Normative indicators for a black, Xhosa speaking population without tertiary education on four tests used to access malingering
- Authors: Wong, Andrea Jane
- Date: 2009
- Subjects: Malingering Neuropsychological tests Language and languages -- Ability testing Educational tests and measurements Education evaluation Xhosa (African people) -- Education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3088 , http://hdl.handle.net/10962/d1002597
- Description: Malingering has become an increasing concern in neuropsychological assessment in recent years, and a wide range of tests have been designed and examined for the purpose of detecting malingering. Cut-off scores have been recommended for these tests in order to provide indications of malingering performances. However, the derived scores have been in respect of westernised populations of people with relatively high levels of education who speak English as their first language. Accordingly, the current study aimed to attain normative data and cut-off scores for four commonly employed neuropsychological tools, administered in English, on a population of black, South African, Xhosa-speaking people (N = 33), who attended a former DET-type school in the Eastern Cape, with a Grade 11-12 level of education, in the age range of 18 - 40 years. The targeted measures included the TOMM, the Rey-15 Item Memory Test, the Digit Span subtest of the WAIS-III, and the Trail Making Test. The obtained scores were poorer than the previously published cut-offs for at least one component of each of the tests investigated, except the TOMM. The fmdings of this study highlight the important role that the factors of culture, quality of education, and language play in neuropsychological test performance.
- Full Text:
- Date Issued: 2009
- Authors: Wong, Andrea Jane
- Date: 2009
- Subjects: Malingering Neuropsychological tests Language and languages -- Ability testing Educational tests and measurements Education evaluation Xhosa (African people) -- Education
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3088 , http://hdl.handle.net/10962/d1002597
- Description: Malingering has become an increasing concern in neuropsychological assessment in recent years, and a wide range of tests have been designed and examined for the purpose of detecting malingering. Cut-off scores have been recommended for these tests in order to provide indications of malingering performances. However, the derived scores have been in respect of westernised populations of people with relatively high levels of education who speak English as their first language. Accordingly, the current study aimed to attain normative data and cut-off scores for four commonly employed neuropsychological tools, administered in English, on a population of black, South African, Xhosa-speaking people (N = 33), who attended a former DET-type school in the Eastern Cape, with a Grade 11-12 level of education, in the age range of 18 - 40 years. The targeted measures included the TOMM, the Rey-15 Item Memory Test, the Digit Span subtest of the WAIS-III, and the Trail Making Test. The obtained scores were poorer than the previously published cut-offs for at least one component of each of the tests investigated, except the TOMM. The fmdings of this study highlight the important role that the factors of culture, quality of education, and language play in neuropsychological test performance.
- Full Text:
- Date Issued: 2009
Public discourses on choice of termination of pregnancy in a rural area of the Eastern Cape Province in South Africa
- Authors: Sigcau, Nomakhosi
- Date: 2009
- Subjects: Abortion -- South Africa -- Eastern Cape Abortion -- Public opinion Abortion -- Moral and ethical aspects Abortion -- Social aspects Abortion -- Psychological aspects Discourse analysis -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3055 , http://hdl.handle.net/10962/d1002564
- Description: A period of ten years has elapsed since the Choice on Termination of Pregnancy Act came into effect. Little has been done in South Africa to investigate public discourses concerning termination of pregnancy since the implementation of the Act. The social context and the quality of available support systems determine the outcome of the women’s feelings after the abortion. Knowledge about the social context is important, as it will help to understand the complexities and nuances of abortion. The aim of the research is to explore public discourses on Choice on Termination of Pregnancy (CTOP), and the potential implications of these discourses on the use of the CTOP service. The sample consisted of 23 black isiXhosa-speaking participants from the rural area of the Eastern Cape Province in South Africa. Four focus groups coming from different age groups (between the ages 18 and 52) with both men and women participated in the study. Fictitious vignettes that tap into two different scenarios regarding abortion based on women’s stories were used. Discourses that emerged from people’s text are explained, described and interpreted through a discourse analysis. Since the study was interested in public discourses it led to the discovery of 17 interpretative repertoires as follows: social stigma, abortion equated to murder, degradation of society, pregnancy as an irresponsible act, conditional acceptance, TOP in the context of marriage, future potentiality invested in the foetus, dehumanizing foetus into a clot, shared decision making responsibility, gender dynamics interpretative repertoire, negative post abortion consequences, the scolding versus the supportive nurse interpretative repertoire, alternatives interpretative repertoire, rights versus no responsibility interpretative repertoire, more knowledge needed, male and female or generational differentiation repertoire, and the positive effects repertoire. Abortion is opposed on religious and cultural grounds. TOP has been legalized in South Africa but with this a debate and conflicting views have arisen. These variations in people’s discourses may limit access to TOP for women who need the service.
- Full Text:
- Date Issued: 2009
- Authors: Sigcau, Nomakhosi
- Date: 2009
- Subjects: Abortion -- South Africa -- Eastern Cape Abortion -- Public opinion Abortion -- Moral and ethical aspects Abortion -- Social aspects Abortion -- Psychological aspects Discourse analysis -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3055 , http://hdl.handle.net/10962/d1002564
- Description: A period of ten years has elapsed since the Choice on Termination of Pregnancy Act came into effect. Little has been done in South Africa to investigate public discourses concerning termination of pregnancy since the implementation of the Act. The social context and the quality of available support systems determine the outcome of the women’s feelings after the abortion. Knowledge about the social context is important, as it will help to understand the complexities and nuances of abortion. The aim of the research is to explore public discourses on Choice on Termination of Pregnancy (CTOP), and the potential implications of these discourses on the use of the CTOP service. The sample consisted of 23 black isiXhosa-speaking participants from the rural area of the Eastern Cape Province in South Africa. Four focus groups coming from different age groups (between the ages 18 and 52) with both men and women participated in the study. Fictitious vignettes that tap into two different scenarios regarding abortion based on women’s stories were used. Discourses that emerged from people’s text are explained, described and interpreted through a discourse analysis. Since the study was interested in public discourses it led to the discovery of 17 interpretative repertoires as follows: social stigma, abortion equated to murder, degradation of society, pregnancy as an irresponsible act, conditional acceptance, TOP in the context of marriage, future potentiality invested in the foetus, dehumanizing foetus into a clot, shared decision making responsibility, gender dynamics interpretative repertoire, negative post abortion consequences, the scolding versus the supportive nurse interpretative repertoire, alternatives interpretative repertoire, rights versus no responsibility interpretative repertoire, more knowledge needed, male and female or generational differentiation repertoire, and the positive effects repertoire. Abortion is opposed on religious and cultural grounds. TOP has been legalized in South Africa but with this a debate and conflicting views have arisen. These variations in people’s discourses may limit access to TOP for women who need the service.
- Full Text:
- Date Issued: 2009
Repetitive symbolic play as a therapeutic process
- Authors: Campbell, Megan
- Date: 2009
- Subjects: Play therapy Symbolic play Child psychology Developmental psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2944 , http://hdl.handle.net/10962/d1002453
- Description: Child centred play therapy theory explains that the facilitative environment of the relationship between child and play therapist allows the child the opportunity to confront emotional pain imbedded in lived, relational experiences, and in so doing process and gain mastery over it. However very little research exists into how the child, through his use of repetitive, symbolic play, as a therapeutic process, achieves this resolution. This research project aims to address this gap in research by exploring and describing repetitive symbolic play as a therapeutic process within child centred play therapy that facilitates change in the child‟s sense of self, assisting him towards healthy adjustment. The research project uses a young boys‟ therapeutic process as a case study, employing a qualitative research design that draws from interpretative research. Fourteen repetitive play sequence themes were analysed within the context of the case formulation and follow-up feedback meetings that took place throughout the therapy process. Using a hermeneutic enquiry the researcher illustrates how the child‟s sense of self, dependent on his perceptions of his external environment, became far more congruent, as evident through his behaviour, when his environment, first in play therapy, then at home and at school became more consistent, supportive and nurturing. Within this facilitative environment the researcher then describes how the child used repetitive symbolic play to address and process emotional issues relating to earlier experiences within his external environment. Hermeneutic analysis suggests that the child‟s use of repetitive symbolic play within the facilitative relationship between him and his therapist became a therapeutic process in and of itself that contributed towards self-directed healing, and change within his sense of self, that promoted healthier adjustment within his environment.
