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.
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The experiences of educational psychologists utilizing ego-state therapy with adolescents presenting with dissociation
- Da Silva, Jenny Salette Sequeira
- Authors: Da Silva, Jenny Salette Sequeira
- Date: 2012-06-06
- Subjects: Educational psychologists , Ego (Psychology) , Psychoterapy , Dissociation (Psychology) , Psychic trauma in adolescence , Identity (Psychology) in adolescence , Personality disorders in adolescence
- Type: Mini-Dissertation
- Identifier: uj:2494 , http://hdl.handle.net/10210/4948
- Description: M.Ed. , This study aimed to explore the experiences of educational psychologists who utilize ego-state therapy in their practices to address dissociation in adolescents. Ego-state therapy has been considered an effective therapeutic technique in addressing dissociation. However, studies as to how educational psychologists utilise ego-state therapy with adolescents presenting with dissociation are not available. As trauma and the resulting dissociation have become prevalent in South Africa as it has internationally, therapeutic interventions to deal with this is necessary but lacking. Techniques such as Eye Movement Integration (EMI) and Eye Movement Desensitization and Reprocessing (EMDR) have proved effective; however, this is sometimes contraindicated in cases where dissociation is present. This study therefore aimed to explore the experiences of educational psychologists, with regard to the process followed in ego-state therapy, as well its as appropriateness for adolescents dealing with dissociation. Four participants were selected and interviewed in semi-structured interviews. Incomplete sentences were also completed by the participants. Finally, participants were asked to provide a symbol that for them demonstrated ego-state therapy with adolescents presenting with dissociation. A photo of each symbol was taken. A social constructionist perspective guided this qualitative research. Within this research approach, a phenomenological design was held which focuses on the experience of the phenomena itself rather than simplifying or categorizing the same phenomena. With the above data of incomplete sentences, semi-structured interviews, and photos of symbols, four main themes resulted, namely: inner strength as co-therapist, ego-state therapy in the adolescent developmental stage, using other therapies to enhance ego-state therapy and the good and the bad, the ying and the yang of ego-states. The findings demonstrated the value of utilising ego-state therapy as a therapeutic intervention for adolescents presenting with dissociation. Moreover, the findings highlighted the developmental appropriateness of ego-state therapy for the adolescent developmental level and further highlighted areas of further research that could be undertaken within the field of ego-state therapy for adolescents.
- Full Text:
- Authors: Da Silva, Jenny Salette Sequeira
- Date: 2012-06-06
- Subjects: Educational psychologists , Ego (Psychology) , Psychoterapy , Dissociation (Psychology) , Psychic trauma in adolescence , Identity (Psychology) in adolescence , Personality disorders in adolescence
- Type: Mini-Dissertation
- Identifier: uj:2494 , http://hdl.handle.net/10210/4948
- Description: M.Ed. , This study aimed to explore the experiences of educational psychologists who utilize ego-state therapy in their practices to address dissociation in adolescents. Ego-state therapy has been considered an effective therapeutic technique in addressing dissociation. However, studies as to how educational psychologists utilise ego-state therapy with adolescents presenting with dissociation are not available. As trauma and the resulting dissociation have become prevalent in South Africa as it has internationally, therapeutic interventions to deal with this is necessary but lacking. Techniques such as Eye Movement Integration (EMI) and Eye Movement Desensitization and Reprocessing (EMDR) have proved effective; however, this is sometimes contraindicated in cases where dissociation is present. This study therefore aimed to explore the experiences of educational psychologists, with regard to the process followed in ego-state therapy, as well its as appropriateness for adolescents dealing with dissociation. Four participants were selected and interviewed in semi-structured interviews. Incomplete sentences were also completed by the participants. Finally, participants were asked to provide a symbol that for them demonstrated ego-state therapy with adolescents presenting with dissociation. A photo of each symbol was taken. A social constructionist perspective guided this qualitative research. Within this research approach, a phenomenological design was held which focuses on the experience of the phenomena itself rather than simplifying or categorizing the same phenomena. With the above data of incomplete sentences, semi-structured interviews, and photos of symbols, four main themes resulted, namely: inner strength as co-therapist, ego-state therapy in the adolescent developmental stage, using other therapies to enhance ego-state therapy and the good and the bad, the ying and the yang of ego-states. The findings demonstrated the value of utilising ego-state therapy as a therapeutic intervention for adolescents presenting with dissociation. Moreover, the findings highlighted the developmental appropriateness of ego-state therapy for the adolescent developmental level and further highlighted areas of further research that could be undertaken within the field of ego-state therapy for adolescents.
