"Changing ourselves, changing others" : an analysis of the life stories of participants in a training course for volunteers within a non-governmental organisation in the Eastern Cape Province of South Africa
- Authors: Harper, Christopher Duncan
- Date: 2000
- Subjects: Non-governmental organizations -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape , Abused women -- Counseling of , Women -- Crimes against -- South Africa , Volunteers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2985 , http://hdl.handle.net/10962/d1002494 , Non-governmental organizations -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape , Abused women -- Counseling of , Women -- Crimes against -- South Africa , Volunteers
- Description: Gender-based violence has been recognized as a pressing mental health problem that is prevalent within South African society. Non-governmental organizations play a major role in addressing and highlighting the issue. These organizations make use of volunteers in order to assist in meeting their goals. The modernist perspective has been the dominant investigative mode when research into volunteers has been conducted. However, this study has been conducted with an emphasis on narrative. In its use of this constitutionalist and deconstructive perspective, it examines the identity of the research participants within the dominant social and cultural discourses that story their lives. This presents a major challenge to the modernist framework. In examining the life stories of the participants an emergent nature of identity is noted. Through the process of storying their lives and ascribing meaning to their experiences and understandings, the participants engaged in a process of constructing their identity. This research recognizes that identity is both multi-sited and multi-storied. The emphasis on personal agency enables the participants to restory their lives in the light of challenging prevailing discourses. It is in this process of challenge that they reauthor their lives and are in a position to change their own lives and the lives of others.
- Full Text:
- Date Issued: 2000
- Authors: Harper, Christopher Duncan
- Date: 2000
- Subjects: Non-governmental organizations -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape , Abused women -- Counseling of , Women -- Crimes against -- South Africa , Volunteers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2985 , http://hdl.handle.net/10962/d1002494 , Non-governmental organizations -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape , Abused women -- Counseling of , Women -- Crimes against -- South Africa , Volunteers
- Description: Gender-based violence has been recognized as a pressing mental health problem that is prevalent within South African society. Non-governmental organizations play a major role in addressing and highlighting the issue. These organizations make use of volunteers in order to assist in meeting their goals. The modernist perspective has been the dominant investigative mode when research into volunteers has been conducted. However, this study has been conducted with an emphasis on narrative. In its use of this constitutionalist and deconstructive perspective, it examines the identity of the research participants within the dominant social and cultural discourses that story their lives. This presents a major challenge to the modernist framework. In examining the life stories of the participants an emergent nature of identity is noted. Through the process of storying their lives and ascribing meaning to their experiences and understandings, the participants engaged in a process of constructing their identity. This research recognizes that identity is both multi-sited and multi-storied. The emphasis on personal agency enables the participants to restory their lives in the light of challenging prevailing discourses. It is in this process of challenge that they reauthor their lives and are in a position to change their own lives and the lives of others.
- Full Text:
- Date Issued: 2000
A cognitive behavioural treatment program for chronic lower back pain: a case study approach
- Authors: Wohlman, Michael Avron
- Date: 2000
- Subjects: Backache -- Psychological aspects , Backache -- Treatment , Backache -- Treatment -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3087 , http://hdl.handle.net/10962/d1002596 , Backache -- Psychological aspects , Backache -- Treatment , Backache -- Treatment -- Case studies
- Description: A cognitive behavioural treatment program for chronic lower back pain was designed, implemented and evaluated. The outpatient treatment program included education sessions, goal setting, graded activity training, physical exercise, relaxation training, cognitive techniques, social skills training, and medication reduction. Three participants volunteered to participate in the eightweek treatment program. Of the three participants, only one completed the program successfully. The results were used to critically discuss and evaluate the literature. The successful participant showed significant improvement in activity levels, decrease in subjective levels of pain, as well as decreased levels of anxiety and depression. It was shown that correcting cognitive distortions (e.g. selective abstraction, catastrophising, misattribution) and challenging early maladaptive schemas of abandonment, emotional deprivation and emotional inhibition (Young, 1990) assisted in enhancing coping mechanisms and the belief that the pain episodes would be short-lived and could be controlled. There was considerable improvement for the second participant, although he chose to withdraw from the program prior to its completion. The components of the psycho-education, relaxation and stress management and exercise program were beneficial for him. The third participant failed to accept the treatment formulation, and did not engage collaboratively in the treatment program. The case is presented as a point for examining therapeutic ailures.
- Full Text:
- Date Issued: 2000
- Authors: Wohlman, Michael Avron
- Date: 2000
- Subjects: Backache -- Psychological aspects , Backache -- Treatment , Backache -- Treatment -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3087 , http://hdl.handle.net/10962/d1002596 , Backache -- Psychological aspects , Backache -- Treatment , Backache -- Treatment -- Case studies
- Description: A cognitive behavioural treatment program for chronic lower back pain was designed, implemented and evaluated. The outpatient treatment program included education sessions, goal setting, graded activity training, physical exercise, relaxation training, cognitive techniques, social skills training, and medication reduction. Three participants volunteered to participate in the eightweek treatment program. Of the three participants, only one completed the program successfully. The results were used to critically discuss and evaluate the literature. The successful participant showed significant improvement in activity levels, decrease in subjective levels of pain, as well as decreased levels of anxiety and depression. It was shown that correcting cognitive distortions (e.g. selective abstraction, catastrophising, misattribution) and challenging early maladaptive schemas of abandonment, emotional deprivation and emotional inhibition (Young, 1990) assisted in enhancing coping mechanisms and the belief that the pain episodes would be short-lived and could be controlled. There was considerable improvement for the second participant, although he chose to withdraw from the program prior to its completion. The components of the psycho-education, relaxation and stress management and exercise program were beneficial for him. The third participant failed to accept the treatment formulation, and did not engage collaboratively in the treatment program. The case is presented as a point for examining therapeutic ailures.