- Full Text:
- Date Issued: 2009
- Authors: Campbell, Megan
- Date: 2009
- Subjects: Play therapy Symbolic play Child psychology Developmental psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2944 , http://hdl.handle.net/10962/d1002453
- Description: Child centred play therapy theory explains that the facilitative environment of the relationship between child and play therapist allows the child the opportunity to confront emotional pain imbedded in lived, relational experiences, and in so doing process and gain mastery over it. However very little research exists into how the child, through his use of repetitive, symbolic play, as a therapeutic process, achieves this resolution. This research project aims to address this gap in research by exploring and describing repetitive symbolic play as a therapeutic process within child centred play therapy that facilitates change in the child‟s sense of self, assisting him towards healthy adjustment. The research project uses a young boys‟ therapeutic process as a case study, employing a qualitative research design that draws from interpretative research. Fourteen repetitive play sequence themes were analysed within the context of the case formulation and follow-up feedback meetings that took place throughout the therapy process. Using a hermeneutic enquiry the researcher illustrates how the child‟s sense of self, dependent on his perceptions of his external environment, became far more congruent, as evident through his behaviour, when his environment, first in play therapy, then at home and at school became more consistent, supportive and nurturing. Within this facilitative environment the researcher then describes how the child used repetitive symbolic play to address and process emotional issues relating to earlier experiences within his external environment. Hermeneutic analysis suggests that the child‟s use of repetitive symbolic play within the facilitative relationship between him and his therapist became a therapeutic process in and of itself that contributed towards self-directed healing, and change within his sense of self, that promoted healthier adjustment within his environment.
- Full Text:
- Date Issued: 2009
Student-athletes' attitude formation towards sport or other psychology services
- Wilmot, Gregory Thomas Charlton
- Authors: Wilmot, Gregory Thomas Charlton
- Date: 2009
- Subjects: Sports -- Psychological aspects Attitude (Psychology) Stereotypes (Social psychology) Clinical psychology Athletes -- Counseling of Athletes -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3086 , http://hdl.handle.net/10962/d1002595
- Description: This qualitative study aims to explore attitude formation within a small sample of Tertiary level student-athletes in relation to their antecedent experiences, individual knowledge about psychology and the social factors impacting on their attitude formation. The study is intended to allow for the development of themes related to the participants’ personal responses to the questions posed to them. The participants’ answers from the interviews will allow for an in-depth analysis and interpretation of the constituents influencing attitude formation towards sport psychology consultation. Primarily, the study aims to explore how attitudes towards clinical and sport psychology practitioners are constructed in this sample. Clinical psychology is used as a contrasting reference point to explore attitude formation in sport psychology. The participants’ beliefs, knowledge sources and attitude toward clinical psychology are examined to understand the fundamental constituents of their attitudes and to understand how this might be related to attitude formation towards sport psychology. It is intended that exploration of the participants’ knowledge sources (e.g. parents, peers, media and coaches) and additional influences on attitudes towards clinical psychology are used to provide insight into how they might shape attitude formation toward sport psychology. This is viewed as particularly important as sport psychology is an increasingly important tool in assisting the enhancement of sporting performance output. This qualitative study uses four elite student-athletes from the same sporting discipline and contextual background to allow for close linkages between the participants’ responses about attitude formation to be made. The study further aims to explore and understand how similarities and differences occur between the participants’ responses which will be completed through analysing and drawing parallels within themes relating to the literature or emerging separately. The Literature Review is intended to help guide the research through providing a reference source for contextualizing individual, public and socially generated beliefs and knowledge (literacy) about mental health / psychology, the constituents of attitude formation and the student-athlete’s context. These factors were identified in the literature as crucial components in attitude formation and also assisted in the development of initial themes, thus guiding the research. Unfortunately, there was limited literature pertaining to attitude formation in relation to sport psychology services and thus provide justification for using clinical psychology to explore attitude formation in sport psychology. This initial exploration of attitude formation in clinical psychology was used as a ‘template’ for contrasting attitude formation in the sample student-athletes as an indication of attitude formation in sport psychology. The Literature Review is viewed as an integral and active component of the study that is used as a body of reference guiding the exploration and interpretation of the emergent themes. This is done through the iterative reference to past research relating to attitude formation, health beliefs, and the numerous sources of information influencing attitude formation within clinical psychology and the student-athlete context. Most importantly, the Literature Review provides a significant base of information that guides the Research Question and the particular factors that have been noted as the most significant to the research. The Literature Review is intended to guide the Research Question and highlight the significant components that need to be taken into consideration in exploring attitude formation. This study, having taken the numerous individual, social, contextual and other factors into consideration, seeks to understand how such factors combine to shape attitudes and influence attitude formation. The collection of literature on social, knowledge and antecedent factors are significant in their role of shaping attitude formation and thus have been included within the Research Question. Furthermore, the Research Question and Literature Review had an impact on the Methodology and why Thematic Analysis was selected. Given the similarities in the participants’ sporting and contextual backgrounds (e.g., being in the same crew, university and social context), it was felt that the primary determinants of attitude formation, within antecedent experiences, knowledge and social influences, would emerge in related themes and thus provide greater insight into attitude formation within the student-athlete context. A limiting factor however, does lie in the small number of participants from a limited diversity of backgrounds, experiences or factors that could assist in allowing broader generalisations of the findings. However, this study aims to understand how the particular factors influence or shape attitudes towards sport and other psychology services and aims to understand the more specific or ‘fundamental’ components of attitude formation that are experienced within the student-athlete’s context and environment.
- Full Text:
- Date Issued: 2009
- Authors: Wilmot, Gregory Thomas Charlton
- Date: 2009
- Subjects: Sports -- Psychological aspects Attitude (Psychology) Stereotypes (Social psychology) Clinical psychology Athletes -- Counseling of Athletes -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3086 , http://hdl.handle.net/10962/d1002595
- Description: This qualitative study aims to explore attitude formation within a small sample of Tertiary level student-athletes in relation to their antecedent experiences, individual knowledge about psychology and the social factors impacting on their attitude formation. The study is intended to allow for the development of themes related to the participants’ personal responses to the questions posed to them. The participants’ answers from the interviews will allow for an in-depth analysis and interpretation of the constituents influencing attitude formation towards sport psychology consultation. Primarily, the study aims to explore how attitudes towards clinical and sport psychology practitioners are constructed in this sample. Clinical psychology is used as a contrasting reference point to explore attitude formation in sport psychology. The participants’ beliefs, knowledge sources and attitude toward clinical psychology are examined to understand the fundamental constituents of their attitudes and to understand how this might be related to attitude formation towards sport psychology. It is intended that exploration of the participants’ knowledge sources (e.g. parents, peers, media and coaches) and additional influences on attitudes towards clinical psychology are used to provide insight into how they might shape attitude formation toward sport psychology. This is viewed as particularly important as sport psychology is an increasingly important tool in assisting the enhancement of sporting performance output. This qualitative study uses four elite student-athletes from the same sporting discipline and contextual background to allow for close linkages between the participants’ responses about attitude formation to be made. The study further aims to explore and understand how similarities and differences occur between the participants’ responses which will be completed through analysing and drawing parallels within themes relating to the literature or emerging separately. The Literature Review is intended to help guide the research through providing a reference source for contextualizing individual, public and socially generated beliefs and knowledge (literacy) about mental health / psychology, the constituents of attitude formation and the student-athlete’s context. These factors were identified in the literature as crucial components in attitude formation and also assisted in the development of initial themes, thus guiding the research. Unfortunately, there was limited literature pertaining to attitude formation in relation to sport psychology services and thus provide justification for using clinical psychology to explore attitude formation in sport psychology. This initial exploration of attitude formation in clinical psychology was used as a ‘template’ for contrasting attitude formation in the sample student-athletes as an indication of attitude formation in sport psychology. The Literature Review is viewed as an integral and active component of the study that is used as a body of reference guiding the exploration and interpretation of the emergent themes. This is done through the iterative reference to past research relating to attitude formation, health beliefs, and the numerous sources of information influencing attitude formation within clinical psychology and the student-athlete context. Most importantly, the Literature Review provides a significant base of information that guides the Research Question and the particular factors that have been noted as the most significant to the research. The Literature Review is intended to guide the Research Question and highlight the significant components that need to be taken into consideration in exploring attitude formation. This study, having taken the numerous individual, social, contextual and other factors into consideration, seeks to understand how such factors combine to shape attitudes and influence attitude formation. The collection of literature on social, knowledge and antecedent factors are significant in their role of shaping attitude formation and thus have been included within the Research Question. Furthermore, the Research Question and Literature Review had an impact on the Methodology and why Thematic Analysis was selected. Given the similarities in the participants’ sporting and contextual backgrounds (e.g., being in the same crew, university and social context), it was felt that the primary determinants of attitude formation, within antecedent experiences, knowledge and social influences, would emerge in related themes and thus provide greater insight into attitude formation within the student-athlete context. A limiting factor however, does lie in the small number of participants from a limited diversity of backgrounds, experiences or factors that could assist in allowing broader generalisations of the findings. However, this study aims to understand how the particular factors influence or shape attitudes towards sport and other psychology services and aims to understand the more specific or ‘fundamental’ components of attitude formation that are experienced within the student-athlete’s context and environment.
