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:
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:
Secondary school learners' experience of aggression in a classroom in Alexandra township
- Malakalaka, Tsatsawane Emmah
- Authors: Malakalaka, Tsatsawane Emmah
- Date: 2011-06-22T10:32:44Z
- Subjects: Aggressiveness in adolescence , High school students , Alexandra township (South Africa)
- Type: Thesis
- Identifier: uj:7099 , http://hdl.handle.net/10210/3694
- Description: M. Ed.
- Full Text: false
- Authors: Malakalaka, Tsatsawane Emmah
- Date: 2011-06-22T10:32:44Z
- Subjects: Aggressiveness in adolescence , High school students , Alexandra township (South Africa)
- Type: Thesis
- Identifier: uj:7099 , http://hdl.handle.net/10210/3694
- Description: M. Ed.
- Full Text: false
The relationship between the perception of own locus of control and aggression of adolescent boys
- Breet, L., Myburgh, C., Poggenpoel, M.
- Authors: Breet, L. , Myburgh, C. , Poggenpoel, M.
- Date: 2010
- Subjects: Adolescent boys , Differential analysis , Locus of control , Perception , Aggressiveness in adolescence
- Type: Article
- Identifier: uj:5750 , ISSN 0256-0100 , http://hdl.handle.net/10210/7752
- Description: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person’s perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter’s “Locus of control” questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
- Full Text:
- Authors: Breet, L. , Myburgh, C. , Poggenpoel, M.
- Date: 2010
- Subjects: Adolescent boys , Differential analysis , Locus of control , Perception , Aggressiveness in adolescence
- Type: Article
- Identifier: uj:5750 , ISSN 0256-0100 , http://hdl.handle.net/10210/7752
- Description: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person’s perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter’s “Locus of control” questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
- Full Text:
Learners' experience of other learners' aggression in a secondary school
- Authors: Mnyakeni, Maphiri
- Date: 2011-06-22T10:32:17Z
- Subjects: Aggressiveness in adolescence , High school students
- Type: Thesis
- Identifier: uj:7098 , http://hdl.handle.net/10210/3693
- Description: M. Ed. , Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.
- Full Text:
- Authors: Mnyakeni, Maphiri
- Date: 2011-06-22T10:32:17Z
- Subjects: Aggressiveness in adolescence , High school students
- Type: Thesis
- Identifier: uj:7098 , http://hdl.handle.net/10210/3693
- Description: M. Ed. , Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.
- Full Text:
Die verwantskap tussen die persepsie van aggressie en lokus van kontrole van adolessent seuns
- Authors: Breet, Aletta Elizabeth
- Date: 2008-05-12T07:31:49Z
- Subjects: Aggressiveness , Aggressiveness in adolescence , Teenage boys
- Type: Thesis
- Identifier: uj:7032 , http://hdl.handle.net/10210/353
- Description: Adolescent boys can either possess an internal or an external locus of control. An internal locus of control refers to a perception of being in control of one’s own life through own decisions and abilities. An external locus of control refers to the opposite, meaning a belief in luck and fate and also that one is being controlled by powers outside oneself. With these different perceptions, especially with the last perception, the high expectations of society of adolescent boys, can lead to frustrations. This can lead to aggression, consisting of physical, verbal and/or indirect aggression, which might be one of the possible causes of aggression in schools. Consequently a questionnaire consisting of 56 items was compiled by a combination of Julian Rotter’s (www.ballarat.edu.au/ard/bssh/psych/rot.htm) “Locus of control” questionnaire (1966) - and Björkqvist, Lagerspetz and Österman’s (www.vasa.abo.fi/svf/up/dias.htm) DIAS (“Direct and Indirect Aggression Scale) questionnaire (1992). Biographical items, namely language of instruction, age and grade of learners, were included as independent variables in the questionnaire. The questionnaire was completed by 184 boys from School A and 256 boys from School B in Grade 9-11. From the factor analysis, three factors were distinguished consisting of physical, verbal and indirect aggression. All the factors consisted of a high Cronbach Alpha (physical aggression=0.847, verbal aggression=0.820 and indirect aggression=0.845) which reflected a high validity and reliability of the research instrument. According to the relational analysis there was a relationship between external locus of control and especially verbal and indirect aggression, although very slightly. From the differential analysis, it has been judged according to the low averages, that the tendency of the different ways of aggression in language, age and grade are not prominent enough. Yet the following findings were made: • from language of instruction a meaningful difference was found, although with an average of only 0.2, it is not substantial; • age wise it was found that the 15 year old adolescent boys’ indirect aggression was statistically meaningful lower than the 17 year old boys; and lastly • grade in general reflects that the grade 9 learners of specifically School A, were more aggressive (physically, verbally and indirectly) than the grade 10 and 11 learners. From the literature study and empirical search, a definite relationship was found between adolescent boys with an external locus of control and aggression. With the increase of aggressive and violent behaviour in schools, this research topic has relevant and important educational implications for all parties that form part of the educational process.
