A psycho-educational approach to adolescents who experience interpersonal challenges in a suburb in Soweto.
- Authors: Mogami-Masela, Cecilia
- Date: 2008-10-14T11:24:10Z
- Subjects: teenagers , interpersonal relations in adolescence , peer presssure in adolescence , family relationships , Soweto (South Africa)
- Type: Thesis
- Identifier: uj:12041 , http://hdl.handle.net/10210/1178
- Description: M.Ed. , This research study indicates that young adolescents who experience interpersonal challenges in a suburb in Soweto undergo disturbances involving body, mind and spirit. This bring about a variety of future adjustment difficulties, problems and coping abilities. This is attributed to a low socio-economic environment, lack of communication, lack of information, poor parental involvement, lack of school support, peer pressure, anger, anxiety, depression and stress. They are overwhelmed by negative thoughts and accompanied by profound guilt feelings. This affects them emotionally, psychologically and physically. This study focuses on the identification of the above experiences as lived by the young adolescents themselves in Soweto. Guidelines are described to support the young adolescents who are experiencing interpersonal challenges via negative thoughts, emotions and feelings. The application of the guidelines is thus not prescriptive but preventive and primarily aimed at providing support to the young adolescents, learning about their conditions, informing, educating and taking responsibility. The research design followed in this study is a qualitative design with an explorative, descriptive and contextual focus. The data were collected by means of phenomenological interviews and field notes. A literature control was used to verify the findings. The findings of this study were categorised in three categories. The three categories were used as a basis for inferring and describing guidelines to support adolescents who are undergoing interpersonal challenges. After the data analysis three broad categories were used as basis to describe guidelines that will support the young adolescents between the age of 15-17 years who experience interpersonal challenges. The first category reflects the adolescents’ experience of family relationships as challenging. The second category reflects the adolescents’ experience of peer relationships as challenging. The third category describes the adolescents’ views of school as playing a crucial role in their lives. The guidelines inferred from the three categories together with feedback from the participants during the phenomenological interviews were transcribed and described. These could be applied to support them in their experiences. It is hoped that this study will assist young adolescents who are experiencing interpersonal challenges to meet, cope and strategise plans for a better adult life. , Prof. C.P.H. Myburgh
- Full Text:
- Authors: Mogami-Masela, Cecilia
- Date: 2008-10-14T11:24:10Z
- Subjects: teenagers , interpersonal relations in adolescence , peer presssure in adolescence , family relationships , Soweto (South Africa)
- Type: Thesis
- Identifier: uj:12041 , http://hdl.handle.net/10210/1178
- Description: M.Ed. , This research study indicates that young adolescents who experience interpersonal challenges in a suburb in Soweto undergo disturbances involving body, mind and spirit. This bring about a variety of future adjustment difficulties, problems and coping abilities. This is attributed to a low socio-economic environment, lack of communication, lack of information, poor parental involvement, lack of school support, peer pressure, anger, anxiety, depression and stress. They are overwhelmed by negative thoughts and accompanied by profound guilt feelings. This affects them emotionally, psychologically and physically. This study focuses on the identification of the above experiences as lived by the young adolescents themselves in Soweto. Guidelines are described to support the young adolescents who are experiencing interpersonal challenges via negative thoughts, emotions and feelings. The application of the guidelines is thus not prescriptive but preventive and primarily aimed at providing support to the young adolescents, learning about their conditions, informing, educating and taking responsibility. The research design followed in this study is a qualitative design with an explorative, descriptive and contextual focus. The data were collected by means of phenomenological interviews and field notes. A literature control was used to verify the findings. The findings of this study were categorised in three categories. The three categories were used as a basis for inferring and describing guidelines to support adolescents who are undergoing interpersonal challenges. After the data analysis three broad categories were used as basis to describe guidelines that will support the young adolescents between the age of 15-17 years who experience interpersonal challenges. The first category reflects the adolescents’ experience of family relationships as challenging. The second category reflects the adolescents’ experience of peer relationships as challenging. The third category describes the adolescents’ views of school as playing a crucial role in their lives. The guidelines inferred from the three categories together with feedback from the participants during the phenomenological interviews were transcribed and described. These could be applied to support them in their experiences. It is hoped that this study will assist young adolescents who are experiencing interpersonal challenges to meet, cope and strategise plans for a better adult life. , Prof. C.P.H. Myburgh
- Full Text:
The needs of rural parent-absent early adolescents.