- Full Text:
- Date Issued: 2009
The phenomenolgoical experience of posttraumatic growth in the context of a traumatic bereavement
- Authors: Acheson, Kerry
- Date: 2009 , 2013-07-15
- Subjects: Post-traumatic stress disorder -- Case studies Bereavement -- Psychological aspects Death -- Psychological aspects Phenomenological psychology Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3102 , http://hdl.handle.net/10962/d1004456
- Description: The present study involves an exploration of the phenomenological expenence of posttraumatic growth in the context of a traumatic bereavement. An idiographic case study of a student who had witnessed her mother's death twelve years previously was conducted. Semi-structured interviews elicited data which was analysed using interpretative phenomenological analysis (IP A). Posttraumatic growth was found to have developed with regards to self-perception, relationships, and also in a broader spiritual and existential domain. The findings of this study shed light on the extant posttraumatic growth literature. In particular, findings were discussed in relation to the posttraumatic growth model as proposed by Calhoun and Tedeschi (2006). As posttraumatic growth is a relatively young concept, further research is needed in order to understand the meaning of reported growth more fully. While posttraumatic growth has been investigated in the context of bereavement, future research should distinguish more clearly between growth following traumatic and non-traumatic bereavement. Posttraumatic growth has received minimal empirical attention in South Africa, and therefore exploration of this area is suggested in the future. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2009
- Authors: Acheson, Kerry
- Date: 2009 , 2013-07-15
- Subjects: Post-traumatic stress disorder -- Case studies Bereavement -- Psychological aspects Death -- Psychological aspects Phenomenological psychology Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3102 , http://hdl.handle.net/10962/d1004456
- Description: The present study involves an exploration of the phenomenological expenence of posttraumatic growth in the context of a traumatic bereavement. An idiographic case study of a student who had witnessed her mother's death twelve years previously was conducted. Semi-structured interviews elicited data which was analysed using interpretative phenomenological analysis (IP A). Posttraumatic growth was found to have developed with regards to self-perception, relationships, and also in a broader spiritual and existential domain. The findings of this study shed light on the extant posttraumatic growth literature. In particular, findings were discussed in relation to the posttraumatic growth model as proposed by Calhoun and Tedeschi (2006). As posttraumatic growth is a relatively young concept, further research is needed in order to understand the meaning of reported growth more fully. While posttraumatic growth has been investigated in the context of bereavement, future research should distinguish more clearly between growth following traumatic and non-traumatic bereavement. Posttraumatic growth has received minimal empirical attention in South Africa, and therefore exploration of this area is suggested in the future. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2009
A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners
- Authors: Van der Merwe, Adele
- Date: 2008
- Subjects: Wechsler Intelligence Scale for Children Wechsler Adult Intelligence Scale Intelligence tests -- South Africa Psychological tests -- Cross-cultural studies Educational tests and measurements -- South Africa Educational psychology -- South Africa Language and languages -- Ability testing Educational evaluation -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3076 , http://hdl.handle.net/10962/d1002585
- Description: his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.
- Full Text:
- Date Issued: 2008
- Authors: Van der Merwe, Adele
- Date: 2008
- Subjects: Wechsler Intelligence Scale for Children Wechsler Adult Intelligence Scale Intelligence tests -- South Africa Psychological tests -- Cross-cultural studies Educational tests and measurements -- South Africa Educational psychology -- South Africa Language and languages -- Ability testing Educational evaluation -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3076 , http://hdl.handle.net/10962/d1002585
- Description: his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.
- Full Text:
- Date Issued: 2008
An exploratory study of Rhodes students' attitudes and perceptions towards HIV/Aids
- Authors: Weston, Robyn
- Date: 2008
- Subjects: Rhodes University -- Students Rhodes University -- Students -- Attitudes Counseling in higher education AIDS (Disease) -- Prevention -- South Africa HIV infections -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Study and teaching -- South Africa HIV infections -- Diagnosis -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3095 , http://hdl.handle.net/10962/d1003294
- Description: The present study explores Rhodes students' perceptions and attitudes towards HIV/Aids issues. This study focuses on risk behaviour, stigmatisation, social perceptions and voluntary counselling and HIV testing (VCT). There is a lack of research on student attitudes, knowledge and behaviour at Rhodes University. It was therefore deemed pertinent to research this topic in that context. It was envisaged that the study would provide insights to be used in the formulation of improved strategies for HIV/Aids programs and education, ultimately impacting on the exponential increase of the pandemic in the Southern African region. A sample of six hundred and seventy five Rhodes University undergraduates completed a survey and its findings were interpreted in terms of relevant literature. A mixed methods approach using qualitative and quantitative methods was used. A focus group consisting of seven post-graduate students informed the development of the survey along with relevant literature. Four departments from the faculties of Commerce, Humanities, Science and Law were randomly sampled for the survey phase. Statistica was used to calculate descriptive statistics while the chi-square statistic was applied to examine the relationships between the variables. The findings show that the majority of students have high intention levels in planning to use preventative behaviour. However, in practise, this may not be the case. Many students feel that they belong to high or medium risk groups, as opposed to the low-risk groups. In terms of motivation levels, only sixty three percent of students are highly motivated to protect themselves from HIV/Aids and one third of respondents felt that they could not ask their partner to accompany them for an HIV/Aids test. In addition, students who had received VCT were more likely to be positive about the counselling process.
- Full Text:
- Date Issued: 2008
- Authors: Weston, Robyn
- Date: 2008
- Subjects: Rhodes University -- Students Rhodes University -- Students -- Attitudes Counseling in higher education AIDS (Disease) -- Prevention -- South Africa HIV infections -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Study and teaching -- South Africa HIV infections -- Diagnosis -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3095 , http://hdl.handle.net/10962/d1003294
- Description: The present study explores Rhodes students' perceptions and attitudes towards HIV/Aids issues. This study focuses on risk behaviour, stigmatisation, social perceptions and voluntary counselling and HIV testing (VCT). There is a lack of research on student attitudes, knowledge and behaviour at Rhodes University. It was therefore deemed pertinent to research this topic in that context. It was envisaged that the study would provide insights to be used in the formulation of improved strategies for HIV/Aids programs and education, ultimately impacting on the exponential increase of the pandemic in the Southern African region. A sample of six hundred and seventy five Rhodes University undergraduates completed a survey and its findings were interpreted in terms of relevant literature. A mixed methods approach using qualitative and quantitative methods was used. A focus group consisting of seven post-graduate students informed the development of the survey along with relevant literature. Four departments from the faculties of Commerce, Humanities, Science and Law were randomly sampled for the survey phase. Statistica was used to calculate descriptive statistics while the chi-square statistic was applied to examine the relationships between the variables. The findings show that the majority of students have high intention levels in planning to use preventative behaviour. However, in practise, this may not be the case. Many students feel that they belong to high or medium risk groups, as opposed to the low-risk groups. In terms of motivation levels, only sixty three percent of students are highly motivated to protect themselves from HIV/Aids and one third of respondents felt that they could not ask their partner to accompany them for an HIV/Aids test. In addition, students who had received VCT were more likely to be positive about the counselling process.