- Full Text:
- Authors: Breet, Aletta Elizabeth
- Date: 2008-05-12T07:31:49Z
- Subjects: Aggressiveness , Aggressiveness in adolescence , Teenage boys
- Type: Thesis
- Identifier: uj:7032 , http://hdl.handle.net/10210/353
- Description: Adolescent boys can either possess an internal or an external locus of control. An internal locus of control refers to a perception of being in control of one’s own life through own decisions and abilities. An external locus of control refers to the opposite, meaning a belief in luck and fate and also that one is being controlled by powers outside oneself. With these different perceptions, especially with the last perception, the high expectations of society of adolescent boys, can lead to frustrations. This can lead to aggression, consisting of physical, verbal and/or indirect aggression, which might be one of the possible causes of aggression in schools. Consequently a questionnaire consisting of 56 items was compiled by a combination of Julian Rotter’s (www.ballarat.edu.au/ard/bssh/psych/rot.htm) “Locus of control” questionnaire (1966) - and Björkqvist, Lagerspetz and Österman’s (www.vasa.abo.fi/svf/up/dias.htm) DIAS (“Direct and Indirect Aggression Scale) questionnaire (1992). Biographical items, namely language of instruction, age and grade of learners, were included as independent variables in the questionnaire. The questionnaire was completed by 184 boys from School A and 256 boys from School B in Grade 9-11. From the factor analysis, three factors were distinguished consisting of physical, verbal and indirect aggression. All the factors consisted of a high Cronbach Alpha (physical aggression=0.847, verbal aggression=0.820 and indirect aggression=0.845) which reflected a high validity and reliability of the research instrument. According to the relational analysis there was a relationship between external locus of control and especially verbal and indirect aggression, although very slightly. From the differential analysis, it has been judged according to the low averages, that the tendency of the different ways of aggression in language, age and grade are not prominent enough. Yet the following findings were made: • from language of instruction a meaningful difference was found, although with an average of only 0.2, it is not substantial; • age wise it was found that the 15 year old adolescent boys’ indirect aggression was statistically meaningful lower than the 17 year old boys; and lastly • grade in general reflects that the grade 9 learners of specifically School A, were more aggressive (physically, verbally and indirectly) than the grade 10 and 11 learners. From the literature study and empirical search, a definite relationship was found between adolescent boys with an external locus of control and aggression. With the increase of aggressive and violent behaviour in schools, this research topic has relevant and important educational implications for all parties that form part of the educational process.
- Full Text:
Sekondêre skoolleerders se belewenis van aggressie tydens kommunikasie met hul onderwysers
- Authors: Prins, Johannes Stephanus
- Date: 2010-06-03T05:46:33Z
- Subjects: Aggressiveness in adolescence , Teacher-student relationships , Communication in education , Interpersonal communication
- Type: Thesis
- Identifier: uj:6863 , http://hdl.handle.net/10210/3295
- Description: M.Ed. , It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”
- Full Text:
- Authors: Prins, Johannes Stephanus
- Date: 2010-06-03T05:46:33Z
- Subjects: Aggressiveness in adolescence , Teacher-student relationships , Communication in education , Interpersonal communication
- Type: Thesis
- Identifier: uj:6863 , http://hdl.handle.net/10210/3295
- Description: M.Ed. , It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”
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'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.