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Understanding risk in the everyday identity-work of young people on the East Rand
- Authors: Graham, Lauren
- Date: 2013-04-10
- Subjects: Risk-taking (Psychology) , Identity (Psychology) in adolescence , Risk perception - Social aspects , Gender identity - Social aspects
- Type: Thesis
- Identifier: uj:7434 , http://hdl.handle.net/10210/8292
- Description: D.Litt. et Phil. (Sociology) , Inquiry that seeks to understand young people’s engagement in risk behaviours is numerous. Concern for and interest in young people has stimulated a wide range of debates about what makes young people do the things they do. Despite the plethora of research in this area there are still gaps in our knowledge, primarily because much of the research has sought to understand young people by looking at their decision making from the outside. This study departs from what has gone before by applying a youth development approach to understanding youth risk. In order to do so it sought to delve into the worlds and lives of a few young people living in an informal settlement in Gauteng, South Africa. The key question that the study poses pertains to how young people understand and negotiate risk as an aspect of their everyday identity-work. It is thus important to note that youth in this study is not understood simply as a particular age range or a phase that exists between childhood and adulthood. Rather it is understood as a life stage that carries with it particular experiences, needs and processes. In particular for the purposes of this study identity-work is understood to be an intensive process during the life stage of youth that involves drawing on culturally and socially available labels (McCall, 2003), definitions and markers of identity and testing them in their social networks in a process of reflexivity towards developing a self-identity (Giddens, 1991). In order to generate a deep understanding of the lives and worlds of young people, this study employed a critical ethnographic design, combining the usual methods of ethnography such as observation and interviews, with innovative methods that sought to challenge commonly held perceptions of research that young people might have had, and to encourage them to participate in the research. The study found that risk is understood in multiple ways. Young people understand and internalise the risk prevention messaging that is often targeted at them but they also have other perceptions of risk that ‘experts’ tend to overlook. Most important of these were their perceptions of risk that were influenced by their socio-economic surroundings – risks that were foremost in their lives because of their day-to-day struggles to manage them. The study also demonstrates the ways in which risk is negotiated as a feature of identity-work in three ways – in identity-work that has to do with masculinity and femininity, in identity-work pertaining to who one is within a family, and in identity work that involves their roles in the community. One of the main recommendations arising from this research is the need for integrated interventions that combine the prevention models that are currently employed, with locally specific interventions aimed at enhancing the protection and preparedness of young people in order to reduce their vulnerability. By conceptualising young people and the phase of ‘youth’ differently, and applying a youth development approach to understanding youth risk, it is hoped that an innovative way of considering how young people make decisions regarding risk has been opened for future consideration in research.