- Authors: Nesengani, Ralintho Isaac
- Date: 2008-10-27T06:30:58Z
- Subjects: adolescence , home and school , parent and child , teenagers , Limpopo (South Africa)
- Type: Thesis
- Identifier: uj:13102 , http://hdl.handle.net/10210/1302
- Description: D.Ed. , Some parents from the rural areas of the Limpopo Province leave their families due to work absorption to the urban areas. This causes changes in the family in which children have to grow alone and this is likely to spawn many other social problems. The family forms part of the network of systems, which impact upon the development of the child as an individual. The relationship in which an individual finds himself/herself within a changed parent-absent family is part of the changed environment. Parent-absent children from the schools in the Limpopo Province and educators were identified as the target group from which the sample was drawn. The research was qualitative and the design descriptive, exploratory and contextual. The study comprised of two phases. Phase I involved the collection of data on the experiences and problems of the parent-absent early adolescent children. Data was collected through the use of individual interviews, focus group interviews, life histories, field notes and observation. This phase also focused upon the analysis and contextualisation of the findings. The findings were organised in accordance with two areas, namely home and school problems and experiences. Early adolescents’ home experiences and problems were reported under poverty, adult responsibilities and feelings. On the other hand, school experiences and problems were discussed under the following themes: academic achievements, educators’ attitudes, lack of school necessities, discipline and dropouts. Phase II was concerned about the development and description of an approach for the intervention to assist parent absent children to be able to deal with experiences and problems they experience at home and at schools. An interdisciplinary approach to children’s multidimensional problems was adopted. The Interdisciplinary Initiative Empowerment Programme Approach (IIEPA) an intervention provided by stakeholders as a collective was adopted. Interdisciplinary empowerment programme have been suggested in order to provide empowerment intervention to the parent-absents. , Prof. J. Pillay
- Full Text:
- Authors: Nesengani, Ralintho Isaac
- Date: 2008-10-27T06:30:58Z
- Subjects: adolescence , home and school , parent and child , teenagers , Limpopo (South Africa)
- Type: Thesis
- Identifier: uj:13102 , http://hdl.handle.net/10210/1302
- Description: D.Ed. , Some parents from the rural areas of the Limpopo Province leave their families due to work absorption to the urban areas. This causes changes in the family in which children have to grow alone and this is likely to spawn many other social problems. The family forms part of the network of systems, which impact upon the development of the child as an individual. The relationship in which an individual finds himself/herself within a changed parent-absent family is part of the changed environment. Parent-absent children from the schools in the Limpopo Province and educators were identified as the target group from which the sample was drawn. The research was qualitative and the design descriptive, exploratory and contextual. The study comprised of two phases. Phase I involved the collection of data on the experiences and problems of the parent-absent early adolescent children. Data was collected through the use of individual interviews, focus group interviews, life histories, field notes and observation. This phase also focused upon the analysis and contextualisation of the findings. The findings were organised in accordance with two areas, namely home and school problems and experiences. Early adolescents’ home experiences and problems were reported under poverty, adult responsibilities and feelings. On the other hand, school experiences and problems were discussed under the following themes: academic achievements, educators’ attitudes, lack of school necessities, discipline and dropouts. Phase II was concerned about the development and description of an approach for the intervention to assist parent absent children to be able to deal with experiences and problems they experience at home and at schools. An interdisciplinary approach to children’s multidimensional problems was adopted. The Interdisciplinary Initiative Empowerment Programme Approach (IIEPA) an intervention provided by stakeholders as a collective was adopted. Interdisciplinary empowerment programme have been suggested in order to provide empowerment intervention to the parent-absents. , Prof. J. Pillay
- Full Text:
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