- Full Text:
Educational strategies for the constructive management of a culture of aggression in a secondary school
- Authors: Nhlapo, Lovia Thandiwe
- Date: 2013-05-06
- Subjects: Problem children - Education , Aggressiveness in children , Aggressiveness in adolescence
- Type: Thesis
- Identifier: uj:7509 , http://hdl.handle.net/10210/8367
- Description: Ph.D. (Education) , The purpose of the study was to develop the educational strategies for the management of a culture of aggression in a Grade 10 class constructively in a secondary school in the Sedibeng District of the Gauteng Department of Education. A qualitative, exploratory, descriptive and contextual research design was used to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District of the Gauteng Department of Education. In order to achieve the study objectives and coherence, this study was organised into three phases. Phase one focused on the first objective namely: to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District in the Gauteng Department of Education. Phase two focused on the development of a conceptual framework. Phase three focused on the second objective namely: to develop the strategies for the management of a culture of aggression in a Grade 10 class in the Sedibeng District of the Gauteng Department of Education. In the first phase an ethnographic approach was followed. Purposive sampling was utilized to select participants who met the inclusion criteria. Data were collected using group and individual interviews. Tesch’s method of qualitative data analysis was utilized to identify themes. From the findings of the study the researcher and the independent coder identified the following patterns from the individual and group interviews with participants.
- Full Text:
- Authors: Nhlapo, Lovia Thandiwe
- Date: 2013-05-06
- Subjects: Problem children - Education , Aggressiveness in children , Aggressiveness in adolescence
- Type: Thesis
- Identifier: uj:7509 , http://hdl.handle.net/10210/8367
- Description: Ph.D. (Education) , The purpose of the study was to develop the educational strategies for the management of a culture of aggression in a Grade 10 class constructively in a secondary school in the Sedibeng District of the Gauteng Department of Education. A qualitative, exploratory, descriptive and contextual research design was used to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District of the Gauteng Department of Education. In order to achieve the study objectives and coherence, this study was organised into three phases. Phase one focused on the first objective namely: to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District in the Gauteng Department of Education. Phase two focused on the development of a conceptual framework. Phase three focused on the second objective namely: to develop the strategies for the management of a culture of aggression in a Grade 10 class in the Sedibeng District of the Gauteng Department of Education. In the first phase an ethnographic approach was followed. Purposive sampling was utilized to select participants who met the inclusion criteria. Data were collected using group and individual interviews. Tesch’s method of qualitative data analysis was utilized to identify themes. From the findings of the study the researcher and the independent coder identified the following patterns from the individual and group interviews with participants.
- 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.
- Full Text:
‘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.
- Full Text:
- 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.
- Full Text:
‘n Psigo-opvoedkundige model as verwysingsraamwerk vir die fasilitering van konstruktiewe hantering van aggressie by adolessente seuns wat serebraal gestremd is
- Authors: Wallis, Esther Petronella
- Date: 2012-09-03
- Subjects: Aggressiveness in adolescence , Special education , Cerebral palsied children - Psychology , Cerebral palsied children - Mental health , Cerebral palsied children - Education
- Type: Thesis
- Identifier: uj:3438 , http://hdl.handle.net/10210/6833
- Description: Ph.D. , Aggression during adolescence has a long term effect on the mental health of adolescents. This is a great reason for concern. Although society is intensely aware of the incidences of aggression within South African schools, little research is available regarding this issue. Learners with special educational needs, and specifically learners with cerebral palsy, have been even more neglected in this regard. This study evolves from the field work of the researcher’s M.Ed. dissertation in which the experience of aggression in adolescent boys with cerebral palsy was explored and described. The aim of this study is to develop, describe, implement and evaluate a psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys that live with cerebral palsy. A theory generating research design was used to fulfil this purpose. The development of this model consisted of four steps. Step one consisted of the concept analysis. Facilitation, constructive and management were identified as the central concepts. As part of the concept analysis these concepts were defined and essential and related criteria were discussed. All the concepts and criteria were then summarised in a comprehensive definition. A model case was constructed before the concepts were classified. During the process of classification a heightened self-awareness was identified as the terminus of the process. During step two relationship statements were drawn between the different concepts. These relationship statements as a whole provide substance and structure to the theory. In step three the psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys with cerebral palsy was described. The structure of the model was described in terms of its purpose, assumptions and the context of the model.