- Full Text:
- Authors: Graham, Lauren
- Date: 2013-04-10
- Subjects: Risk-taking (Psychology) , Identity (Psychology) in adolescence , Risk perception - Social aspects , Gender identity - Social aspects
- Type: Thesis
- Identifier: uj:7434 , http://hdl.handle.net/10210/8292
- Description: D.Litt. et Phil. (Sociology) , Inquiry that seeks to understand young people’s engagement in risk behaviours is numerous. Concern for and interest in young people has stimulated a wide range of debates about what makes young people do the things they do. Despite the plethora of research in this area there are still gaps in our knowledge, primarily because much of the research has sought to understand young people by looking at their decision making from the outside. This study departs from what has gone before by applying a youth development approach to understanding youth risk. In order to do so it sought to delve into the worlds and lives of a few young people living in an informal settlement in Gauteng, South Africa. The key question that the study poses pertains to how young people understand and negotiate risk as an aspect of their everyday identity-work. It is thus important to note that youth in this study is not understood simply as a particular age range or a phase that exists between childhood and adulthood. Rather it is understood as a life stage that carries with it particular experiences, needs and processes. In particular for the purposes of this study identity-work is understood to be an intensive process during the life stage of youth that involves drawing on culturally and socially available labels (McCall, 2003), definitions and markers of identity and testing them in their social networks in a process of reflexivity towards developing a self-identity (Giddens, 1991). In order to generate a deep understanding of the lives and worlds of young people, this study employed a critical ethnographic design, combining the usual methods of ethnography such as observation and interviews, with innovative methods that sought to challenge commonly held perceptions of research that young people might have had, and to encourage them to participate in the research. The study found that risk is understood in multiple ways. Young people understand and internalise the risk prevention messaging that is often targeted at them but they also have other perceptions of risk that ‘experts’ tend to overlook. Most important of these were their perceptions of risk that were influenced by their socio-economic surroundings – risks that were foremost in their lives because of their day-to-day struggles to manage them. The study also demonstrates the ways in which risk is negotiated as a feature of identity-work in three ways – in identity-work that has to do with masculinity and femininity, in identity-work pertaining to who one is within a family, and in identity work that involves their roles in the community. One of the main recommendations arising from this research is the need for integrated interventions that combine the prevention models that are currently employed, with locally specific interventions aimed at enhancing the protection and preparedness of young people in order to reduce their vulnerability. By conceptualising young people and the phase of ‘youth’ differently, and applying a youth development approach to understanding youth risk, it is hoped that an innovative way of considering how young people make decisions regarding risk has been opened for future consideration in research.
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Die selfkonsep van adolessente binne 'n multikulturele opvoedingskonteks
- Authors: Blignaut, Monique Carol
- Date: 2008-10-31T09:06:14Z
- Subjects: Self-perception in adolescence , Identity (Psychology) in adolescence , Self , Multicultural education , Multiculturalism
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384585 , uj:13857 , http://hdl.handle.net/10210/1417
- Description: M.A. , The political situation in South Africa has changed over the past ten years to that of a democracy. A result of this dramatic change is the assemblage of various cultures within a given context, especially multicultural schools. From this the question arose whether adolescents of different cultures present with different levels of self-concept within multicultural schools. Furthermore, it was to be determined whether cultural identity correlates with self-concept. Literature regarding the self, culture and cultural identity was used to get a better understanding of the study at hand. The theoretical frameworks of Allport and Rogers were studied to determine underlining factors involved in the formation of the self-concept. The various dimensions of the self, including self-esteem and self-labelling, was investigated as well as recent research regarding the self-concept. Research has shown that the self-concept of Black people is directly connected to their cultural norms and reference group (Allen, 2000). Differences between individualistic and collectivist groups have been identified, as well as the effect it has on social roles and the definition of the self. Regarding the issue of self-esteem and cultural identity research has shown a strong positive correlation between the level of self-esteem and cultural identity. Research has also shown that pupils in multicultural schools have a better understanding of cultural diversity and tolerance. The effects of negative stereotyping and labelling on the self within a multicultural environment are however issues to be taken into consideration. Tajfel and Turner’s (1979) Social Identity Theory provided the focus on cultural identity. Research regarding cultural identity within South Africa, contributed to the understanding of in-group and out-group categorization and it has been found that association with a particular group determined definition of the self. From the literature used it thus became apparent that the self- concept and cultural identity is closely linked, although a multicultural environment could have an impact on the self. This formed the basis for conducting the research on the impact of a multicultural context on the self-concept. The instruments used comprised of a cultural identity questionnaire, as well as the Beck and SIP self-concept scales. Participants of three different cultural groups were used namely, Black, White and Coloured individuals. Participants, between the ages of 16-17 were given the questionnaires to complete on cultural identity as to determine their level of association with a particular group. The self-concept scales evaluated their self-concept as either positive or negative. Additionally, the participants’ cultural identity scores were statistically divided to create two groups, one which scored low and another which scored high on cultural identity and these groups were compared on self-concept. Thus, this study attempted to control for cultural identity in terms of its influence on self-concept within a multicultural context. Results have shown that there is a strong positive correlation between self-concept and a cultural identity. Both of the self-concept scales showed this correlation in regards to Cultural Identity. Furthermore, statistically significant difference between the self-concept scores of the different cultural groups namely Black, White and Coloured Participants was found. It can thus be stated that cultural identities have a role to play in the manner in which we perceive ourselves, and more research is needed in this area to fully understand the scope of it. Research in this matter may also have a positive effect on the understanding of integration of different cultures in South Africa, especially within the educational context.