- Full Text:
- Date Issued: 2008
Contextual obstacles to the delivery of effective psychological treatment of PTSD in a South African community setting
- Authors: Swartz, Kerry
- Date: 2008
- Subjects: Post-traumatic stress disorder -- Treatment -- South Africa Rape victims -- Counseling of -- South Africa Psychic trauma -- Treatment HIV infections -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3068 , http://hdl.handle.net/10962/d1002577
- Description: The present study presents three individual cases; all three clients had endured a traumatic event, namely rape, and all three met the criteria for PTSD. Despite the fact that each of the clients was initially assessed as being a suitable candidate for psychological treatment, none of the cases proceeded to the therapy phase of treatment. A number of obstacles, both personal and contextual, were encountered during treatment implementation, preventing or limiting a successful outcome of psychological treatment in each case. An examination of these cases highlights a few of the many obstacles frequently faced when delivering psychological treatment to the South African context. In so doing, this research provides an opportunity to consider the possible reasons for the limited documentation of treatment efficacy within the South African context, as well as to enhance our understanding of and sensitivity towards the cultural and contextual factors playing a role in psychological treatment.
- Full Text:
- Date Issued: 2008
- Authors: Swartz, Kerry
- Date: 2008
- Subjects: Post-traumatic stress disorder -- Treatment -- South Africa Rape victims -- Counseling of -- South Africa Psychic trauma -- Treatment HIV infections -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3068 , http://hdl.handle.net/10962/d1002577
- Description: The present study presents three individual cases; all three clients had endured a traumatic event, namely rape, and all three met the criteria for PTSD. Despite the fact that each of the clients was initially assessed as being a suitable candidate for psychological treatment, none of the cases proceeded to the therapy phase of treatment. A number of obstacles, both personal and contextual, were encountered during treatment implementation, preventing or limiting a successful outcome of psychological treatment in each case. An examination of these cases highlights a few of the many obstacles frequently faced when delivering psychological treatment to the South African context. In so doing, this research provides an opportunity to consider the possible reasons for the limited documentation of treatment efficacy within the South African context, as well as to enhance our understanding of and sensitivity towards the cultural and contextual factors playing a role in psychological treatment.
- Full Text:
- Date Issued: 2008
Cross-cultural normative indicators on the Wechsler Memory Scale (WMS) associate learning and visual reproduction subtests
- Authors: Fike, Lauren
- Date: 2008
- Subjects: Wechsler Memory Scale -- Cross-cultural studies Memory -- Testing Memory -- Cross-cultural studies Memory Assessment Scales Short-term memory -- Testing Long-term memory -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2975 , http://hdl.handle.net/10962/d1002484
- Description: A comprehensive battery of commonly used neuropsychological tests, including the WMS Associate Learning and Visual Reproduction subtests, forming the focus of this study, were administered to a southern African sample (n = 33, age range 18-40). This sample composed of black South African, IsiXhosa speakers with an educational level of Grade 11 and 12, derived through DET and former DET schooling. The gender demographics were as follows; females n = 21 and males n = 12. This sample was purposefully selected based on current cross-cultural research which suggests that individuals matching these above-mentioned demographics are significantly disadvantaged when compared to available neuropsychological norms. This is due to the fact that current norms have been created in contexts with socio-cultural influences; including culture, language and quantity and quality of education distinctly dissimilar to individuals like that composed in the sample. Hence the purpose of this study was fourfold namely; 1) Describe and consider socio-cultural factors and the influence on test performance 2) Provide descriptive and preliminary normative data on this neuropsychologically underrepresented population 3) Compare test performance between age and gender through stratification of the sample and finally to 4) Evaluate the current norms of the two WMS subtests and assess their validity for black South Africans with DET and former DET schooling with comparisons to the results found in the study. Information derived from the statistical analyses indicated that a higher performance in favour of the younger group over the older age range was consistently found for both WMS subtests. With regards to gender, some higher means were evident for the male population in the sample than was produced by the female group. Lastly, due to the fact that most scores derived from the sample were considerably lower when compared to the available norms, it is felt that socio-cultural factors prevalent to this population are a significant cause of lower test performance and thus warrant the development of appropriate normative indicators.
- Full Text:
- Date Issued: 2008
- Authors: Fike, Lauren
- Date: 2008
- Subjects: Wechsler Memory Scale -- Cross-cultural studies Memory -- Testing Memory -- Cross-cultural studies Memory Assessment Scales Short-term memory -- Testing Long-term memory -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2975 , http://hdl.handle.net/10962/d1002484
- Description: A comprehensive battery of commonly used neuropsychological tests, including the WMS Associate Learning and Visual Reproduction subtests, forming the focus of this study, were administered to a southern African sample (n = 33, age range 18-40). This sample composed of black South African, IsiXhosa speakers with an educational level of Grade 11 and 12, derived through DET and former DET schooling. The gender demographics were as follows; females n = 21 and males n = 12. This sample was purposefully selected based on current cross-cultural research which suggests that individuals matching these above-mentioned demographics are significantly disadvantaged when compared to available neuropsychological norms. This is due to the fact that current norms have been created in contexts with socio-cultural influences; including culture, language and quantity and quality of education distinctly dissimilar to individuals like that composed in the sample. Hence the purpose of this study was fourfold namely; 1) Describe and consider socio-cultural factors and the influence on test performance 2) Provide descriptive and preliminary normative data on this neuropsychologically underrepresented population 3) Compare test performance between age and gender through stratification of the sample and finally to 4) Evaluate the current norms of the two WMS subtests and assess their validity for black South Africans with DET and former DET schooling with comparisons to the results found in the study. Information derived from the statistical analyses indicated that a higher performance in favour of the younger group over the older age range was consistently found for both WMS subtests. With regards to gender, some higher means were evident for the male population in the sample than was produced by the female group. Lastly, due to the fact that most scores derived from the sample were considerably lower when compared to the available norms, it is felt that socio-cultural factors prevalent to this population are a significant cause of lower test performance and thus warrant the development of appropriate normative indicators.
- Full Text:
- Date Issued: 2008
Melanie Klein: a psychobiographical study
- Authors: Espinosa, Marianna J
- Date: 2008
- Subjects: Klein, Melanie Psychology -- Biographical methods Psychoanalysis
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2971 , http://hdl.handle.net/10962/d1002480
- Description: The objective of psychobiography is a better understanding of individuals, and psychobiographical case studies add meaning and value to research (Runyan, 1988a). Melanie Klein was chosen for this study through a purposive sampling method due to her contributions to the discipline of psychology, which placed her in a distinguished position regarding twentieth century psychoanalysis. Furthermore, no other psychobiography has been written on Klein. The primary aim of this study was to present the reader with a basic description of her life, and a secondary aim was to accomplish an in-depth description of Klein within her social and historical context. Due to these aims and the nature of psychobiography, it may be said that this is a qualitative study based on a single case method, described as explorative and descriptive. Data was analysed according to Huberman and Miles’ (1994) approach which consists of data reduction, display and verification. This study was guided by Levinson’s (1996) theory of Adult Development in Women. The theory allowed for an in-depth description of Klein’s experiences and social and historical contexts by merely illuminating her life. Finally, it may be said that this study contributed to the limited amount of psychobiographical research in South Africa.