- Full Text:
- Authors: Wallis, Esther Petronella
- Date: 2012-09-03
- Subjects: Aggressiveness in adolescence , Special education , Cerebral palsied children - Psychology , Cerebral palsied children - Mental health , Cerebral palsied children - Education
- Type: Thesis
- Identifier: uj:3438 , http://hdl.handle.net/10210/6833
- Description: Ph.D. , Aggression during adolescence has a long term effect on the mental health of adolescents. This is a great reason for concern. Although society is intensely aware of the incidences of aggression within South African schools, little research is available regarding this issue. Learners with special educational needs, and specifically learners with cerebral palsy, have been even more neglected in this regard. This study evolves from the field work of the researcher’s M.Ed. dissertation in which the experience of aggression in adolescent boys with cerebral palsy was explored and described. The aim of this study is to develop, describe, implement and evaluate a psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys that live with cerebral palsy. A theory generating research design was used to fulfil this purpose. The development of this model consisted of four steps. Step one consisted of the concept analysis. Facilitation, constructive and management were identified as the central concepts. As part of the concept analysis these concepts were defined and essential and related criteria were discussed. All the concepts and criteria were then summarised in a comprehensive definition. A model case was constructed before the concepts were classified. During the process of classification a heightened self-awareness was identified as the terminus of the process. During step two relationship statements were drawn between the different concepts. These relationship statements as a whole provide substance and structure to the theory. In step three the psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys with cerebral palsy was described. The structure of the model was described in terms of its purpose, assumptions and the context of the model.
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A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom
- Authors: Van der Merwe, Lize
- Date: 2013-05-06
- Subjects: Problem children - Education , Aggressiveness in adolescence , Aggressiveness in children , School violence , Problem youth - Behavior modification , Teachers - Mental health , School children - Mental health
- Type: Thesis
- Identifier: uj:7514 , http://hdl.handle.net/10210/8371
- Description: Ph.D. (Education) , Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.
- Full Text:
- Authors: Van der Merwe, Lize
- Date: 2013-05-06
- Subjects: Problem children - Education , Aggressiveness in adolescence , Aggressiveness in children , School violence , Problem youth - Behavior modification , Teachers - Mental health , School children - Mental health
- Type: Thesis
- Identifier: uj:7514 , http://hdl.handle.net/10210/8371
- Description: Ph.D. (Education) , Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.
- Full Text:
'n Psigo-opvoedkundige program vir die hantering van boelie-gedrag by sekondêre leerders
- Authors: Geyer, Johanna Margaretha
- Date: 2009-03-31T09:35:44Z
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:8261 , http://hdl.handle.net/10210/2371
- Description: D.Ed. , The existential philosopher, Jean Paul Sartre (Jordaan and Jordaan, 1998:544) maintains in the drama ‘Huis Clos’: “Hell is the presence of other people”. For Jean Paul Sartre (1998:30) people are at the mercy of their freedom and doomed to choices but this is absurd because it is unavoidable for people to come up against the tragedy of suffering. Victor Frankl (Meyer, Moore and Viljoen, 2000:556) is an existential psychologist with a particularly positive focus and he believes that the indestructible meaning of life and self is to be found in suffering. Researchers have found that the victims of bullying find themselves in this particular piece of the puzzle of life. For many victims it may feel as if they have been trapped in a labyrinth. The researcher has long been a reflector on the reason and purpose of human existence and under the influence of Victor Frankl (Meyer et al, 2000:562) came to the conviction that values play an important role in the lives of people. In addition, the will to find meaning is the real motivation that underlies human behaviour. The researcher admires Frankl (Meyer et al, 2000:556) who maintains that even in suffering (such as being bullied) meaning can be found to enrich the victim’s lives if they are taught to handle bullies. Human beings are people whose humanity includes the freedom of responsibility, a quality unique to the human race. Freedom of responsibility implies that when people are continually faced with choices they have the freedom to choose and they are free to act as well. People can do nothing about the things that happen to them, such as being bullied. But they can choose how they feel about it and how they react to it (Frankl 1959:178). People’s (victim’s) primary need is the need to make sense of life (Frankl 1959:178). The moment suffering gains meaning, it looses it unbearableness and becomes a life task, one that offers the highest challenge and reward (Frankl 1978:43). In this study the researcher uses a psycho-educational programme with the victims to guide them in the managing of the behaviour of bullies. The researcher used the following two lines of investigation: “tell me how you have been bullied” and “tell me what your experience of bullying is”. The purpose of this viii study is the description, implementation and evaluation of a psycho-educational programme to promote the management of bullies. The afore-mentioned proposal was realised from a methodological point of view by using a qualitative investigation. In this regard the research was both exploratory and