- Full Text:
- Date Issued: 2000
A narrative study of teachers' life stories and their work identity
- Authors: Heaton, Pamela Jane
- Date: 2000
- Subjects: Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2989 , http://hdl.handle.net/10962/d1002498 , Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Description: Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
- Full Text:
- Date Issued: 2000
- Authors: Heaton, Pamela Jane
- Date: 2000
- Subjects: Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2989 , http://hdl.handle.net/10962/d1002498 , Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Description: Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
- Full Text:
- Date Issued: 2000
An exploration of the interaction between integration and discipline in a former model C school in East London
- Authors: Smulders, Heidi
- Date: 2000
- Subjects: School discipline -- South Africa -- Eastern Cape -- Case studies , Multicultural education -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3061 , http://hdl.handle.net/10962/d1002570 , School discipline -- South Africa -- Eastern Cape -- Case studies , Multicultural education -- South Africa -- Case studies
- Description: Educators work in dynamic contexts which reflect the social and political circumstances of the time. Since the African National Congress was elected to govern in 1994, educators working in former Model C schools have been particularly affected by changes in the law regarding education. The South African Schools Act of 1996 prohibited discriminating in any way against learners applying for admission to schools. This has resulted in cultural and racial integration occurring at all former Model C schools. The use of corporal punishment in schools was also prohibited in 1996. This study attempts to obtain an understanding of the interaction between integration and discipline which was identified at a particular Model C school in East London. It also aims to obtain educators' understandings of the challenges of integration and discipline at this school. Following an in-depth pilot study of the school's detention records for 1998, twenty-two out of sixty educators at the school participated in the research by responding to written questionnaires. It is argued that two different approaches to integration are presently used by educators. These are identified and discussed, namely assimilatory education and multicultural education. The need for consistency between educators in their approaches to integration and discipline is also addressed.
- Full Text:
- Date Issued: 2000
- Authors: Smulders, Heidi
- Date: 2000
- Subjects: School discipline -- South Africa -- Eastern Cape -- Case studies , Multicultural education -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3061 , http://hdl.handle.net/10962/d1002570 , School discipline -- South Africa -- Eastern Cape -- Case studies , Multicultural education -- South Africa -- Case studies
- Description: Educators work in dynamic contexts which reflect the social and political circumstances of the time. Since the African National Congress was elected to govern in 1994, educators working in former Model C schools have been particularly affected by changes in the law regarding education. The South African Schools Act of 1996 prohibited discriminating in any way against learners applying for admission to schools. This has resulted in cultural and racial integration occurring at all former Model C schools. The use of corporal punishment in schools was also prohibited in 1996. This study attempts to obtain an understanding of the interaction between integration and discipline which was identified at a particular Model C school in East London. It also aims to obtain educators' understandings of the challenges of integration and discipline at this school. Following an in-depth pilot study of the school's detention records for 1998, twenty-two out of sixty educators at the school participated in the research by responding to written questionnaires. It is argued that two different approaches to integration are presently used by educators. These are identified and discussed, namely assimilatory education and multicultural education. The need for consistency between educators in their approaches to integration and discipline is also addressed.
- Full Text:
- Date Issued: 2000
An investigation into the effects of socio-economic and education factors on WAIS-III performance in a stratified South African sample
- Authors: Kemp, Ryan
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale -- South Africa , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3002 , http://hdl.handle.net/10962/d1002511 , Wechsler Adult Intelligence Scale -- South Africa , Intelligence tests -- South Africa
- Description: The present study examined the effects of socio-economic status, quality and level of education on performance on the Wechsler Adult Intelligence Scale 3rd Edition r.:w AIS-III). The study was conducted within the context of the present Human Sciences Research Council (HSRC) W AIS-III standardisation process, cross-cultural psychometric research and the notion of test-wiseness. A South African sample (N = 68) comprising African first language (n = 40) and English first language (n = 28) participants, stratified for age (19 - 30 years), gender and educational attainment (Matric and Graduate) were utilised. Effects due to quality of education were determined by dividing the African language participants into those with private/model C schooling (n = 20) and those with DET schooling (n = 20). Effects due to level of education were determined by dividing the entire sample into those with Matric level education (n = 34) and those with Graduate level education (n = 34). Detailed demographic and socio-economic information were recorded for all participants, who completed the entire American version of the W AIS-III. Results revealed a highly significant positive correlation between high socio-economic status and W AIS-III Full Scale IQ. In addition the respective impact of the relatively poor quality of education and lower level of educational attainment on W AIS-III performance was substantial. These results were discussed in terms of their implications for cross-cultural research, the HSRC standardisation of the W AIS-III and the practical use of the W AIS-III in neuropsychological assessment.
- Full Text:
- Date Issued: 2000
- Authors: Kemp, Ryan
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale -- South Africa , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3002 , http://hdl.handle.net/10962/d1002511 , Wechsler Adult Intelligence Scale -- South Africa , Intelligence tests -- South Africa
- Description: The present study examined the effects of socio-economic status, quality and level of education on performance on the Wechsler Adult Intelligence Scale 3rd Edition r.:w AIS-III). The study was conducted within the context of the present Human Sciences Research Council (HSRC) W AIS-III standardisation process, cross-cultural psychometric research and the notion of test-wiseness. A South African sample (N = 68) comprising African first language (n = 40) and English first language (n = 28) participants, stratified for age (19 - 30 years), gender and educational attainment (Matric and Graduate) were utilised. Effects due to quality of education were determined by dividing the African language participants into those with private/model C schooling (n = 20) and those with DET schooling (n = 20). Effects due to level of education were determined by dividing the entire sample into those with Matric level education (n = 34) and those with Graduate level education (n = 34). Detailed demographic and socio-economic information were recorded for all participants, who completed the entire American version of the W AIS-III. Results revealed a highly significant positive correlation between high socio-economic status and W AIS-III Full Scale IQ. In addition the respective impact of the relatively poor quality of education and lower level of educational attainment on W AIS-III performance was substantial. These results were discussed in terms of their implications for cross-cultural research, the HSRC standardisation of the W AIS-III and the practical use of the W AIS-III in neuropsychological assessment.
- Full Text:
- Date Issued: 2000
An investigation of male and female cognitive ability on the WAIS-III
- Authors: Muirhead, Joanne
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3028 , http://hdl.handle.net/10962/d1002537 , Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Description: This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.
- Full Text:
- Date Issued: 2000
- Authors: Muirhead, Joanne
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3028 , http://hdl.handle.net/10962/d1002537 , Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Description: This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.