- Full Text:
- Authors: Blignaut, Monique Carol
- Date: 2008-10-31T09:06:14Z
- Subjects: Self-perception in adolescence , Identity (Psychology) in adolescence , Self , Multicultural education , Multiculturalism
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384585 , uj:13857 , http://hdl.handle.net/10210/1417
- Description: M.A. , The political situation in South Africa has changed over the past ten years to that of a democracy. A result of this dramatic change is the assemblage of various cultures within a given context, especially multicultural schools. From this the question arose whether adolescents of different cultures present with different levels of self-concept within multicultural schools. Furthermore, it was to be determined whether cultural identity correlates with self-concept. Literature regarding the self, culture and cultural identity was used to get a better understanding of the study at hand. The theoretical frameworks of Allport and Rogers were studied to determine underlining factors involved in the formation of the self-concept. The various dimensions of the self, including self-esteem and self-labelling, was investigated as well as recent research regarding the self-concept. Research has shown that the self-concept of Black people is directly connected to their cultural norms and reference group (Allen, 2000). Differences between individualistic and collectivist groups have been identified, as well as the effect it has on social roles and the definition of the self. Regarding the issue of self-esteem and cultural identity research has shown a strong positive correlation between the level of self-esteem and cultural identity. Research has also shown that pupils in multicultural schools have a better understanding of cultural diversity and tolerance. The effects of negative stereotyping and labelling on the self within a multicultural environment are however issues to be taken into consideration. Tajfel and Turner’s (1979) Social Identity Theory provided the focus on cultural identity. Research regarding cultural identity within South Africa, contributed to the understanding of in-group and out-group categorization and it has been found that association with a particular group determined definition of the self. From the literature used it thus became apparent that the self- concept and cultural identity is closely linked, although a multicultural environment could have an impact on the self. This formed the basis for conducting the research on the impact of a multicultural context on the self-concept. The instruments used comprised of a cultural identity questionnaire, as well as the Beck and SIP self-concept scales. Participants of three different cultural groups were used namely, Black, White and Coloured individuals. Participants, between the ages of 16-17 were given the questionnaires to complete on cultural identity as to determine their level of association with a particular group. The self-concept scales evaluated their self-concept as either positive or negative. Additionally, the participants’ cultural identity scores were statistically divided to create two groups, one which scored low and another which scored high on cultural identity and these groups were compared on self-concept. Thus, this study attempted to control for cultural identity in terms of its influence on self-concept within a multicultural context. Results have shown that there is a strong positive correlation between self-concept and a cultural identity. Both of the self-concept scales showed this correlation in regards to Cultural Identity. Furthermore, statistically significant difference between the self-concept scores of the different cultural groups namely Black, White and Coloured Participants was found. It can thus be stated that cultural identities have a role to play in the manner in which we perceive ourselves, and more research is needed in this area to fully understand the scope of it. Research in this matter may also have a positive effect on the understanding of integration of different cultures in South Africa, especially within the educational context.