descriptive. Research was done by means of the writing of scenarios by the participants, partially structured interviews, notes by the participants, focus group interviews, as well as observations of the participants and the taking of field notes by the researcher. The results obtained from this research were analysed and categorised. The findings of this data are presented by means of a literature rubric. The researcher abided strictly by ethical procedures and confidentiality. The following main themes were identified: direct bullying acts and indirect bullying acts. Under direct bullying acts the following categories were identified: physical acts and verbal acts. Different subcategories were identified. Under indirect bullying acts these categories were identified: psychological acts under which different subcategories were identified. The results of the data analysis revealed that the experience of bullies evokes feelings of heartache, emotional pain, anger and fear in the participants. In addition the participants described their experience of bullies in terms of incidents that relate to physical, emotional and verbal abuse. It was also found that learners are still reliant on teachers to solve bullying behaviour constructively at school. The research also made it clear that this psycho-educational programme would make a valuable contribution towards the guidance of the participants in managing the behaviour of bullies. The research also highlighted the need for the participants to go through a process of self analysis to discover who they are and that this would guide them towards self-assertive actions, realistic observations of bullying acts, humour, self- transcendence (which shows that the participants are not only tuned into themselves, but also look outwardly), as well as respect for the uniqueness of others. These aspects should make a contribution towards the meaningful management of bullying behaviour. In the research it also came to the fore that in many instances the participants, had inadequate behavioural skills. It was necessary for the participants to be educated in ix behavioural skills and in self-determining actions, self assertive behaviour, the recognition of inappropriate behaviour through realistic observation, the learning of friendship skills, together with humour and self-transcendence, respect and value for the uniqueness of others by making use of the three Ws (as discussed in the programme). In this regard in the research it became clear that the facilitator plays an important role in the guidance of the participants. The facilitator must guide the participants in managing the behaviour of bullies. Consequently a psycho-educational programme was developed whereby the behaviour of bullies can be managed. This programme was developed from the themes and categories of the research. The purpose of this programme is to empower the participants to manage the behaviour of bullies. The implementation of the programme is discussed next. The programme was presented over a time period of ten weeks. It was presented during the Life Orientation lessons. It was presented to the Grade 9 group and also worked into the year plan. The entire group participated voluntarily in this dynamic programme. Finally the participants’ experiences of the programme were presented in focus group interviews. The data was collected and analysed and the conclusions were made that the psycho-educational programme leads to the enlightenment of the participants regarding what bullies are, the kinds of bullies, the extent and effectiveness of bullies, as well as the negative effects of bullies on their victims. In addition the participants discovered the uniqueness of their self image and that this knowledge empowered them to discover paradigms and habits of self upliftment. The self upliftment of the participants enabled them to develop self-assertive behaviour as well as the sharpening of particularly effective behavioural skills such as the realistic observation of certain behaviour and the value of friendship skills. The necessary skills in regards to goal setting, choices, problem-solving and conflict management were developed by the participants as skills for managing the behaviour of bullies. This thesis therefore offers a psycho-educational programme for guidance of victims in the management of the behaviour of bullies. It could make a positive contribution to their effective functioning in their social worlds.
- Full Text:
- Authors: Geyer, Johanna Margaretha
- Date: 2009-03-31T09:35:44Z
- Subjects: Aggressiveness in adolescence , Adolescent psychology
- Type: Thesis
- Identifier: uj:8261 , http://hdl.handle.net/10210/2371
- Description: D.Ed. , The existential philosopher, Jean Paul Sartre (Jordaan and Jordaan, 1998:544) maintains in the drama ‘Huis Clos’: “Hell is the presence of other people”. For Jean Paul Sartre (1998:30) people are at the mercy of their freedom and doomed to choices but this is absurd because it is unavoidable for people to come up against the tragedy of suffering. Victor Frankl (Meyer, Moore and Viljoen, 2000:556) is an existential psychologist with a particularly positive focus and he believes that the indestructible meaning of life and self is to be found in suffering. Researchers have found that the victims of bullying find themselves in this particular piece of the puzzle of life. For many victims it may feel as if they have been trapped in a labyrinth. The researcher has long been a reflector on the reason and purpose of human existence and under the influence of Victor Frankl (Meyer et al, 2000:562) came to the conviction that values play an important role in the lives of people. In addition, the will to find meaning is the real motivation that underlies human behaviour. The researcher admires Frankl (Meyer et al, 2000:556) who maintains that even in suffering (such as being bullied) meaning can be found to enrich the victim’s