03Z
- Subjects: Group psychotherapy for teenagers , Effect of divorce on teenagers , Adolescent psychotherapy , Children of divorced parents , Adolescent psychology , Parent and child
- Type: Thesis
- Identifier: uj:7017 , http://hdl.handle.net/10210/3524
- Description: D.Litt. et Phil. , The general aim of the study was to develop and evaluate a group intervention programme for adolescents of divorce. The holistic perspective that formed the basis for the group intervention ensured attention to all relevant interacting modalities. The study included a separate, but parallel group programme for custodial parents, aimed at providing relevant information and teaching coping skills. The effect of the programme on emotional adjustment, depression, locus of control and children's beliefs about parental divorce was investigated empirically. Themes that dominated discussions during the adolescent group sessions were identified by qualitative measures. The overall value of the programme as experienced by participants was assessed. The results revealed that the group of adolescents who received intervention without parental involvement in the parent programme, improved significantly from pre to post intervention on the variables locus of control and emotional adjustment. A notable decrease in symptoms of depression was observed. The subjects whose parents participated in the parental intervention benefited less by.the program~e and did not improve significantly on any of the measures. Major themes that emerged from the qualitative study were all associated with post divorce life. Themes identified include: losing out on childhood and family life; continuous parental conflict; feelings of responsibility about the welfare of parents; ambivalent feelings towards the father; difficulties in accepting new partners of their parents and uncertainty regarding future relationships. It is the conclusion of the researcher that an holistic group intervention programme as conducted in this study can contribute towards positive change in adolescents after parental divorce. It is recommended that adolescents should attend group intervention without parental involvement.
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- Authors: Basson, Wilna
- Date: 2010-11-22T09:48:03Z
- Subjects: Group psychotherapy for teenagers , Effect of divorce on teenagers , Adolescent psychotherapy , Children of divorced parents , Adolescent psychology , Parent and child
- Type: Thesis
- Identifier: uj:7017 , http://hdl.handle.net/10210/3524
- Description: D.Litt. et Phil. , The general aim of the study was to develop and evaluate a group intervention programme for adolescents of divorce. The holistic perspective that formed the basis for the group intervention ensured attention to all relevant interacting modalities. The study included a separate, but parallel group programme for custodial parents, aimed at providing relevant information and teaching coping skills. The effect of the programme on emotional adjustment, depression, locus of control and children's beliefs about parental divorce was investigated empirically. Themes that dominated discussions during the adolescent group sessions were identified by qualitative measures. The overall value of the programme as experienced by participants was assessed. The results revealed that the group of adolescents who received intervention without parental involvement in the parent programme, improved significantly from pre to post intervention on the variables locus of control and emotional adjustment. A notable decrease in symptoms of depression was observed. The subjects whose parents participated in the parental intervention benefited less by.the program~e and did not improve significantly on any of the measures. Major themes that emerged from the qualitative study were all associated with post divorce life. Themes identified include: losing out on childhood and family life; continuous parental conflict; feelings of responsibility about the welfare of parents; ambivalent feelings towards the father; difficulties in accepting new partners of their parents and uncertainty regarding future relationships. It is the conclusion of the researcher that an holistic group intervention programme as conducted in this study can contribute towards positive change in adolescents after parental divorce. It is recommended that adolescents should attend group intervention without parental involvement.