- Full Text:
- Date Issued: 2000
Cumulative mild head injury in contact sport: a comparison of the cognitive profiles of rugby players and non-contact sport controls with normative data
- Authors: Bold, Lisa Clare
- Date: 2000
- Subjects: Head -- Wounds and injuries -- Psychology , Neuropsychological tests , Head -- Wounds and injuries , Sports injuries -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2935 , http://hdl.handle.net/10962/d1002444 , Head -- Wounds and injuries -- Psychology , Neuropsychological tests , Head -- Wounds and injuries , Sports injuries -- Psychological aspects
- Description: This study investigates the effects of cumulative mild head injury on the cognitive functioning of elite rugby players. A comprehensive battery of neuropsychological tests was administered to top national (Springbok) rugby players (n=26), national Under 21 rugby players (n= 19), and a non-contact sport control group of national hockey players (n=21). The test results of the Total Rugby group (Springbok Rugby and Under 21 Rugby players), the Under 21 Rugby group, the hockey controls, and the Total Rugby and Under 21 Rugby forward and backline players respectively, were each compared with established normative data. Results showed significant differences in the direction of a poorer performance relative to the norms for the Total Rugby and Under 21 Rugby groups, and for the Total Rugby Forwards and Under 21 Rugby Forwards, on tests sensitive to the effects of diffuse brain damage. On the other hand, the Hockey Control group and the Total Rugby Backs and Under 21 Rugby Backs tended to perform within the normal range or better than the norm on some tests. These results confirm the hypothesis that rugby players, and the forward players in particular, are at risk of adverse cognitive effects consequent on cumulative mild head injury. The theoretical implications are that the aggregate effects of multiple exposures to mild head injuries in the rugby players served to reduce their brain reserve capacities and acted as a threshold-lowering influence associated with symptom onset.
- Full Text:
- Date Issued: 2000
- Authors: Bold, Lisa Clare
- Date: 2000
- Subjects: Head -- Wounds and injuries -- Psychology , Neuropsychological tests , Head -- Wounds and injuries , Sports injuries -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2935 , http://hdl.handle.net/10962/d1002444 , Head -- Wounds and injuries -- Psychology , Neuropsychological tests , Head -- Wounds and injuries , Sports injuries -- Psychological aspects
- Description: This study investigates the effects of cumulative mild head injury on the cognitive functioning of elite rugby players. A comprehensive battery of neuropsychological tests was administered to top national (Springbok) rugby players (n=26), national Under 21 rugby players (n= 19), and a non-contact sport control group of national hockey players (n=21). The test results of the Total Rugby group (Springbok Rugby and Under 21 Rugby players), the Under 21 Rugby group, the hockey controls, and the Total Rugby and Under 21 Rugby forward and backline players respectively, were each compared with established normative data. Results showed significant differences in the direction of a poorer performance relative to the norms for the Total Rugby and Under 21 Rugby groups, and for the Total Rugby Forwards and Under 21 Rugby Forwards, on tests sensitive to the effects of diffuse brain damage. On the other hand, the Hockey Control group and the Total Rugby Backs and Under 21 Rugby Backs tended to perform within the normal range or better than the norm on some tests. These results confirm the hypothesis that rugby players, and the forward players in particular, are at risk of adverse cognitive effects consequent on cumulative mild head injury. The theoretical implications are that the aggregate effects of multiple exposures to mild head injuries in the rugby players served to reduce their brain reserve capacities and acted as a threshold-lowering influence associated with symptom onset.
- Full Text:
- Date Issued: 2000
Healing at the margins: discourses of culture and illness in psychiatrists', psychologists' and indigenous healers' talk about collaboration
- Authors: Yen, Jeffery
- Date: 2000
- Subjects: Traditional medicine -- South Africa , Medical policy -- South Africa , Mental health -- South Africa , Healers -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3090 , http://hdl.handle.net/10962/d1002600 , Traditional medicine -- South Africa , Medical policy -- South Africa , Mental health -- South Africa , Healers -- South Africa
- Description: This dissertation explores discourses about culture and illness in the talk of mental health professionals and indigenous healers. It represents an attempt to situate the issue of indigenous healing in South Africa within a particular strand of critical discourse analytic research. In the context of current deliberations on the value, or otherwise, of indigenous healing in a changing health and specifically mental health system, the talk of both mental health practitioners and indigenous healers as they conceptualise “disorder”, and discuss possibilities for collaboration, is chosen as a specific focus for this study. Disputes over what constitutes “disorder” both within mental health, and between mental health and indigenous healing are an important site in which the negotiation of power relations between mental health professionals and indigenous healers is played out. The results of this study suggest that despite the construction of cogent commendations for the inclusion of indigenous healing in mental health, it remains largely marginalised within talk about mental health practice. While this study reproduces to some extent the marginalisation of indigenous healing discourse, it also examines some of the discursive practices and methodological difficulties implicated in its marginalisation. However, in the context of “cultural pride strategies” associated with talk about an African Renaissance, indigenous healing may also function as a site of assertion of African power and resistance in its construction as an essentially African enterprise. At the same time, it may achieve disciplinary effects consonant with cultural pride strategies, in constructing afflictions in terms of neglect of, or disloyalty to cultural tradition. These results are discussed in terms of the methodological difficulties associated with interviewing and discourse analysis of translated texts, which contributes to difficulties with articulating indigenous healing discourse in a way that challenges the dominant psychiatric discourses implicated in its marginalisation within mental health. It concludes with recommendations for future research which addresses indigenous healing discourse in its own terms, and examines its operation as a disciplinary apparatus in South African society.
- Full Text:
- Date Issued: 2000
- Authors: Yen, Jeffery
- Date: 2000
- Subjects: Traditional medicine -- South Africa , Medical policy -- South Africa , Mental health -- South Africa , Healers -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3090 , http://hdl.handle.net/10962/d1002600 , Traditional medicine -- South Africa , Medical policy -- South Africa , Mental health -- South Africa , Healers -- South Africa
- Description: This dissertation explores discourses about culture and illness in the talk of mental health professionals and indigenous healers. It represents an attempt to situate the issue of indigenous healing in South Africa within a particular strand of critical discourse analytic research. In the context of current deliberations on the value, or otherwise, of indigenous healing in a changing health and specifically mental health system, the talk of both mental health practitioners and indigenous healers as they conceptualise “disorder”, and discuss possibilities for collaboration, is chosen as a specific focus for this study. Disputes over what constitutes “disorder” both within mental health, and between mental health and indigenous healing are an important site in which the negotiation of power relations between mental health professionals and indigenous healers is played out. The results of this study suggest that despite the construction of cogent commendations for the inclusion of indigenous healing in mental health, it remains largely marginalised within talk about mental health practice. While this study reproduces to some extent the marginalisation of indigenous healing discourse, it also examines some of the discursive practices and methodological difficulties implicated in its marginalisation. However, in the context of “cultural pride strategies” associated with talk about an African Renaissance, indigenous healing may also function as a site of assertion of African power and resistance in its construction as an essentially African enterprise. At the same time, it may achieve disciplinary effects consonant with cultural pride strategies, in constructing afflictions in terms of neglect of, or disloyalty to cultural tradition. These results are discussed in terms of the methodological difficulties associated with interviewing and discourse analysis of translated texts, which contributes to difficulties with articulating indigenous healing discourse in a way that challenges the dominant psychiatric discourses implicated in its marginalisation within mental health. It concludes with recommendations for future research which addresses indigenous healing discourse in its own terms, and examines its operation as a disciplinary apparatus in South African society.