lives if they are taught to handle bullies. Human beings are people whose humanity includes the freedom of responsibility, a quality unique to the human race. Freedom of responsibility implies that when people are continually faced with choices they have the freedom to choose and they are free to act as well. People can do nothing about the things that happen to them, such as being bullied. But they can choose how they feel about it and how they react to it (Frankl 1959:178). People’s (victim’s) primary need is the need to make sense of life (Frankl 1959:178). The moment suffering gains meaning, it looses it unbearableness and becomes a life task, one that offers the highest challenge and reward (Frankl 1978:43). In this study the researcher uses a psycho-educational programme with the victims to guide them in the managing of the behaviour of bullies. The researcher used the following two lines of investigation: “tell me how you have been bullied” and “tell me what your experience of bullying is”. The purpose of this viii study is the description, implementation and evaluation of a psycho-educational programme to promote the management of bullies. The afore-mentioned proposal was realised from a methodological point of view by using a qualitative investigation. In this regard the research was both exploratory and descriptive. Research was done by means of the writing of scenarios by the participants, partially structured interviews, notes by the participants, focus group interviews, as well as observations of the participants and the taking of field notes by the researcher. The results obtained from this research were analysed and categorised. The findings of this data are presented by means of a literature rubric. The researcher abided strictly by ethical procedures and confidentiality. The following main themes were identified: direct bullying acts and indirect bullying acts. Under direct bullying acts the following categories were identified: physical acts and verbal acts. Different subcategories were identified. Under indirect bullying acts these categories were identified: psychological acts under which different subcategories were identified. The results of the data analysis revealed that the experience of bullies evokes feelings of heartache, emotional pain, anger and fear in the participants. In addition the participants described their experience of bullies in terms of incidents that relate to physical, emotional and verbal abuse. It was also found that learners are still reliant on teachers to solve bullying behaviour constructively at school. The research also made it clear that this psycho-educational programme would make a valuable contribution towards the guidance of the participants in managing the behaviour of bullies. The research also highlighted the need for the participants to go through a process of self analysis to discover who they are and that this would guide them towards self-assertive actions, realistic observations of bullying acts, humour, self- transcendence (which shows that the participants are not only tuned into themselves, but also look outwardly), as well as respect for the uniqueness of others. These aspects should make a contribution towards the meaningful management of bullying behaviour. In the research it also came to the fore that in many instances the participants, had inadequate behavioural skills. It was necessary for the participants to be educated in ix behavioural skills and in self-determining actions, self assertive behaviour, the recognition of inappropriate behaviour through realistic observation, the learning of friendship skills, together with humour and self-transcendence, respect and value for the uniqueness of others by making use of the three Ws (as discussed in the programme). In this regard in the research it became clear that the facilitator plays an important role in the guidance of the participants. The facilitator must guide the participants in managing the behaviour of bullies. Consequently a psycho-educational programme was developed whereby the behaviour of bullies can be managed. This programme was developed from the themes and categories of the research. The purpose of this programme is to empower the participants to manage the behaviour of bullies. The implementation of the programme is discussed next. The programme was presented over a time period of ten weeks. It was presented during the Life Orientation lessons. It was presented to the Grade 9 group and also worked into the year plan. The entire group participated voluntarily in this dynamic programme. Finally the participants’ experiences of the programme were presented in focus group interviews. The data was collected and analysed and the conclusions were made that the psycho-educational programme leads to the enlightenment of the participants regarding what bullies are, the kinds of bullies, the extent and effectiveness of bullies, as well as the negative effects of bullies on their victims. In addition the participants discovered the uniqueness of their self image and that this knowledge empowered them to discover paradigms and habits of self upliftment. The self upliftment of the participants enabled them to develop self-assertive behaviour as well as the sharpening of particularly effective behavioural skills such as the realistic observation of certain behaviour and the value of friendship skills. The necessary skills in regards to goal setting, choices, problem-solving and conflict management were developed by the participants as skills for managing the behaviour of bullies. This thesis therefore offers a psycho-educational programme for guidance of victims in the management of the behaviour of bullies. It could make a positive contribution to their effective functioning in their social worlds.
- Full Text:
The development of a psycho-educational programme for adolescents who experience aggression in a secondary school.