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Hope, psychosocial well-being and socioeconomic status among adolescents
- Authors: Vermaak, Yvonne
- Date: 2011-11-24
- Subjects: Adolescent psychology , Adolescents' mental health , Hope , Well-being
- Type: Mini-Dissertation
- Identifier: uj:1724 , http://hdl.handle.net/10210/4074
- Description: M.A. , The changing political, social, and economic landscape of South Africa witnessed in the interregnum period between 1990 and 1994 has had widespread consequences for the country’s people. Adolescents have experienced their childhood development alongside the development of South Africa’s democracy since 1994. This setting has determined the socioeconomic disparities experienced by these adolescents. Lower socioeconomic status is associated with the prevalence of mental illness and delayed physical development and increased pathology. The present research has endeavoured to explore aspects of mental health in South African adolescents. More particularly, hope, psychosocial well-being, and socioeconomic status of adolescents were investigated. The aim of this study was to explore the prevalence and dynamics of hope and psychosocial well-being among South African adolescents (N = 1069). Participants completed the Children’s Hope Scale (CHS), the Mental Health Continuum – Short form for youths (MHC-SF), and a biographical questionnaire including a subjective rating of socioeconomic status. Specific hypotheses were formulated concerning: the prevalence of hope in adolescents, the prevalence of psychosocial well-being, the relationship between hope and psychosocial well-being, and socioeconomic status as a moderator in the relationship between hope and psychosocial well-being. The prevalence of hope and of psychosocial well-being across racial groups was investigated by means of a one-way between groups analysis of variance (ANOVA). The results indicated that adolescents experience relatively high levels of hope across racial groups with no significant effect for race on hope scores for the four groups, F (4, 1168) = 1.431, p > .05. Relatively high levels of psychosocial well-being are experienced by adolescents with no significant effect of race on emotional well-being, F (4, 1112) = .716, p > .05, and no significant effect of race on social well-being, F (4, 1136) = 2.354, p > .05. However, the effect of race was significant for total psychosocial well-being, F (4, 1088) = 3.611, p < .05. Post hoc comparisons with the Tukey HSD test indicated that significant differences existed specifically between the black (M = 43.84, SD = 11.24) and white groups (M = 41.35, SD = 11.93), with the black group yielding higher mean scores of psychosocial well-being. Moreover, there was a significant effect for race on psychological well-being, F (4, 1140) = 5.103, p < .05. Post hoc comparisons with the Tukey HSD test indicated that significant differences existed particularly between the black (M = 21.76, SD = 5.31) and white groups (M = 20.57, SD = 5.72), and coloured (M = 22.38, SD = 5.83) and white groups (M = 20.57, SD = 5.72). Both the black and coloured groups yielded higher mean scores of psychosocial well-being in comparison to the white group.
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- Authors: Vermaak, Yvonne
- Date: 2011-11-24
- Subjects: Adolescent psychology , Adolescents' mental health , Hope , Well-being
- Type: Mini-Dissertation
- Identifier: uj:1724 , http://hdl.handle.net/10210/4074
- Description: M.A. , The changing political, social, and economic landscape of South Africa witnessed in the interregnum period between 1990 and 1994 has had widespread consequences for the country’s people. Adolescents have experienced their childhood development alongside the development of South Africa’s democracy since 1994. This setting has determined the socioeconomic disparities experienced by these adolescents. Lower socioeconomic status is associated with the prevalence of mental illness and delayed physical development and increased pathology. The present research has endeavoured to explore aspects of mental health in South African adolescents. More particularly, hope, psychosocial well-being, and socioeconomic status of adolescents were investigated. The aim of this study was to explore the prevalence and dynamics of hope and psychosocial well-being among South African adolescents (N = 1069). Participants completed the Children’s Hope Scale (CHS), the Mental Health Continuum – Short form for youths (MHC-SF), and a biographical questionnaire including a subjective rating of socioeconomic status. Specific hypotheses were formulated concerning: the prevalence of hope in adolescents, the prevalence of psychosocial well-being, the relationship between hope and psychosocial well-being, and socioeconomic status as a moderator in the relationship between hope and psychosocial well-being. The prevalence of hope and of psychosocial well-being across racial groups was investigated by means of a one-way between groups analysis of variance (ANOVA). The results indicated that adolescents experience relatively high levels of hope across racial groups with no significant effect for race on hope scores for the four groups, F (4, 1168) = 1.431, p > .05. Relatively high levels of psychosocial well-being are experienced by adolescents with no significant effect of race on emotional well-being, F (4, 1112) = .716, p > .05, and no significant effect of race on social well-being, F (4, 1136) = 2.354, p > .05. However, the effect of race was significant for total psychosocial well-being, F (4, 1088) = 3.611, p < .05. Post hoc comparisons with the Tukey HSD test indicated that significant differences existed specifically between the black (M = 43.84, SD = 11.24) and white groups (M = 41.35, SD = 11.93), with the black group yielding higher mean scores of psychosocial well-being. Moreover, there was a significant effect for race on psychological well-being, F (4, 1140) = 5.103, p < .05. Post hoc comparisons with the Tukey HSD test indicated that significant differences existed particularly between the black (M = 21.76, SD = 5.31) and white groups (M = 20.57, SD = 5.72), and coloured (M = 22.38, SD = 5.83) and white groups (M = 20.57, SD = 5.72). Both the black and coloured groups yielded higher mean scores of psychosocial well-being in comparison to the white group.