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The contribution of technology to the identity of secondary school learners
- Authors: Dutton, Christopher Rundle
- Date: 2012-08-16
- Subjects: Educational technology -- South Africa , Identity (Psychology) in adolescence , Education, Secondary -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9519 , http://hdl.handle.net/10210/5948
- Description: M.Ed. , The forming of an identity is one of the most important things a child can do, as that identity will stay with the person for the rest of his or her life. The purposes of this study is to determine the influence of technology on the identity of adolescents as perceived by the adolescents themselves. It is difficult enough for the adolescent to form an identity and technology could influence this process making it easier or harder. There has been very little research done on the influence of technology on the identity formation of high school learners. Current research indicates that the world we live in is a world that is technologically orientated. Due to South Africa's past, one could expect differences in the perceptions of the different groups identified. The starting point of this research is that the identity of a person is influenced by all aspects of his or her life. This includes a persons body, relationships with other people, a person's moral outlook and the environment where a person lives. Technology forms part of a persons life and this will impact on identity.
- Full Text:
- Authors: Dutton, Christopher Rundle
- Date: 2012-08-16
- Subjects: Educational technology -- South Africa , Identity (Psychology) in adolescence , Education, Secondary -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9519 , http://hdl.handle.net/10210/5948
- Description: M.Ed. , The forming of an identity is one of the most important things a child can do, as that identity will stay with the person for the rest of his or her life. The purposes of this study is to determine the influence of technology on the identity of adolescents as perceived by the adolescents themselves. It is difficult enough for the adolescent to form an identity and technology could influence this process making it easier or harder. There has been very little research done on the influence of technology on the identity formation of high school learners. Current research indicates that the world we live in is a world that is technologically orientated. Due to South Africa's past, one could expect differences in the perceptions of the different groups identified. The starting point of this research is that the identity of a person is influenced by all aspects of his or her life. This includes a persons body, relationships with other people, a person's moral outlook and the environment where a person lives. Technology forms part of a persons life and this will impact on identity.
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'n Selfkonsepontwikkelingsprogram vir adolessente
- Authors: Cruywagen, Marinda
- Date: 2011-11-24
- Subjects: Self-perception in adolescence , Identity (Psychology) in adolescence , Secondary education aims and objectives
- Type: Thesis
- Identifier: uj:1731 , http://hdl.handle.net/10210/4080
- Description: M.Ed. , During adolescence confusion in idendity can occur (Louw. 1990:463) as adolescents find themselves in a period of transition. During this phase of life a positive self -concept is extremely important. because it determines where the person will fit into society, choices he will make (louw. 1990:460) and whether he is successful in his relationship with his fellow men (Staples, 1991: I I I). It is therefore extremely important that adolescents accept themselves. Although information about self-concept development is available. the researcher found that some adolescents still suffer from low self-concept which might, if not addressed. become hindrances to optimal development and self-actualisation. The purpose of this study was to determine whether self-esteem in adolescents could be improved. A program based on Constructivistic principles was developed and ten adolescents actively participated therein for ten sessions of two hours each. Nine components of self-concept development was discussed, namely: what is self-concept; how is self-concept formed; the ideal self; proactive attitude; conflict resolution strategies; self-assertiveness and friends. The last session was reserved for the evaluation on the program and self-growth. The development of the respondents were assessed and video's were taken. Workbooks were also analyzed. Measures to ensure trustworthiness was kept in mind and the development of the respondents were discussed with their parents.
- Full Text:
- Authors: Cruywagen, Marinda
- Date: 2011-11-24
- Subjects: Self-perception in adolescence , Identity (Psychology) in adolescence , Secondary education aims and objectives
- Type: Thesis
- Identifier: uj:1731 , http://hdl.handle.net/10210/4080
- Description: M.Ed. , During adolescence confusion in idendity can occur (Louw. 1990:463) as adolescents find themselves in a period of transition. During this phase of life a positive self -concept is extremely important. because it determines where the person will fit into society, choices he will make (louw. 1990:460) and whether he is successful in his relationship with his fellow men (Staples, 1991: I I I). It is therefore extremely important that adolescents accept themselves. Although information about self-concept development is available. the researcher found that some adolescents still suffer from low self-concept which might, if not addressed. become hindrances to optimal development and self-actualisation. The purpose of this study was to determine whether self-esteem in adolescents could be improved. A program based on Constructivistic principles was developed and ten adolescents actively participated therein for ten sessions of two hours each. Nine components of self-concept development was discussed, namely: what is self-concept; how is self-concept formed; the ideal self; proactive attitude; conflict resolution strategies; self-assertiveness and friends. The last session was reserved for the evaluation on the program and self-growth. The development of the respondents were assessed and video's were taken. Workbooks were also analyzed. Measures to ensure trustworthiness was kept in mind and the development of the respondents were discussed with their parents.