- Authors: Snyman, Marina Velma
- Date: 2009-02-09T08:51:45Z
- Subjects: School violence , Aggressiveness in adolescence
- Type: Thesis
- Identifier: uj:8117 , http://hdl.handle.net/10210/2092
- Description: D.Ed. , The frequency and intensity of aggression that has become an everyday reality to an increasing number of adolescents who perpetrate it, witness it or become its victims necessitates research of the phenomenon in context so that measures may be put in place to curb it or prevent it from occurring in the first place. Despite current legislation to protect the rights and safety of pupils, reports in literature on aggression in South African schools illustrate the ways in which aggression continues to have a detrimental impact on adolescents in secondary schools. Hence, the first research aim of this study, conducted within a psychoeducational framework, was to explore how adolescents experience aggression in an urban public secondary school in the Johannesburg South school district in the Gauteng Province of South Africa. Based on the findings the second aim of the research study was to develop, implement and evaluate a psycho-educational programme for the constructive management of aggression that adolescents experienced in that context in order to facilitate improvements in their mental health. A mixed methods research design with an explorative, descriptive, explanatory and contextual focus was followed. The qualitative phase of the mixed methods design not only provided richer insight and understanding into the complex phenomenon of aggression in secondary schools but also served to provide a foundation for the quantitative stage of the study. The four criteria of truth-value, applicability, consistency and neutrality, identified by Guba to ensure trustworthiness in research, were applied. Ethical measures were strictly adhered to and included maintaining the confidentiality of the data and respecting the privacy, anonymity and the voluntary participation of the participants. Informed consent to conduct the research was obtained from the necessary authorities and from the research participants. The study was conducted in four phases as prescribed by programme development, implementation and evaluation. In phase one, the situation analysis phase, data was collected using phenomenological interviews and field notes which were verified by means of a literature control. The data generated from this phase was analysed using Tesch’s open coding method of analysing descriptive data. Three themes were identified that encapsulate the adolescents’ experience of aggression. The themes identified that adolescents are aware of their diverse experiences of aggression, that they experience aggression as an internal or external point of control in their lives and that they experience aggression as a barrier to healthy interpersonal relationships. The data was used in phase two as a basis to develop a psycho-educational programme aimed at teaching adolescent pupils the skills to manage the aggression they experience in secondary school in a constructive manner. Phase three saw the implementation of the psycho-educational programme. In phase four the researcher used an experimental research design to evaluate the efficacy of the programme. The results were analysed using rigorous statistical techniques. The narrative comments made by the participants to evaluate each workshop session were used to provide a qualitative evaluation of the programme process. The positive results obtained from both the qualitative and the quantitative evaluations of the psycho-educational programme suggest that it may be applied successfully to facilitate the constructive management of aggression that adolescents experience in the secondary school environment and in life so that they can attain mental health and actualise their full potential for a positive future.
- Full Text:
- Authors: Snyman, Marina Velma
- Date: 2009-02-09T08:51:45Z
- Subjects: School violence , Aggressiveness in adolescence
- Type: Thesis
- Identifier: uj:8117 , http://hdl.handle.net/10210/2092
- Description: D.Ed. , The frequency and intensity of aggression that has become an everyday reality to an increasing number of adolescents who perpetrate it, witness it or become its victims necessitates research of the phenomenon in context so that measures may be put in place to curb it or prevent it from occurring in the first place. Despite current legislation to protect the rights and safety of pupils, reports in literature on aggression in South African schools illustrate the ways in which aggression continues to have a detrimental impact on adolescents in secondary schools. Hence, the first research aim of this study, conducted within a psychoeducational framework, was to explore how adolescents experience aggression in an urban public secondary school in the Johannesburg South school district in the Gauteng Province of South Africa. Based on the findings the second aim of the research study was to develop, implement and evaluate a psycho-educational programme for the constructive management of aggression that adolescents experienced in that context in order to facilitate improvements in their mental health. A mixed methods research design with an explorative, descriptive, explanatory and contextual focus was followed. The qualitative phase of the mixed methods design not only provided richer insight and understanding into the complex phenomenon of aggression in secondary schools but also served to provide a foundation for the quantitative stage of the study. The four criteria of truth-value, applicability, consistency and neutrality, identified by Guba to ensure trustworthiness in research, were applied. Ethical measures were strictly adhered to and included maintaining the confidentiality of the data and respecting the privacy, anonymity and the voluntary participation of the participants. Informed consent to conduct the research was obtained from the necessary authorities and from the research participants. The study was conducted in four phases as prescribed by programme development, implementation and evaluation. In phase one, the situation analysis phase, data was collected using phenomenological interviews and field notes which were verified by means of a literature control. The data generated from this phase was analysed using Tesch’s open coding method of analysing descriptive data. Three themes were identified that encapsulate the adolescents’ experience of aggression. The themes identified that adolescents are aware of their diverse experiences of aggression, that they experience aggression as an internal or external point of control in their lives and that they experience aggression as a barrier to healthy interpersonal relationships. The data was used in phase two as a basis to develop a psycho-educational programme aimed at teaching adolescent pupils the skills to manage the aggression they experience in secondary school in a constructive manner. Phase three saw the implementation of the psycho-educational programme. In phase four the researcher used an experimental research design to evaluate the efficacy of the programme. The results were analysed using rigorous statistical techniques. The narrative comments made by the participants to evaluate each workshop session were used to provide a qualitative evaluation of the programme process. The positive results obtained from both the qualitative and the quantitative evaluations of the psycho-educational programme suggest that it may be applied successfully to facilitate the constructive management of aggression that adolescents experience in the secondary school environment and in life so that they can attain mental health and actualise their full potential for a positive future.