- Full Text:
- Date Issued: 2000
Latent murderousness: an exploration of the nature and quality of object relations in rage-type murderers
- Authors: Cartwright, Duncan James
- Date: 2000
- Subjects: Murder Murder -- Case studies Murderers -- Psychology Criminal psychology Violence Narcissism Aggressiveness Anger
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2946 , http://hdl.handle.net/10962/d1002455
- Description: In this dissertation I investigate the intrapsychic make-up of rage-type offenders and explore the psychodynamics of the act of murder itself The dissertation begins with a discussion on the defining features of the act of rage-type murder. I then consider the role of personality characteristics and psychopathology in individuals who have committed such offences. With the basic features of the offender and act itself outlined, the following section reviews key areas of debate regarding the psychodynamics of violence and the intrapsychic make-up of the rage-type murderer. I first explore the nature of aggression as debated in psychoanalysis and conclude that the views expressed are often unn,ecessarily polarized regarding the origins of aggression and suggest that the specifics of particular types of aggression require consideration in order to assess their intrapsychic nature. The specifics of rage and violence are discussed with this in mind. In the second chapter of this section I develop a number of intrapsychic dimensions to be used in understanding how different types of violence are constituted. Psychodynamic contributions towards understanding rage-type murder, as a specific form of violence, are then discussed. Following this review, a number of directive ~uestions are formulated regarding (1) the intrapsychic dimension of rage-type murder; (2) the pJ;esence of the borderline personality in such offender~ and its intrapsychic nature; and (3) the_ specific psychodynamics that lie behind what is argued to be a defensive act of murder. A multiple case study approach, using nine imprisoned rage-type offenders, is used to further explore the above issues. Court summary reports, the Thematic Apperception Test and the Psychoanalytic Research Interview comprised the research material, with particular emphasis placed on the interview material. The interview is approached from a psychoanalytic perspective and I develop some theoretical, technical and analytical guidelines to try to broaden Jhe use of psychoanalysis in the research domain. Findings of the research reveal a specific kind of defensive organization that is characterized by a constellation of object relations that I term the 'narcissistic exoskeleton'. I suggest that these findings best fit the description of a particular kind of borderline personality organization typified by apparent 'normality'. Other prominent aspects of the dimensions of violence observed in these cases include: (1) a poor representational capacity; (2) an interactional style characterized by uncontainable projective exchanges between victim and offender; (3) a collusive primary object relationship combined with the absence of an internalized 'third object'; (4) a 'two-faced' superego structure; (5) the internalization of traumatic experience that has become associated with a bad object system; (6) phantasies of restoring ideal good in external objects alongside conscious fantasies of annihilation. Within the context of these factors the intrapsychic events that lead to the act itself are discussed. It is found that a collapse of the 'narcissistic exoskeleton', the intrusion of the bad object system and the unbearable shame that this evokes in the offender are prominent features of what culminates in an act of explosive rage and projective identification. Some of the implications of my research are briefly discussed in the concluding chapter.
- Full Text:
- Date Issued: 2000
- Authors: Cartwright, Duncan James
- Date: 2000
- Subjects: Murder Murder -- Case studies Murderers -- Psychology Criminal psychology Violence Narcissism Aggressiveness Anger
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2946 , http://hdl.handle.net/10962/d1002455
- Description: In this dissertation I investigate the intrapsychic make-up of rage-type offenders and explore the psychodynamics of the act of murder itself The dissertation begins with a discussion on the defining features of the act of rage-type murder. I then consider the role of personality characteristics and psychopathology in individuals who have committed such offences. With the basic features of the offender and act itself outlined, the following section reviews key areas of debate regarding the psychodynamics of violence and the intrapsychic make-up of the rage-type murderer. I first explore the nature of aggression as debated in psychoanalysis and conclude that the views expressed are often unn,ecessarily polarized regarding the origins of aggression and suggest that the specifics of particular types of aggression require consideration in order to assess their intrapsychic nature. The specifics of rage and violence are discussed with this in mind. In the second chapter of this section I develop a number of intrapsychic dimensions to be used in understanding how different types of violence are constituted. Psychodynamic contributions towards understanding rage-type murder, as a specific form of violence, are then discussed. Following this review, a number of directive ~uestions are formulated regarding (1) the intrapsychic dimension of rage-type murder; (2) the pJ;esence of the borderline personality in such offender~ and its intrapsychic nature; and (3) the_ specific psychodynamics that lie behind what is argued to be a defensive act of murder. A multiple case study approach, using nine imprisoned rage-type offenders, is used to further explore the above issues. Court summary reports, the Thematic Apperception Test and the Psychoanalytic Research Interview comprised the research material, with particular emphasis placed on the interview material. The interview is approached from a psychoanalytic perspective and I develop some theoretical, technical and analytical guidelines to try to broaden Jhe use of psychoanalysis in the research domain. Findings of the research reveal a specific kind of defensive organization that is characterized by a constellation of object relations that I term the 'narcissistic exoskeleton'. I suggest that these findings best fit the description of a particular kind of borderline personality organization typified by apparent 'normality'. Other prominent aspects of the dimensions of violence observed in these cases include: (1) a poor representational capacity; (2) an interactional style characterized by uncontainable projective exchanges between victim and offender; (3) a collusive primary object relationship combined with the absence of an internalized 'third object'; (4) a 'two-faced' superego structure; (5) the internalization of traumatic experience that has become associated with a bad object system; (6) phantasies of restoring ideal good in external objects alongside conscious fantasies of annihilation. Within the context of these factors the intrapsychic events that lead to the act itself are discussed. It is found that a collapse of the 'narcissistic exoskeleton', the intrusion of the bad object system and the unbearable shame that this evokes in the offender are prominent features of what culminates in an act of explosive rage and projective identification. Some of the implications of my research are briefly discussed in the concluding chapter.