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The contribution of intelligence to identity as perceived by secondary school learners
- Authors: Simelane, Moses Thomas
- Date: 2012-08-28
- Subjects: Identity (Psychology) in adolescence , Identity (Psychology) -- Research -- South Africa -- Johannesburg , Personality and intelligence
- Type: Mini-Dissertation
- Identifier: uj:3332 , http://hdl.handle.net/10210/6733
- Description: M.Ed. , A major challenge facing adolescents is the achievement of a stable identity, failure in which would result in being identity confused (Mussen, Conger, Kagan & Huston, 1990:617). According to Perosa et al. (1996:818), identity refers to a person's stable, coherent and integrated sense of self. It is argued that many members of the present generation of adolescents lack this stable, coherent and integrated sense of self. This is partly because of the following reasons cited by Freeman (1993:158): high levels of crime; substance abuse and family breakdown; violence that has become a way of solving problems; some adolescents that have lost respect for human life; and levels of education that are appallingly low, all of which depict a situation of maladapted adolescents.These manifestations of maladapted adolescents cited in the previous paragraph, warrant adult intervention so that adolescents will develop and achieve stable identities. The intervention can take among other forms, the development of the adolescents' intelligence, in view of the fact that intelligence may be taught (paragraph 1.2), and that it also makes an important contribution to identity. Erikson (1968, cited in Freeman, 1993:164) states that: " For interventions to be effective, people need to feel that they can make an impact on their own lives and on the large society ". A question that can be asked from this assertion is: " what interventional programmes are there to develop the adolescents' intelligence and what role do adolescents play in the development of their own intelligence?" In line with the emphasis made in the latter paragraph about interventional programmes to develop adolescents' intelligence, Hayes (1993:13) argues that individuals who do not use some well-developed thinking by the end of high school education, are unlikely to develop such thinking in adulthood. Thinking, particularly abstract thinking, is one of the manifestations of intelligence at the adolescent stage. The assertion that Hayes (1993) makes, demands that intelligence be developed during adolescence because if that does not happen, adolescents might develop into adults with underdeveloped identities. If this situation is not attended to, one might see a range of maladaptations like the ones that have already been mentioned, which poses a problem for society. Hjelle and Ziegler (1992:188) advocate that a person's ego is a basis for human behaviour and functioning. A person's ego is described by Shestowsky (1983:553) as a psychological component that determines the person's perceptions and relationships with himself or herself as well as with his her social world. The person's ego may thus be viewed as a source of his or her attitude towards life in general.
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- Authors: Simelane, Moses Thomas
- Date: 2012-08-28
- Subjects: Identity (Psychology) in adolescence , Identity (Psychology) -- Research -- South Africa -- Johannesburg , Personality and intelligence
- Type: Mini-Dissertation
- Identifier: uj:3332 , http://hdl.handle.net/10210/6733
- Description: M.Ed. , A major challenge facing adolescents is the achievement of a stable identity, failure in which would result in being identity confused (Mussen, Conger, Kagan & Huston, 1990:617). According to Perosa et al. (1996:818), identity refers to a person's stable, coherent and integrated sense of self. It is argued that many members of the present generation of adolescents lack this stable, coherent and integrated sense of self. This is partly because of the following reasons cited by Freeman (1993:158): high levels of crime; substance abuse and family breakdown; violence that has become a way of solving problems; some adolescents that have lost respect for human life; and levels of education that are appallingly low, all of which depict a situation of maladapted adolescents.These manifestations of maladapted adolescents cited in the previous paragraph, warrant adult intervention so that adolescents will develop and achieve stable identities. The intervention can take among other forms, the development of the adolescents' intelligence, in view of the fact that intelligence may be taught (paragraph 1.2), and that it also makes an important contribution to identity. Erikson (1968, cited in Freeman, 1993:164) states that: " For interventions to be effective, people need to feel that they can make an impact on their own lives and on the large society ". A question that can be asked from this assertion is: " what interventional programmes are there to develop the adolescents' intelligence and what role do adolescents play in the development of their own intelligence?" In line with the emphasis made in the latter paragraph about interventional programmes to develop adolescents' intelligence, Hayes (1993:13) argues that individuals who do not use some well-developed thinking by the end of high school education, are unlikely to develop such thinking in adulthood. Thinking, particularly abstract thinking, is one of the manifestations of intelligence at the adolescent stage. The assertion that Hayes (1993) makes, demands that intelligence be developed during adolescence because if that does not happen, adolescents might develop into adults with underdeveloped identities. If this situation is not attended to, one might see a range of maladaptations like the ones that have already been mentioned, which poses a problem for society. Hjelle and Ziegler (1992:188) advocate that a person's ego is a basis for human behaviour and functioning. A person's ego is described by Shestowsky (1983:553) as a psychological component that determines the person's perceptions and relationships with himself or herself as well as with his her social world. The person's ego may thus be viewed as a source of his or her attitude towards life in general.