- Full Text:
Adolessente seuns met serebrale gestremdheid in 'n voorstedelike skool vir leerders met spesiale onderwysbehoeftes se belewing van aggressie
- Authors: Wallis, Esther Petronella
- Date: 2014-05-20
- Subjects: Teenagers with disabilities - Secondary education - Psychological aspects , Aggressiveness in adolescence
- Type: Thesis
- Identifier: uj:11145 , http://hdl.handle.net/10210/10736
- Description: M.Ed. (Educational Psychology) , Increasing violence in South African schools is having ramifications. Newspapers report incidents of aggression in schools on an almost weekly basis. The educational environment in schools is deteriorating in this climate of violence. Incidents of violence in schools are but a part of a ripple effect caused by aggression in the broader community. Road rage, violence against women and children, racial conflict, as well as farm attacks are only a few examples of violence that occurs within the communities. Children who are raised in environments where such incidents are commonplace, view aggression as acceptable practice when solving problems. Although incidents of aggression at schools do receive attention, learners who attend schools catering for learners with special educational needs have been largely neglected in this regard. Education White Paper 6 of 2001 aims to implement inclusive education however, research has shown that learners with disabilities are frequently victimized by their peers. It is therefore vital that careful consideration be given to such learners, many of whom will be included in main stream schools where incidents of aggressive behaviour is commonplace. Learners with cerebral palsy form a small percentage of the learners who are accommodated in schools for learners with special educational needs. Aside from the fact thatthese learners are physically disabled, theyface many other barriers when trying to reach their full potential. The leamers' physical disabilities meanthat they often feel frustrated and excluded. Such feelings may be expressed through aggression. Other realities of life, such as dependence on their parents, can result in aggressive behaviour by the child with cerebral palsy. At the same time, the adolescent with cerebral palsy is also experiencing the normal changes and challenges that occur with and result from adolescence. The aim of this study is therefore to explore and describe how older adolescent boys with cerebral palsy experience aggression. The participants were between sixteen and eighteen years of age, mainly Grade 10 and 11 learners.
- Full Text:
- Authors: Wallis, Esther Petronella
- Date: 2014-05-20
- Subjects: Teenagers with disabilities - Secondary education - Psychological aspects , Aggressiveness in adolescence
- Type: Thesis
- Identifier: uj:11145 , http://hdl.handle.net/10210/10736
- Description: M.Ed. (Educational Psychology) , Increasing violence in South African schools is having ramifications. Newspapers report incidents of aggression in schools on an almost weekly basis. The educational environment in schools is deteriorating in this climate of violence. Incidents of violence in schools are but a part of a ripple effect caused by aggression in the broader community. Road rage, violence against women and children, racial conflict, as well as farm attacks are only a few examples of violence that occurs within the communities. Children who are raised in environments where such incidents are commonplace, view aggression as acceptable practice when solving problems. Although incidents of aggression at schools do receive attention, learners who attend schools catering for learners with special educational needs have been largely neglected in this regard. Education White Paper 6 of 2001 aims to implement inclusive education however, research has shown that learners with disabilities are frequently victimized by their peers. It is therefore vital that careful consideration be given to such learners, many of whom will be included in main stream schools where incidents of aggressive behaviour is commonplace. Learners with cerebral palsy form a small percentage of the learners who are accommodated in schools for learners with special educational needs. Aside from the fact thatthese learners are physically disabled, theyface many other barriers when trying to reach their full potential. The leamers' physical disabilities meanthat they often feel frustrated and excluded. Such feelings may be expressed through aggression. Other realities of life, such as dependence on their parents, can result in aggressive behaviour by the child with cerebral palsy. At the same time, the adolescent with cerebral palsy is also experiencing the normal changes and challenges that occur with and result from adolescence. The aim of this study is therefore to explore and describe how older adolescent boys with cerebral palsy experience aggression. The participants were between sixteen and eighteen years of age, mainly Grade 10 and 11 learners.
- Full Text:
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