- Full Text:
- Date Issued: 2008
- Authors: Espinosa, Marianna J
- Date: 2008
- Subjects: Klein, Melanie Psychology -- Biographical methods Psychoanalysis
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2971 , http://hdl.handle.net/10962/d1002480
- Description: The objective of psychobiography is a better understanding of individuals, and psychobiographical case studies add meaning and value to research (Runyan, 1988a). Melanie Klein was chosen for this study through a purposive sampling method due to her contributions to the discipline of psychology, which placed her in a distinguished position regarding twentieth century psychoanalysis. Furthermore, no other psychobiography has been written on Klein. The primary aim of this study was to present the reader with a basic description of her life, and a secondary aim was to accomplish an in-depth description of Klein within her social and historical context. Due to these aims and the nature of psychobiography, it may be said that this is a qualitative study based on a single case method, described as explorative and descriptive. Data was analysed according to Huberman and Miles’ (1994) approach which consists of data reduction, display and verification. This study was guided by Levinson’s (1996) theory of Adult Development in Women. The theory allowed for an in-depth description of Klein’s experiences and social and historical contexts by merely illuminating her life. Finally, it may be said that this study contributed to the limited amount of psychobiographical research in South Africa.
- Full Text:
- Date Issued: 2008
Normative indications for Xhosa-speaking unskilled workers on the trail making test and the stroop test
- Authors: Andrews, Karen Anne Hope
- Date: 2008
- Subjects: Neuropsychology , Neuropsychological tests -- Sex differences , Educational tests and measurements -- Sex differences , Xhosa (African people) -- Education
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:2926 , http://hdl.handle.net/10962/d1002435 , Neuropsychology , Neuropsychological tests -- Sex differences , Educational tests and measurements -- Sex differences , Xhosa (African people) -- Education
- Description: The aim of the study was to produce preliminary normative indications for the Trail Making Test and the Stroop Test, administered in English, on a non-clinical sample of black, Xhosa-speaking, unskilled individuals (N = 33), with an educational level of 11 – 12 years, in two age categories (18 –29 and 30 – 40 years). The sample was equally distributed for gender and level of education. Participants, who were required to have a basic proficiency in English, were from traditionally black township schools with relatively disadvantaged quality of education. Within-sample age and gender effects were investigated. There were no significant age effects on the Trail Making Test, whereas there was one significant difference between age groups on the Stroop Test with respect to the Color-Word task, and a result that strongly approached significance on the Word task, with the younger group performing better than the older group. There were no significant gender effects on the Trail Making Test, whereas there was one significant difference between genders on the Stroop Test with respect to the Word task, and a result that approached significance on the Color task, with females performing better than males. Normative indications for both measures were compared to available normative data on western populations with higher levels and more advantaged quality of education. This comparison revealed consistently poorer performances for both the Trail Making Test and the Stroop Test, confirming the need for localised normative datasets to facilitate accurate neuropsychological diagnoses on culturally disadvantaged individuals.
- Full Text:
- Date Issued: 2008
- Authors: Andrews, Karen Anne Hope
- Date: 2008
- Subjects: Neuropsychology , Neuropsychological tests -- Sex differences , Educational tests and measurements -- Sex differences , Xhosa (African people) -- Education
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:2926 , http://hdl.handle.net/10962/d1002435 , Neuropsychology , Neuropsychological tests -- Sex differences , Educational tests and measurements -- Sex differences , Xhosa (African people) -- Education
- Description: The aim of the study was to produce preliminary normative indications for the Trail Making Test and the Stroop Test, administered in English, on a non-clinical sample of black, Xhosa-speaking, unskilled individuals (N = 33), with an educational level of 11 – 12 years, in two age categories (18 –29 and 30 – 40 years). The sample was equally distributed for gender and level of education. Participants, who were required to have a basic proficiency in English, were from traditionally black township schools with relatively disadvantaged quality of education. Within-sample age and gender effects were investigated. There were no significant age effects on the Trail Making Test, whereas there was one significant difference between age groups on the Stroop Test with respect to the Color-Word task, and a result that strongly approached significance on the Word task, with the younger group performing better than the older group. There were no significant gender effects on the Trail Making Test, whereas there was one significant difference between genders on the Stroop Test with respect to the Word task, and a result that approached significance on the Color task, with females performing better than males. Normative indications for both measures were compared to available normative data on western populations with higher levels and more advantaged quality of education. This comparison revealed consistently poorer performances for both the Trail Making Test and the Stroop Test, confirming the need for localised normative datasets to facilitate accurate neuropsychological diagnoses on culturally disadvantaged individuals.
- Full Text:
- Date Issued: 2008
Ray Charles: a psychobiographical study
- Authors: Biggs, Ilze
- Date: 2008
- Subjects: Charles, Ray, 1930-2004 Psychology -- Biographical methods -- Case studies Jazz singers -- Biography Blind entertainers -- Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2933 , http://hdl.handle.net/10962/d1002442
- Description: Psychobiography is the formulation of an individual's narrative according to a psychological theory. Psychobiographical researchers face a number of challenges. One pertinent challenge is the limited amount of psychobiographical research conducted at academic institutions, including South Africa. Although a number of studies had been completed in the past decade, the impact of psychobiographical research remains negligible. Although much has been written about Ray Charles, none of the existing literature adopted a specific psychological focus. Charles developed from a young boy in a poverty stricken, racially segregated society into an exceptionally successful musician who worked productively until he died at the age of 73. He was selected as the subject on the basis of interest value, uniqueness and significance of life achievements. The primary aim of this study was to explore and describe the development of Charles according to Levinson's (Levinson, et. ai, 1978) theoretical framework. Levinson's theory of adult development identifies and describes the important changes that occur throughout the lifespan of an individual. A secondary aim was to provide an understanding of Charles within the social, economic and historical context in which he lived. The data collection and analysis was conducted according to Yin's (2003) 'analytic generalization'. The data was analysed according to three linked sub-processes proposed by Huberman and Miles (1994).
- Full Text:
- Date Issued: 2008
- Authors: Biggs, Ilze
- Date: 2008
- Subjects: Charles, Ray, 1930-2004 Psychology -- Biographical methods -- Case studies Jazz singers -- Biography Blind entertainers -- Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2933 , http://hdl.handle.net/10962/d1002442
- Description: Psychobiography is the formulation of an individual's narrative according to a psychological theory. Psychobiographical researchers face a number of challenges. One pertinent challenge is the limited amount of psychobiographical research conducted at academic institutions, including South Africa. Although a number of studies had been completed in the past decade, the impact of psychobiographical research remains negligible. Although much has been written about Ray Charles, none of the existing literature adopted a specific psychological focus. Charles developed from a young boy in a poverty stricken, racially segregated society into an exceptionally successful musician who worked productively until he died at the age of 73. He was selected as the subject on the basis of interest value, uniqueness and significance of life achievements. The primary aim of this study was to explore and describe the development of Charles according to Levinson's (Levinson, et. ai, 1978) theoretical framework. Levinson's theory of adult development identifies and describes the important changes that occur throughout the lifespan of an individual. A secondary aim was to provide an understanding of Charles within the social, economic and historical context in which he lived. The data collection and analysis was conducted according to Yin's (2003) 'analytic generalization'. The data was analysed according to three linked sub-processes proposed by Huberman and Miles (1994).