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`n Interpersoonlike kommunikasievaardigheidsbenadering aan adolessente
- Authors: Grobler, Sonja
- Date: 2012-09-13
- Subjects: Interpersonal relations in adolescence -- Research -- South Africa , Adolescence -- Research -- South Africa , Communication in families -- Research -- South Africa , Identity (Psychology) in adolescence , Life change events -- Psychological aspects , Adolescent psychology -- Research -- South Africa , Communication -- Psychological aspects
- Type: Thesis
- Identifier: uj:10348 , http://hdl.handle.net/10210/7711
- Description: D.Cur. , The purpose of this study was to generate an interpersonal communication skills approach for adolescents. Through this approach adolescents will be given an opportunity to formulate new stories on their interpersonal communication skills in the form of stories about constructive communication skills. This will enable adolescents to maintain their important interpersonal relationships. Adolescence is a period characterised by the occurance of many adjustments and changes. Continually higher demands are made from adolescents in terms of career choices, the choice of friends, release from parents and parental homes, development of autonomy and the successful completion of the adolescent developmental phase. The climate of reconciliation in the post apartheid South Africa pressurise adolescents even more. Sources of support is consequently of great importance to adolescents during this phase of change. Sources of support for example the families of adolescents, members of the community and especially the peer group plays a significant role. interpersonal relationships with the aforementioned groups of persons and individuals must be maintained in order to ensure continued support during and in order to successfully complete the developmental phase of adolesence. This requires constructive interpersonal communication skills. It is however evident that adolescents do not posess all of the required constructive communication skills which would enable them to maintain these important interpersonal relationships. The abovementioned lead to the following questions which were addressed in phase one, -two and -three of this research: Over which interpersonal communication skills do adolescents posess? Which specific interpersonal communication skills needs to be addressed in the interpersonal communication skills approach in order to maximise adolescent's ability to communicate interpersonally with a view to improve, maintain and restore their mental health? Which guidelines can be given for the operationalising of the interpersonal communication skills approach for adolescents? A qualitative, investigative, descriptive and contextual design was followed. The research was conducted in three phases with a pre-phase which preceeded phase one of the research. A topical scenario to be utilised in the course of the research was established in the pre-phase of the research through group interviews with adolescents. In phase one of the research role play was conducted and written dialogue was obtained based on the scenarios identified in the pre-phase. An interpersonal communication skills approach was generated in phase two of the research. In phase three of the research certain guidelines were described for the operationalising of the approach. The researcher concluded from the results obtained in phase one of the research that the interpersonal communication of adolescents included in this research were characterised by an entanglement within four repetative circular interpersonalcommunication patterns. These four repetative circular interpersonal communication patterns are initiated and maintained by certain feelings, thoughts and behaviour. The four repetative circular interpersonal communication patterns are the following: Recurrent circular interpersonal patterns of defocusing and externalizing the topic under discussion; Recurrent circular interpersonal patterns of struggling for power between the adolescent and the other conversationist; Recurrent circular interpersonal patterns of not listening to the other conversationist; and Recurrent circular interpersonal patterns of not focusing on feelings while conversating.