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‘n Psigo-opvoedkundige benadering tot die belewing van aggressie deur sekondêre leerlinge in ‘n hokkiespan
- Authors: Mynhardt, Marizaan
- Date: 2014-03-03
- Subjects: Field hockey , Violence in sports , Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:4218 , http://hdl.handle.net/10210/9576
- Description: M.Ed. (Educational Psychology) , Violence and aggression is a worldwide phenomenon in the sports industry, especially in team sports like hockey. Scant research has been done on the topic, namely how players of a team sport like hockey, experience aggression. This research aims to explore and describe secondary school learners' experiences of aggression in a sport like hockey. On the basis of the results, guidelines and recommendations were made to facilitate them in dealing with the aggression in the right ways. A qualitative, exploratory, descriptive and contextual research design was used. Data was collected by means of semi-structured interviews, observations and field notes. Tesch's (1990) method for data analysis was used and a consensus discussion held with an independent coder. The uniqueness of this study is the exploration and description of secondary school students' experiences of aggression in a hockey team. The results clearly show that aggression is experienced on a regular basis during training or playing a game. The contributory factors include that aggression in hockey is experienced as a positive or negative incentive to achieve certain goals in the game, the coach's handling of spectators’ influence, and characteristics that contribute to hockey being a sport for discharging stress. The consequences of the aggression to players are emotional, psychological and physical in nature. It takes the form of fear, anger, frustration, powerlessness, helplessness and hopelessness. Further consequences are players’ absence from practices and games, the development of an I-do-not-care attitude and injuries. Guidelines for the managing of this phenomenon and recommendations for future research are described.
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- Authors: Mynhardt, Marizaan
- Date: 2014-03-03
- Subjects: Field hockey , Violence in sports , Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:4218 , http://hdl.handle.net/10210/9576
- Description: M.Ed. (Educational Psychology) , Violence and aggression is a worldwide phenomenon in the sports industry, especially in team sports like hockey. Scant research has been done on the topic, namely how players of a team sport like hockey, experience aggression. This research aims to explore and describe secondary school learners' experiences of aggression in a sport like hockey. On the basis of the results, guidelines and recommendations were made to facilitate them in dealing with the aggression in the right ways. A qualitative, exploratory, descriptive and contextual research design was used. Data was collected by means of semi-structured interviews, observations and field notes. Tesch's (1990) method for data analysis was used and a consensus discussion held with an independent coder. The uniqueness of this study is the exploration and description of secondary school students' experiences of aggression in a hockey team. The results clearly show that aggression is experienced on a regular basis during training or playing a game. The contributory factors include that aggression in hockey is experienced as a positive or negative incentive to achieve certain goals in the game, the coach's handling of spectators’ influence, and characteristics that contribute to hockey being a sport for discharging stress. The consequences of the aggression to players are emotional, psychological and physical in nature. It takes the form of fear, anger, frustration, powerlessness, helplessness and hopelessness. Further consequences are players’ absence from practices and games, the development of an I-do-not-care attitude and injuries. Guidelines for the managing of this phenomenon and recommendations for future research are described.
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