- Full Text:
- Date Issued: 2000
Minor "dings" - major effects? a study into the cognitive effects of mild head injuries in high school rugby
- Authors: Ackermann, Tessa Ruth
- Date: 2000
- Subjects: Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2920 , http://hdl.handle.net/10962/d1002429 , Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Description: The present study is part of a larger and ongoing research initiative investigating the cumulative cognitive effects of mild head injury in rugby union and focused specifically on high school rugby players. A comprehensive battery of neuropsychological tests was administered to top team high school rugby players (n = 47), and a non-contact sport control group of top team high school hockey players (n = 34). Direct comparisons of group mean scores and standard deviations across each neuropsychological test were carried out for the Total Rugby group versus the Total Hockey group as well as for the subgroups Rugby Forwards versus Rugby Backs. A correlational analysis was conducted to ascertain whether a relationship exists between the number of mild head injuries reported by the players and their cognitive test performance. Results of the group comparisons of means and variability on WMS Paired Associate Learning Hard Pairs - Delayed Recall provides tentative indications of the initial stages of diffuse damage associated with mild head injury in the rugby group and provides some evidence for impairment of verbal learning and memory in the Rugby Forwards group. The correlational analysis revealed no significant relationship between number of reported mild head injuries and cognitive performance. The findings and possible latent effects of the multiple mild head injuries reported by the rugby players are discussed in terms of brain reserve capacity theory and suggestions for future research are provided.
- Full Text:
- Date Issued: 2000
- Authors: Ackermann, Tessa Ruth
- Date: 2000
- Subjects: Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2920 , http://hdl.handle.net/10962/d1002429 , Rugby football injuries , Head -- Wounds and injuries -- Psychology , Head -- Wounds and injuries -- Complications , Head -- Wounds and injuries -- Patients -- Rehabilitation
- Description: The present study is part of a larger and ongoing research initiative investigating the cumulative cognitive effects of mild head injury in rugby union and focused specifically on high school rugby players. A comprehensive battery of neuropsychological tests was administered to top team high school rugby players (n = 47), and a non-contact sport control group of top team high school hockey players (n = 34). Direct comparisons of group mean scores and standard deviations across each neuropsychological test were carried out for the Total Rugby group versus the Total Hockey group as well as for the subgroups Rugby Forwards versus Rugby Backs. A correlational analysis was conducted to ascertain whether a relationship exists between the number of mild head injuries reported by the players and their cognitive test performance. Results of the group comparisons of means and variability on WMS Paired Associate Learning Hard Pairs - Delayed Recall provides tentative indications of the initial stages of diffuse damage associated with mild head injury in the rugby group and provides some evidence for impairment of verbal learning and memory in the Rugby Forwards group. The correlational analysis revealed no significant relationship between number of reported mild head injuries and cognitive performance. The findings and possible latent effects of the multiple mild head injuries reported by the rugby players are discussed in terms of brain reserve capacity theory and suggestions for future research are provided.
- Full Text:
- Date Issued: 2000
Organisational leaders' perceptions of the challenges and constraints of the leadership development of Blacks in South African private organisations
- Authors: Nyamuda, Paul Andrew
- Date: 2000
- Subjects: Leadership , Black people -- South Africa , Black people -- Employment -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3033 , http://hdl.handle.net/10962/d1002542 , Leadership , Black people -- South Africa , Black people -- Employment -- South Africa
- Description: In recent years, it has become clear that a lot of corporate collapse can be traced down to poor leadership. As more and more black executives are climbing the corporate ladder, it is becoming all the more necessary to explore how their effective leadership development can occur with private organisations in South Africa. There are many challenges and constraints associated with the leadership development of these executives. This can be expected as they are entering an environment which has been largely white-dominated. As a result they find themselves facing the challenges of succeeding amidst negative perceptions they have experienced from their superiors and subtle pressures from subordinates. Therefore, it can only be expected that if organisations are to maintain a competitive advantage they need to understand how to effectively develop this new breed of leaders. Hence, the researcher has used a qualitative approach to investigate the complexities of the experiences of black executives in private organisations. In terms of the theoretical framework, the research focuses on some of the new approaches to leadership. It was discovered that leadership development is essentially a process that goes beyond mere training sessions, and largely involves the relationships one has within the organisation. This involves relationships with superiors, peers, and subordinates. The research indicates that if these relationships are managed effectively, leadership development is enhanced. Whilst the role of formal training programs appeared somewhat downplayed, it was clear that these programs had a strong role in terms of their psychological impact on participants. They certainly affected their perception of the organisation and their own self-efficacy. The research, therefore illustrates how there are a variety of individual and organisational attributes that form a basis for effective leadership development of blacks in private organisations. The researcher argues that if these are implemented, organisational well-being is enhanced.
- Full Text:
- Date Issued: 2000
- Authors: Nyamuda, Paul Andrew
- Date: 2000
- Subjects: Leadership , Black people -- South Africa , Black people -- Employment -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3033 , http://hdl.handle.net/10962/d1002542 , Leadership , Black people -- South Africa , Black people -- Employment -- South Africa
- Description: In recent years, it has become clear that a lot of corporate collapse can be traced down to poor leadership. As more and more black executives are climbing the corporate ladder, it is becoming all the more necessary to explore how their effective leadership development can occur with private organisations in South Africa. There are many challenges and constraints associated with the leadership development of these executives. This can be expected as they are entering an environment which has been largely white-dominated. As a result they find themselves facing the challenges of succeeding amidst negative perceptions they have experienced from their superiors and subtle pressures from subordinates. Therefore, it can only be expected that if organisations are to maintain a competitive advantage they need to understand how to effectively develop this new breed of leaders. Hence, the researcher has used a qualitative approach to investigate the complexities of the experiences of black executives in private organisations. In terms of the theoretical framework, the research focuses on some of the new approaches to leadership. It was discovered that leadership development is essentially a process that goes beyond mere training sessions, and largely involves the relationships one has within the organisation. This involves relationships with superiors, peers, and subordinates. The research indicates that if these relationships are managed effectively, leadership development is enhanced. Whilst the role of formal training programs appeared somewhat downplayed, it was clear that these programs had a strong role in terms of their psychological impact on participants. They certainly affected their perception of the organisation and their own self-efficacy. The research, therefore illustrates how there are a variety of individual and organisational attributes that form a basis for effective leadership development of blacks in private organisations. The researcher argues that if these are implemented, organisational well-being is enhanced.