- Full Text:
- Authors: Grobler, Sonja
- Date: 2012-09-13
- Subjects: Interpersonal relations in adolescence -- Research -- South Africa , Adolescence -- Research -- South Africa , Communication in families -- Research -- South Africa , Identity (Psychology) in adolescence , Life change events -- Psychological aspects , Adolescent psychology -- Research -- South Africa , Communication -- Psychological aspects
- Type: Thesis
- Identifier: uj:10348 , http://hdl.handle.net/10210/7711
- Description: D.Cur. , The purpose of this study was to generate an interpersonal communication skills approach for adolescents. Through this approach adolescents will be given an opportunity to formulate new stories on their interpersonal communication skills in the form of stories about constructive communication skills. This will enable adolescents to maintain their important interpersonal relationships. Adolescence is a period characterised by the occurance of many adjustments and changes. Continually higher demands are made from adolescents in terms of career choices, the choice of friends, release from parents and parental homes, development of autonomy and the successful completion of the adolescent developmental phase. The climate of reconciliation in the post apartheid South Africa pressurise adolescents even more. Sources of support is consequently of great importance to adolescents during this phase of change. Sources of support for example the families of adolescents, members of the community and especially the peer group plays a significant role. interpersonal relationships with the aforementioned groups of persons and individuals must be maintained in order to ensure continued support during and in order to successfully complete the developmental phase of adolesence. This requires constructive interpersonal communication skills. It is however evident that adolescents do not posess all of the required constructive communication skills which would enable them to maintain these important interpersonal relationships. The abovementioned lead to the following questions which were addressed in phase one, -two and -three of this research: Over which interpersonal communication skills do adolescents posess? Which specific interpersonal communication skills needs to be addressed in the interpersonal communication skills approach in order to maximise adolescent's ability to communicate interpersonally with a view to improve, maintain and restore their mental health? Which guidelines can be given for the operationalising of the interpersonal communication skills approach for adolescents? A qualitative, investigative, descriptive and contextual design was followed. The research was conducted in three phases with a pre-phase which preceeded phase one of the research. A topical scenario to be utilised in the course of the research was established in the pre-phase of the research through group interviews with adolescents. In phase one of the research role play was conducted and written dialogue was obtained based on the scenarios identified in the pre-phase. An interpersonal communication skills approach was generated in phase two of the research. In phase three of the research certain guidelines were described for the operationalising of the approach. The researcher concluded from the results obtained in phase one of the research that the interpersonal communication of adolescents included in this research were characterised by an entanglement within four repetative circular interpersonalcommunication patterns. These four repetative circular interpersonal communication patterns are initiated and maintained by certain feelings, thoughts and behaviour. The four repetative circular interpersonal communication patterns are the following: Recurrent circular interpersonal patterns of defocusing and externalizing the topic under discussion; Recurrent circular interpersonal patterns of struggling for power between the adolescent and the other conversationist; Recurrent circular interpersonal patterns of not listening to the other conversationist; and Recurrent circular interpersonal patterns of not focusing on feelings while conversating.
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Female adolescents’ experiences of identity development when transitioning from under-resourced homes to a well resourced boarding school
- Authors: Ferreira, Christina
- Date: 2019
- Subjects: High school girls - South Africa - Psychology , Low-income high school students - South Africa - Psychology , Boarding school students - South Africa - Psychology , Identity (Psychology) in adolescence
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/414449 , uj:34955
- Description: Abstract: Please refer to full text to view abstract. , M.A. (Educational Psychology)
- Full Text:
- Authors: Ferreira, Christina
- Date: 2019
- Subjects: High school girls - South Africa - Psychology , Low-income high school students - South Africa - Psychology , Boarding school students - South Africa - Psychology , Identity (Psychology) in adolescence
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/414449 , uj:34955
- Description: Abstract: Please refer to full text to view abstract. , M.A. (Educational Psychology)
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