- Full Text:
- Date Issued: 2008
Reflective accounts of childhood inter-species experiences in a Southern-African context: a phenomenological-hermeneutic exploration
- Authors: Rump, Samantha
- Date: 2008
- Subjects: Child psychology -- South Africa Child development -- South Africa Human-animal relationships -- South Africa Children and animals -- South Africa Animal psychology -- South Africa Hermeneutics Phenomenology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3045 , http://hdl.handle.net/10962/d1002554
- Description: The aims of this research were to describe in rich phenomenological detail the recollected childhood experiences described by three South African adults of growing up with animals in the context of a traditionally African cultural perspective in South Africa; as well as to document the emotional, physical and social effects of inter-species relationships as described by these participants, in order to explore and situate these experiences in relation to broad international perspectives on the contribution of animals to human development. The question of how these described experiences correlate with broad international perspectives on the contribution of animals to human development comprised the hermeneutic of the study. Here it was found that the experiences of these South African individuals were generally in keeping with the trends found in the literature. Participants attributed to their childhood relationships with animals a variety of benefits. These benefits occur on a range of levels, from the physical to the cognitive, and the psychosocial. The emotional attachment of the participants to animals with whom they had interacted in childhood correlated with the nature of interspecies relationships as anticipated by the literature. Cultural differences in the conceptualisation of inter-species relationships, between western and traditionally African ideologies, appeared to influence the moral and ethical positions assumed by the participants, while the subjective nature of the described attachment between participants and animals remains qualitatively similar across cultures, when explored in relation to international research. The similarities between the experiences of the participants and international research findings lend credence to Wilson’s hypothesis that all human beings are potentially able to connect in deep and profound ways with their natural environment, and that this connection contributes to the development of social and cognitive skills, as well as constituting emotional support and stability. The research concludes with an examination of its own limitations and suggestions are made for further research.
- Full Text:
- Date Issued: 2008
- Authors: Rump, Samantha
- Date: 2008
- Subjects: Child psychology -- South Africa Child development -- South Africa Human-animal relationships -- South Africa Children and animals -- South Africa Animal psychology -- South Africa Hermeneutics Phenomenology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3045 , http://hdl.handle.net/10962/d1002554
- Description: The aims of this research were to describe in rich phenomenological detail the recollected childhood experiences described by three South African adults of growing up with animals in the context of a traditionally African cultural perspective in South Africa; as well as to document the emotional, physical and social effects of inter-species relationships as described by these participants, in order to explore and situate these experiences in relation to broad international perspectives on the contribution of animals to human development. The question of how these described experiences correlate with broad international perspectives on the contribution of animals to human development comprised the hermeneutic of the study. Here it was found that the experiences of these South African individuals were generally in keeping with the trends found in the literature. Participants attributed to their childhood relationships with animals a variety of benefits. These benefits occur on a range of levels, from the physical to the cognitive, and the psychosocial. The emotional attachment of the participants to animals with whom they had interacted in childhood correlated with the nature of interspecies relationships as anticipated by the literature. Cultural differences in the conceptualisation of inter-species relationships, between western and traditionally African ideologies, appeared to influence the moral and ethical positions assumed by the participants, while the subjective nature of the described attachment between participants and animals remains qualitatively similar across cultures, when explored in relation to international research. The similarities between the experiences of the participants and international research findings lend credence to Wilson’s hypothesis that all human beings are potentially able to connect in deep and profound ways with their natural environment, and that this connection contributes to the development of social and cognitive skills, as well as constituting emotional support and stability. The research concludes with an examination of its own limitations and suggestions are made for further research.
- Full Text:
- Date Issued: 2008
The development and evaluation of a cohesion-building programme for a South African male collegiate basketball team
- Authors: Razafimbola, Sandimampita
- Date: 2008
- Subjects: Teamwork (Sports) Basketball teams College sports Sports -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3040 , http://hdl.handle.net/10962/d1002549
- Description: There is a general consensus among sport coaches and practitioners that it is better to work with a cohesive team. Research on cohesion has provided positive links between cohesion and performance as well as the overall well-being of the team and its members. The purpose of this study is to develop and evaluate a cohesion-building programme under an Action Research paradigm. The Group Environment Questionnaire, in parallel with focus group discussions were used to assist in the development and evaluation of a cohesion-building programme tailored to the specific needs of the Rhodes University men’s basketball 1st team. The team is known to be a good team but it was missing something that made it become great. Fostering higher cohesiveness was deemed to be the missing link to the chain of success. Various changes were brought to the 1) team structure, 2) team processes, 3) team environment to enhance the team’s cohesiveness levels. It was found that the programme was positive and powerful in that it accelerated the process of cohesion building within the team. It was also found that the programme had the power to transcend demographical barriers and unite people from diverse backgrounds. Finally, the programme increased the team’s performance level and enabled it to achieve objectives that were never achieved by any other men’s basketball team at Rhodes University before. Naturally there are going to be some ups and downs, especially if you have individuals trying to achieve at a high level. But when we stepped in between the lines, we knew what we were capable of doing. When a pressure situation presented itself, we were plugged into one another like a cohesive unit. That’s why we were able to come back so often and win so many close games. And that’s why we were able to beat more talented team. - Michael Jordan (former Chicago Bulls; NBA Hall of Famer).
- Full Text:
- Date Issued: 2008
- Authors: Razafimbola, Sandimampita
- Date: 2008
- Subjects: Teamwork (Sports) Basketball teams College sports Sports -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3040 , http://hdl.handle.net/10962/d1002549
- Description: There is a general consensus among sport coaches and practitioners that it is better to work with a cohesive team. Research on cohesion has provided positive links between cohesion and performance as well as the overall well-being of the team and its members. The purpose of this study is to develop and evaluate a cohesion-building programme under an Action Research paradigm. The Group Environment Questionnaire, in parallel with focus group discussions were used to assist in the development and evaluation of a cohesion-building programme tailored to the specific needs of the Rhodes University men’s basketball 1st team. The team is known to be a good team but it was missing something that made it become great. Fostering higher cohesiveness was deemed to be the missing link to the chain of success. Various changes were brought to the 1) team structure, 2) team processes, 3) team environment to enhance the team’s cohesiveness levels. It was found that the programme was positive and powerful in that it accelerated the process of cohesion building within the team. It was also found that the programme had the power to transcend demographical barriers and unite people from diverse backgrounds. Finally, the programme increased the team’s performance level and enabled it to achieve objectives that were never achieved by any other men’s basketball team at Rhodes University before. Naturally there are going to be some ups and downs, especially if you have individuals trying to achieve at a high level. But when we stepped in between the lines, we knew what we were capable of doing. When a pressure situation presented itself, we were plugged into one another like a cohesive unit. That’s why we were able to come back so often and win so many close games. And that’s why we were able to beat more talented team. - Michael Jordan (former Chicago Bulls; NBA Hall of Famer).
- Full Text:
- Date Issued: 2008
WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education
- Authors: Van Tonder, Phia
- Date: 2008
- Subjects: Wechsler Intelligence Scale for Children Intelligence tests -- South Africa Educational tests and measurements -- South Africa Psychological tests -- Cross-cultural studies Educational psychology -- South Africa Language and languages -- Ability testing Educational evaluation -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3098 , http://hdl.handle.net/10962/d1003920
- Description: Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.
- Full Text:
- Date Issued: 2008
- Authors: Van Tonder, Phia
- Date: 2008
- Subjects: Wechsler Intelligence Scale for Children Intelligence tests -- South Africa Educational tests and measurements -- South Africa Psychological tests -- Cross-cultural studies Educational psychology -- South Africa Language and languages -- Ability testing Educational evaluation -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3098 , http://hdl.handle.net/10962/d1003920
- Description: Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.
- Full Text:
- Date Issued: 2008
An exploratory study of responsible gambling behaviour
- Authors: Harris, Cheyne
- Date: 2007
- Subjects: Gambling -- Case studies -- South Africa -- Eastern Cape Gambling -- Social aspects -- South Africa -- Eastern Cape Gambling -- Economic aspects -- South Africa -- Eastern Cape Gambling -- Psychological aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3187 , http://hdl.handle.net/10962/d1008442
- Description: In light of the findings of a pilot study by this researcher, entitled a study of the behaviour and strategies of responsible gamblers, it is vital that responsible gambling behaviour in the Eastern Cape be researched more thoroughly. The pilot study found that many ordinary gamblers experience cognitive distortions which may predispose them to varying levels of gambling problems, as well as specific biographical attributes that may determine such an outcome. The present study aims to address the limitations and recommendations put forward by the pilot study, namely its relatively small scale, and lack of generalisability as a result of sampling from a single gambling population. This project set out to assess gambling behaviour, and more so responsible gambling practices, to be able to conclude how, and in what form, responsible gambling takes place. The research was conducted USll1g a sample of one-hundred-and-thirty-seven gamblers from Hemingway's Casino in East London to develop data and establish norms on general gambling behaviour over a week, by administration of a survey questionnaire. The analysis of the data focussed on areas such as the link between gender and gambling behaviour, amount earned and amount spent on gambling, age and gambling trends as well as belief in luck and chances to win. Finally, the strategies (if any) used by gamblers to avoid problem gambling or overspending were assessed, and described by the gamblers themselves, and added to the results of the research. The results indicate that the majority of gamblers in the Eastern Cape are responsible, but many do still exhibit cognitive distortions and other behaviours that might put them at risk for problem gambling. With these results it is possible to provide basic data and information about the nature of gambling in the East London area that can be added to previous (as well as subsequent) studies, in order to build a clearer and more representative picture of the gambling situation in the Eastern Cape, South Africa.