- Full Text:
- Date Issued: 2000
Peer group supervision as an adjunct to individual supervision: an investigation of models of learning
- Akhurst, Jacqueline Elizabeth
- Authors: Akhurst, Jacqueline Elizabeth
- Date: 2000
- Subjects: Peer-group tutoring of students Psychotherapy -- Study and teaching -- Supervision Psychology -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2922 , http://hdl.handle.net/10962/d1002431
- Description: Supervision of practice makes an important contribution to the development of psychotherapeutic skills in the training of psychologists (Bernard and Goodyear, 1998). Much research has, until recently, focussed on dyadic, hierarchical models of supervision, even though other forms of supervision have been developed. Peer group supervision has had little attention in the literature, although it is a common form of supervision utilised by psychologists in practice (Lewis, Greenburg and Hatch, 1988). A review of the literature considers the purposes of supervision; elements of dyadic supervision; various forms of group, peer and peer group supervision; and the leaming process in supervision. The development and implementation of a peer supervision group (pSG) of intern psychologists within the training setting of a University is described in this study. The PSG model was developed from the model proposed by Wilbur, Roberts-Wilbur, Morris, Betz and Hart (1991). Transcripts from nine audio-taped PSG sessions were analysed, and a comparison with four audio-taped dyadic supervision sessions was then undertaken. Grounded Theory methodology was employed in the design of the study and analysis of the data. The form and content of the two models of supervision were examined, with particular attention to the perspective of the trainees' learning experiences. The relative merits of both forms of supervision were assessed, and this analysis clearly demonstrates that peer group supervision has the potential to complement dyadic supervision by contributing differing learning experiences. A model of key influences upon, and effects of, participation in the two forms of supervision has been developed. Suggestions are made of ways in which dyadic supervision may be optimised, and recommendations for further development of the PSG emerge. The results were then considered from a neo-Vygotskian perspective. This enabled the findings to be linked to a comprehensive theory of learning, pointing to the key role of speech in thinking, and the contributions of the various forms of dialogue to deepened understandings. The discussion includes: consideration of techniques which enable trainees to obtain assistance from both more experienced practitioners as well as from their peers; an exploration of aspects of subjectivity and intersubjectivity; and contextual influences which have bearing on the study. This study identifies the need for further consideration of the supervision process in South Africa, and makes recommendations for the training of supervisors. The neo-Vygotskian model offers great promise both as a framework for understanding the leaming process in. supervision, and for developing guidelines for enhancing supervisory practice.
- Full Text:
- Date Issued: 2000
- Authors: Akhurst, Jacqueline Elizabeth
- Date: 2000
- Subjects: Peer-group tutoring of students Psychotherapy -- Study and teaching -- Supervision Psychology -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2922 , http://hdl.handle.net/10962/d1002431
- Description: Supervision of practice makes an important contribution to the development of psychotherapeutic skills in the training of psychologists (Bernard and Goodyear, 1998). Much research has, until recently, focussed on dyadic, hierarchical models of supervision, even though other forms of supervision have been developed. Peer group supervision has had little attention in the literature, although it is a common form of supervision utilised by psychologists in practice (Lewis, Greenburg and Hatch, 1988). A review of the literature considers the purposes of supervision; elements of dyadic supervision; various forms of group, peer and peer group supervision; and the leaming process in supervision. The development and implementation of a peer supervision group (pSG) of intern psychologists within the training setting of a University is described in this study. The PSG model was developed from the model proposed by Wilbur, Roberts-Wilbur, Morris, Betz and Hart (1991). Transcripts from nine audio-taped PSG sessions were analysed, and a comparison with four audio-taped dyadic supervision sessions was then undertaken. Grounded Theory methodology was employed in the design of the study and analysis of the data. The form and content of the two models of supervision were examined, with particular attention to the perspective of the trainees' learning experiences. The relative merits of both forms of supervision were assessed, and this analysis clearly demonstrates that peer group supervision has the potential to complement dyadic supervision by contributing differing learning experiences. A model of key influences upon, and effects of, participation in the two forms of supervision has been developed. Suggestions are made of ways in which dyadic supervision may be optimised, and recommendations for further development of the PSG emerge. The results were then considered from a neo-Vygotskian perspective. This enabled the findings to be linked to a comprehensive theory of learning, pointing to the key role of speech in thinking, and the contributions of the various forms of dialogue to deepened understandings. The discussion includes: consideration of techniques which enable trainees to obtain assistance from both more experienced practitioners as well as from their peers; an exploration of aspects of subjectivity and intersubjectivity; and contextual influences which have bearing on the study. This study identifies the need for further consideration of the supervision process in South Africa, and makes recommendations for the training of supervisors. The neo-Vygotskian model offers great promise both as a framework for understanding the leaming process in. supervision, and for developing guidelines for enhancing supervisory practice.
- Full Text:
- Date Issued: 2000
Profile of paediatric psychosocial disorders in Frere Hospital and analysis of associated patterns of referrals
- Authors: Chukwuemeka, Gregory Adjuba
- Date: 2000
- Subjects: Child psychopathology , Frere Hospital
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2949 , http://hdl.handle.net/10962/d1002458 , Child psychopathology , Frere Hospital
- Description: The profile of psychosocial disorders in children and the attendant patterns of referrals and health communication, were investigated within the context of a tertiary referral centre in the Eastern Cape Province. Literature on childhood disorders points to a high level of functional and substance related disorders in technologically developed countries of Europe and North America, in contrast to the developing countries of Asia and Africa, where the burden of infectious diseases and disorders of deprivation and lack still predominate in the profile of psychosocial disorders in children. In South Africa however, there is almost non-existent research on clinical psychosocial disorders profile and the research sets out to be an exploratory study in this area. A combination design was employed in which interviews and observations complemented a primarily quantitative descriptive cross sectional analysis of hospitalcase records. A pilot study was performed using an information gathering questionnaire and interviews, with findings subsequently explored in the main study. The International Classification of Diseases (ICD-10) (WHO, 1992) diagnostic categories were used to create a profile of all ailments in the paediatric unit. Psychosocial disorders both in terms of aetiology and illness course, can be viewed from the perspective of socialadjustment and functioning (in which there is a potential role of social factors as provoking, causal or modifying factors) (Williams &Clare, 1979); and the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) (American Psychiatric Association,1994) criteria was used to create the profile of these disorders in the paediatric unit at Frere Hospital which accounted for 45% of the ailments managed in one year. The derived profile is a picture in between the profile found in technologically advanced countries, and developing countries. While the infection burden and malnutrition appear to be readily contained or curtailed, there appears to be a serious problem with access to health care services which manifest especially at the level of perinatal events, with resultant high level of hypoxic brain damage and consequently mental retardation and varying levels of impairment or disability. These medical consequences in turn are fundamentally psychosocial, requiring psychosocial care with heavy reliance on strategic communication and referrals. The referrals in respect of psychosocial disorders are mainly at primary care level revolving around local health care clinics, private clinics, special schools and rehabilitation centres.
- Full Text:
- Date Issued: 2000
- Authors: Chukwuemeka, Gregory Adjuba
- Date: 2000
- Subjects: Child psychopathology , Frere Hospital
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2949 , http://hdl.handle.net/10962/d1002458 , Child psychopathology , Frere Hospital
- Description: The profile of psychosocial disorders in children and the attendant patterns of referrals and health communication, were investigated within the context of a tertiary referral centre in the Eastern Cape Province. Literature on childhood disorders points to a high level of functional and substance related disorders in technologically developed countries of Europe and North America, in contrast to the developing countries of Asia and Africa, where the burden of infectious diseases and disorders of deprivation and lack still predominate in the profile of psychosocial disorders in children. In South Africa however, there is almost non-existent research on clinical psychosocial disorders profile and the research sets out to be an exploratory study in this area. A combination design was employed in which interviews and observations complemented a primarily quantitative descriptive cross sectional analysis of hospitalcase records. A pilot study was performed using an information gathering questionnaire and interviews, with findings subsequently explored in the main study. The International Classification of Diseases (ICD-10) (WHO, 1992) diagnostic categories were used to create a profile of all ailments in the paediatric unit. Psychosocial disorders both in terms of aetiology and illness course, can be viewed from the perspective of socialadjustment and functioning (in which there is a potential role of social factors as provoking, causal or modifying factors) (Williams &Clare, 1979); and the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) (American Psychiatric Association,1994) criteria was used to create the profile of these disorders in the paediatric unit at Frere Hospital which accounted for 45% of the ailments managed in one year. The derived profile is a picture in between the profile found in technologically advanced countries, and developing countries. While the infection burden and malnutrition appear to be readily contained or curtailed, there appears to be a serious problem with access to health care services which manifest especially at the level of perinatal events, with resultant high level of hypoxic brain damage and consequently mental retardation and varying levels of impairment or disability. These medical consequences in turn are fundamentally psychosocial, requiring psychosocial care with heavy reliance on strategic communication and referrals. The referrals in respect of psychosocial disorders are mainly at primary care level revolving around local health care clinics, private clinics, special schools and rehabilitation centres.
- Full Text:
- Date Issued: 2000
Rural students' local knowledge of learning in formal and informal contexts
- Authors: Visser, Alvin-Jon
- Date: 2000
- Subjects: Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3079 , http://hdl.handle.net/10962/d1002588 , Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Description: The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
- Full Text:
- Date Issued: 2000
- Authors: Visser, Alvin-Jon
- Date: 2000
- Subjects: Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3079 , http://hdl.handle.net/10962/d1002588 , Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Description: The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
- Full Text:
- Date Issued: 2000
Social change and shifting paradigms: the choice of healer among black South Africans in psychological counselling
- Authors: Johnson, Alexandra Blythe
- Date: 2000
- Subjects: Healers -- South Africa , Psychotherapy Cross-cultural studies , Xhosa (African people) -- Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2998 , http://hdl.handle.net/10962/d1002507 , Healers -- South Africa , Psychotherapy Cross-cultural studies , Xhosa (African people) -- Psychology
- Description: Social change in South Africa brings to light the multiplicity of world-views operating in our society, which individuals encountering a variety of social contexts are faced with. This raises questions about the choices black South Africans face in response to influences from Western and traditional African culture. This issue was approached through examining helpseeking choices made between different health care sectors that stem from different world-views. This would indicate whether individuals are drawing on a variety of belief systems. The sources of their beliefs are put into context by looking at the communities of practice that influence their local knowledge. Help-seeking is also influenced by the identities the individual may ascribe to, which are derived from the multiple positions held by them in different social contexts. In this research the use of health-care sectors by four black women attending psychotherapy is examined. Their use of these sectors reflects a potential multiplicity of world views. Semistructured interviews were conducted, focusing on participants' prior experience of different help options, and their current perceptions of traditional African healing and psychology. The texts were analysed using a qualitative hermeneutic method, the reading guide. Data was looked at through three main themes, the individual's relationship to the health care sectors, their knowledge of different world views, and the identities they adopted which may be influential in their choice of a healer. It was found that in two participants there was some movement away from traditional beliefs, with one rejecting the traditional healers who did not help her, once she has discovered therapy, and another identifying herself completely with Western medicine. In contrast, one participant illustrated a rediscovery of traditional healing, whilst still attending psychotherapy. This suggests that shifts in knowledge are not necessarily away from traditional beliefs. It was also found that the two participants who had experienced a broader variety of social contexts and identified with multiple belief systems, tended to use a variety of Western and traditional healing sources and selected the healing option they felt was most appropriate to a particular problem. It is argued therefore that having a variety of knowledge and beliefs places individuals in a more powerful position to determine their choice of action than those with a limited range of knowledge.