- Full Text:
- Date Issued: 2007
- Authors: Harris, Cheyne
- Date: 2007
- Subjects: Gambling -- Case studies -- South Africa -- Eastern Cape Gambling -- Social aspects -- South Africa -- Eastern Cape Gambling -- Economic aspects -- South Africa -- Eastern Cape Gambling -- Psychological aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3187 , http://hdl.handle.net/10962/d1008442
- Description: In light of the findings of a pilot study by this researcher, entitled a study of the behaviour and strategies of responsible gamblers, it is vital that responsible gambling behaviour in the Eastern Cape be researched more thoroughly. The pilot study found that many ordinary gamblers experience cognitive distortions which may predispose them to varying levels of gambling problems, as well as specific biographical attributes that may determine such an outcome. The present study aims to address the limitations and recommendations put forward by the pilot study, namely its relatively small scale, and lack of generalisability as a result of sampling from a single gambling population. This project set out to assess gambling behaviour, and more so responsible gambling practices, to be able to conclude how, and in what form, responsible gambling takes place. The research was conducted USll1g a sample of one-hundred-and-thirty-seven gamblers from Hemingway's Casino in East London to develop data and establish norms on general gambling behaviour over a week, by administration of a survey questionnaire. The analysis of the data focussed on areas such as the link between gender and gambling behaviour, amount earned and amount spent on gambling, age and gambling trends as well as belief in luck and chances to win. Finally, the strategies (if any) used by gamblers to avoid problem gambling or overspending were assessed, and described by the gamblers themselves, and added to the results of the research. The results indicate that the majority of gamblers in the Eastern Cape are responsible, but many do still exhibit cognitive distortions and other behaviours that might put them at risk for problem gambling. With these results it is possible to provide basic data and information about the nature of gambling in the East London area that can be added to previous (as well as subsequent) studies, in order to build a clearer and more representative picture of the gambling situation in the Eastern Cape, South Africa.
- Full Text:
- Date Issued: 2007
Breaking the silence : Zanele's journey to recovery
- Authors: Payne, Charmaine
- Date: 2007
- Subjects: Rape victims -- Counseling of -- South Africa Rape victims -- Counseling of -- South Africa -- Case studies Post-traumatic stress disorder -- Patients -- Rehabilitation Post-traumatic stress disorder -- Patients -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3161 , http://hdl.handle.net/10962/d1007651
- Description: This study employed a case-based research design to document the psychological assessment and treatment of Zanele, a 15-year-old black Xhosa speaking female who was raped twice in 2006 by the same perpetrator. The aim of the study was to explore whether, the model for assessment and intervention for posttraumatic stress disorder (PTSD) developed by Ehlers and Clark (2000) was effective and transportable to the South African context. Zanele had a sufficient understanding of English for assessment to proceed without use of an interpreter. She reported a number of PTSD symptoms which were causing her significant distress and had impacted on her social and educational functioning. These included flashbacks of the perpetrator's face when she looked at the faces of black men, nightmares about the traumas she had endured and feeling isolated from others. A number of cognitive techniques were utilised in this study, however the central interventions included working with triggers, imagery rehearsal techniques with a focus on nightmares, and reliving with cognitive restructuring within and outside reliving. Psychoeducation and increasing her social support were also important components of the intervention. Her progress was monitored by means of several self-report measures which were displayed in graphic and tabular form. In addition, a thematically selective narrative of the assessment and first 23 sessions of the intervention was written which documents some of the central processes set in motion by the interventions. These results provide evidence that this model was both effective and transportable to the South African population. In addition, the study demonstrated that it is possible for a white English speaking clinician to work with a black Xhosa speaking individual and make substantial therapeutic gains.
- Full Text:
- Date Issued: 2007
- Authors: Payne, Charmaine
- Date: 2007
- Subjects: Rape victims -- Counseling of -- South Africa Rape victims -- Counseling of -- South Africa -- Case studies Post-traumatic stress disorder -- Patients -- Rehabilitation Post-traumatic stress disorder -- Patients -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3161 , http://hdl.handle.net/10962/d1007651
- Description: This study employed a case-based research design to document the psychological assessment and treatment of Zanele, a 15-year-old black Xhosa speaking female who was raped twice in 2006 by the same perpetrator. The aim of the study was to explore whether, the model for assessment and intervention for posttraumatic stress disorder (PTSD) developed by Ehlers and Clark (2000) was effective and transportable to the South African context. Zanele had a sufficient understanding of English for assessment to proceed without use of an interpreter. She reported a number of PTSD symptoms which were causing her significant distress and had impacted on her social and educational functioning. These included flashbacks of the perpetrator's face when she looked at the faces of black men, nightmares about the traumas she had endured and feeling isolated from others. A number of cognitive techniques were utilised in this study, however the central interventions included working with triggers, imagery rehearsal techniques with a focus on nightmares, and reliving with cognitive restructuring within and outside reliving. Psychoeducation and increasing her social support were also important components of the intervention. Her progress was monitored by means of several self-report measures which were displayed in graphic and tabular form. In addition, a thematically selective narrative of the assessment and first 23 sessions of the intervention was written which documents some of the central processes set in motion by the interventions. These results provide evidence that this model was both effective and transportable to the South African population. In addition, the study demonstrated that it is possible for a white English speaking clinician to work with a black Xhosa speaking individual and make substantial therapeutic gains.
- Full Text:
- Date Issued: 2007
Karen Horney : a psychobiographical study
- Authors: Green, Sarah-Jane
- Date: 2007
- Subjects: Horney, Karen, 1885-1952 Women psychologists Levinson, Daniel J., d.1994 Levinson, Daniel J., d.1994 -- The seasons of a woman's life
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3186 , http://hdl.handle.net/10962/d1008374
- Description: This psychobiography on the life of Karen Horney is an exploratory-descriptive study that aims to explore and describe Horney's life structure development according to Daniel Levinson's (1996) theory of adult development. The method of research uses a qualitative single-case research design that studies her life over her entire lifespan and highlights the individual characteristics of Horney in a holistic manner within her socio-historical context. A purposive sampling procedure was used to select Karen Horney as the subject of the research and only published data was analyzed in the research. Multiple sources of data are used to obtain the information in this research, including an autobiography and three biographies written by three different authors. This data is organized according to the temporal sequence of her lifespan and the developmental periods and time frame of Levinson's theory. Horney's life is described and explored to highlight those areas of her life that conform to the developmental theory and those aspects of her life that are not included in the theoretical constructs of Levinson 's theory. By exploring the significant relationships that Horney developed throughout her life with family, friends, work colleagues, community and religious affiliations, and the important issues in her development, this study verifies Levinson's theory by corroborating his conceptualisation of adult development as a process of sequential stages divided into four main eras of development, linked by three periods of transition. A shortcoming of Levinson's theory relates to his omission of self-esteem issues and religious concerns as relevant factors experienced during the era of pre-adulthood and spiritual concerns during the era of late adulthood.
- Full Text:
- Date Issued: 2007
- Authors: Green, Sarah-Jane
- Date: 2007
- Subjects: Horney, Karen, 1885-1952 Women psychologists Levinson, Daniel J., d.1994 Levinson, Daniel J., d.1994 -- The seasons of a woman's life
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3186 , http://hdl.handle.net/10962/d1008374
- Description: This psychobiography on the life of Karen Horney is an exploratory-descriptive study that aims to explore and describe Horney's life structure development according to Daniel Levinson's (1996) theory of adult development. The method of research uses a qualitative single-case research design that studies her life over her entire lifespan and highlights the individual characteristics of Horney in a holistic manner within her socio-historical context. A purposive sampling procedure was used to select Karen Horney as the subject of the research and only published data was analyzed in the research. Multiple sources of data are used to obtain the information in this research, including an autobiography and three biographies written by three different authors. This data is organized according to the temporal sequence of her lifespan and the developmental periods and time frame of Levinson's theory. Horney's life is described and explored to highlight those areas of her life that conform to the developmental theory and those aspects of her life that are not included in the theoretical constructs of Levinson 's theory. By exploring the significant relationships that Horney developed throughout her life with family, friends, work colleagues, community and religious affiliations, and the important issues in her development, this study verifies Levinson's theory by corroborating his conceptualisation of adult development as a process of sequential stages divided into four main eras of development, linked by three periods of transition. A shortcoming of Levinson's theory relates to his omission of self-esteem issues and religious concerns as relevant factors experienced during the era of pre-adulthood and spiritual concerns during the era of late adulthood.
- Full Text:
- Date Issued: 2007
Past trauma, anxious future a case-based evaluation of the Ehlers and Clark model for PTSD applied in Africa
- Authors: Van der Linde, Francois
- Date: 2007
- Subjects: Cognitive therapy Post-traumatic stress disorder -- Africa Rape trauma syndrome -- Treatment -- Africa Rape victims -- Africa Anxiety -- Treatment Depression, Mental -- Treatment Post-traumatic stress disorder -- Patients Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3075 , http://hdl.handle.net/10962/d1002584
- Description: This research report documents the therapeutic intervention undertaken with a 23-year-old Swazi rape victim. The format of this research report takes the form of a case study that follows the principles proposed by Fishman (2005). Its aim is to document the treatment process of an individual of African decent in order to establish whether the treatment model can be effective in clinical settings and in contexts and cultural settings different from that in which it was developed. The Ehlers and Clark (2000) cognitive therapy model for post-traumatic stress disorder (PTSD) was utilised to assess, conceptualise, and treat the case. The client entered therapy three years after being raped for a third time. The case formulation identified factors maintaining the disorder as well as how other traumatic and abusive events earlier in her life influenced her response to the rapes. Data consisted off audio-tape recordings and detailed written synopses of each assessment and therapy session, psychometric measurement instruments and self-report scales completed throughout the intervention, material written by the client, and a research interview conducted by an independent party. She was treated for PTSD and comorbid depression over a period of five months in accordance with the principles described by Ehlers and Clark and a narrative of the treatment process was written. The case narrative in conjunction with quantitative data suggested that this model assisted the client in initiating a healing process. As such the model was found to be both effective and transportable to an African context. Various points of discussion are highlighted, including the challenges of working with PTSD and comorbid major depression, the client-therapist relationship, and that a client and therapist from different cultures, backgrounds, and with different home languages can work together effectively using the Ehlers and Clark model.
- Full Text:
- Date Issued: 2007
- Authors: Van der Linde, Francois
- Date: 2007
- Subjects: Cognitive therapy Post-traumatic stress disorder -- Africa Rape trauma syndrome -- Treatment -- Africa Rape victims -- Africa Anxiety -- Treatment Depression, Mental -- Treatment Post-traumatic stress disorder -- Patients Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3075 , http://hdl.handle.net/10962/d1002584
- Description: This research report documents the therapeutic intervention undertaken with a 23-year-old Swazi rape victim. The format of this research report takes the form of a case study that follows the principles proposed by Fishman (2005). Its aim is to document the treatment process of an individual of African decent in order to establish whether the treatment model can be effective in clinical settings and in contexts and cultural settings different from that in which it was developed. The Ehlers and Clark (2000) cognitive therapy model for post-traumatic stress disorder (PTSD) was utilised to assess, conceptualise, and treat the case. The client entered therapy three years after being raped for a third time. The case formulation identified factors maintaining the disorder as well as how other traumatic and abusive events earlier in her life influenced her response to the rapes. Data consisted off audio-tape recordings and detailed written synopses of each assessment and therapy session, psychometric measurement instruments and self-report scales completed throughout the intervention, material written by the client, and a research interview conducted by an independent party. She was treated for PTSD and comorbid depression over a period of five months in accordance with the principles described by Ehlers and Clark and a narrative of the treatment process was written. The case narrative in conjunction with quantitative data suggested that this model assisted the client in initiating a healing process. As such the model was found to be both effective and transportable to an African context. Various points of discussion are highlighted, including the challenges of working with PTSD and comorbid major depression, the client-therapist relationship, and that a client and therapist from different cultures, backgrounds, and with different home languages can work together effectively using the Ehlers and Clark model.
- Full Text:
- Date Issued: 2007
"Is rugby bad for your intellect": the effect of repetitive mild head injuries on the cognitive functioning of university level rugby players
- Authors: Smith, Ian Patrick
- Date: 2006
- Subjects: Rugby football injuries Brain damage Neuropsychological tests Head -- Wounds and injuries -- Complications Sports injuries -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3058 , http://hdl.handle.net/10962/d1002567
- Description: The study sought to determine whether there is evidence for the presence of residual (chronic) deleterious effects on cognition due to repetitive mild traumatic brain injury in top team university level rugby players, using ImPACT 3.0, Trail Making Test (TMT) and Digit Span. The initial sample of 48 participants was divided into groups; Rugby (n = 30) and Controls (n = 18), Rugby Forwards (n = 14) and Rugby Backs (n = 16). A reduced sample (N = 31) comprised of Rugby (n = 20) and Controls (n = 11), Rugby Forwards (n = 9) and Rugby Backs (n = 11). Comparative subgroups were equivalent for estimated IQ but not for age and educational level in the full sample; in the reduced sample there was equivalence for all three variables of age, education and estimated IQ. All cognitive test measures were subjected to independent t-test analyses between groups at the pre- and post-season, and dependent t-test analyses for Rugby and Controls at pre- versus post-season. Overall, the results implicated the presence of deleterious effects of concussive events on Rugby players in the areas of speed of information processing, working memory and impulse control. Significant practice effects were found on the TMT and Digit Span for controls, but not on ImPACT 3.0, supporting the use of this computer-based programme in the sports management context.
- Full Text:
- Date Issued: 2006
- Authors: Smith, Ian Patrick
- Date: 2006
- Subjects: Rugby football injuries Brain damage Neuropsychological tests Head -- Wounds and injuries -- Complications Sports injuries -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3058 , http://hdl.handle.net/10962/d1002567
- Description: The study sought to determine whether there is evidence for the presence of residual (chronic) deleterious effects on cognition due to repetitive mild traumatic brain injury in top team university level rugby players, using ImPACT 3.0, Trail Making Test (TMT) and Digit Span. The initial sample of 48 participants was divided into groups; Rugby (n = 30) and Controls (n = 18), Rugby Forwards (n = 14) and Rugby Backs (n = 16). A reduced sample (N = 31) comprised of Rugby (n = 20) and Controls (n = 11), Rugby Forwards (n = 9) and Rugby Backs (n = 11). Comparative subgroups were equivalent for estimated IQ but not for age and educational level in the full sample; in the reduced sample there was equivalence for all three variables of age, education and estimated IQ. All cognitive test measures were subjected to independent t-test analyses between groups at the pre- and post-season, and dependent t-test analyses for Rugby and Controls at pre- versus post-season. Overall, the results implicated the presence of deleterious effects of concussive events on Rugby players in the areas of speed of information processing, working memory and impulse control. Significant practice effects were found on the TMT and Digit Span for controls, but not on ImPACT 3.0, supporting the use of this computer-based programme in the sports management context.
- Full Text:
- Date Issued: 2006