- Full Text:
- Date Issued: 2000
- Authors: Johnson, Alexandra Blythe
- Date: 2000
- Subjects: Healers -- South Africa , Psychotherapy Cross-cultural studies , Xhosa (African people) -- Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2998 , http://hdl.handle.net/10962/d1002507 , Healers -- South Africa , Psychotherapy Cross-cultural studies , Xhosa (African people) -- Psychology
- Description: Social change in South Africa brings to light the multiplicity of world-views operating in our society, which individuals encountering a variety of social contexts are faced with. This raises questions about the choices black South Africans face in response to influences from Western and traditional African culture. This issue was approached through examining helpseeking choices made between different health care sectors that stem from different world-views. This would indicate whether individuals are drawing on a variety of belief systems. The sources of their beliefs are put into context by looking at the communities of practice that influence their local knowledge. Help-seeking is also influenced by the identities the individual may ascribe to, which are derived from the multiple positions held by them in different social contexts. In this research the use of health-care sectors by four black women attending psychotherapy is examined. Their use of these sectors reflects a potential multiplicity of world views. Semistructured interviews were conducted, focusing on participants' prior experience of different help options, and their current perceptions of traditional African healing and psychology. The texts were analysed using a qualitative hermeneutic method, the reading guide. Data was looked at through three main themes, the individual's relationship to the health care sectors, their knowledge of different world views, and the identities they adopted which may be influential in their choice of a healer. It was found that in two participants there was some movement away from traditional beliefs, with one rejecting the traditional healers who did not help her, once she has discovered therapy, and another identifying herself completely with Western medicine. In contrast, one participant illustrated a rediscovery of traditional healing, whilst still attending psychotherapy. This suggests that shifts in knowledge are not necessarily away from traditional beliefs. It was also found that the two participants who had experienced a broader variety of social contexts and identified with multiple belief systems, tended to use a variety of Western and traditional healing sources and selected the healing option they felt was most appropriate to a particular problem. It is argued therefore that having a variety of knowledge and beliefs places individuals in a more powerful position to determine their choice of action than those with a limited range of knowledge.
- Full Text:
- Date Issued: 2000
The development of a pro forma document for use in police rape investigations in South Africa
- Authors: Netto, Lauren Joy
- Date: 2000
- Subjects: Interviewing in law enforcement , Criminal investigation , Police questioning -- Forms , Rape -- Investigation -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3031 , http://hdl.handle.net/10962/d1002540 , Interviewing in law enforcement , Criminal investigation , Police questioning -- Forms , Rape -- Investigation -- South Africa
- Description: This research developed a pro forma document for use in police rape investigations in South Africa. The immediate context for the research is the alarmingly high incidence of rape in South Africa. The rape statistics vary to an extent, largely due to the fact that a large proportion of the rapes that occur in South Africa are not reported to the police. These statistics expose the limited success of the South African Police Services (SAPS) in terms of investigating rape cases in this country, as well as the public perception of the effectiveness of the South African Police Services in this regard as evidenced by the non or under-reporting of rape in South Africa. The pro forma document is an investigative tool designed to standardise and systematise rape investigations by providing set guidelines for obtaining the essential information about each rape case. This is a prerequisite for Tender profiling, which involves predicting the relationship between offence and offender variables. Profiling can only be successful if the investigator obtains all the information about a crime. Hence the pro forma document, as an investigative instrument designed to access essential information about a crime, is a key requirement for the development of informed and accurate profiles of offenders. As a standardised form, the document will allow for systematic and thorough rape investigations in South Africa. The researcher employed the qualitative methodology of action research. This entailed involving the participants in all stages of the research process. The data was collected by means of focus group interviews with detectives from the Serious and Violent Crimes Unit and the Child Protection Unit in Grahamstown. Additional sources of data were various investigative documents that originated from a number of different countries. Analysis of the data followed a number of procedural steps specifically suggested for focus group interview research and involved a process of coding. The codes identified during the analysis provided the foundation for the items that were included in the pro forma document. In keeping with the action research approach, the participants were caned upon to evaluate the progress of the research after the initial data collection and analysis were completed, and a draft version of the pro forma document had been compiled. This feedback provided another source of data which contained suggestions for amendments to the pro forma document which the researcher implemented. The research process was hindered to a certain extent by the unpredictable nature of police work which influenced the data gathering procedure. This could point to a possible limitation of the research. Furthermore, the aim of the research was to develop a pro forma document for use in rape investigations in South Africa. This aim did not encompass marketing the document. Herein lies another possible limitation of the research in that the document has not yet been used and tested in real cases. A discussion of the research process includes issues involved in practically implementing the pro forma document in rape investigations.
- Full Text:
- Date Issued: 2000
- Authors: Netto, Lauren Joy
- Date: 2000
- Subjects: Interviewing in law enforcement , Criminal investigation , Police questioning -- Forms , Rape -- Investigation -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3031 , http://hdl.handle.net/10962/d1002540 , Interviewing in law enforcement , Criminal investigation , Police questioning -- Forms , Rape -- Investigation -- South Africa
- Description: This research developed a pro forma document for use in police rape investigations in South Africa. The immediate context for the research is the alarmingly high incidence of rape in South Africa. The rape statistics vary to an extent, largely due to the fact that a large proportion of the rapes that occur in South Africa are not reported to the police. These statistics expose the limited success of the South African Police Services (SAPS) in terms of investigating rape cases in this country, as well as the public perception of the effectiveness of the South African Police Services in this regard as evidenced by the non or under-reporting of rape in South Africa. The pro forma document is an investigative tool designed to standardise and systematise rape investigations by providing set guidelines for obtaining the essential information about each rape case. This is a prerequisite for Tender profiling, which involves predicting the relationship between offence and offender variables. Profiling can only be successful if the investigator obtains all the information about a crime. Hence the pro forma document, as an investigative instrument designed to access essential information about a crime, is a key requirement for the development of informed and accurate profiles of offenders. As a standardised form, the document will allow for systematic and thorough rape investigations in South Africa. The researcher employed the qualitative methodology of action research. This entailed involving the participants in all stages of the research process. The data was collected by means of focus group interviews with detectives from the Serious and Violent Crimes Unit and the Child Protection Unit in Grahamstown. Additional sources of data were various investigative documents that originated from a number of different countries. Analysis of the data followed a number of procedural steps specifically suggested for focus group interview research and involved a process of coding. The codes identified during the analysis provided the foundation for the items that were included in the pro forma document. In keeping with the action research approach, the participants were caned upon to evaluate the progress of the research after the initial data collection and analysis were completed, and a draft version of the pro forma document had been compiled. This feedback provided another source of data which contained suggestions for amendments to the pro forma document which the researcher implemented. The research process was hindered to a certain extent by the unpredictable nature of police work which influenced the data gathering procedure. This could point to a possible limitation of the research. Furthermore, the aim of the research was to develop a pro forma document for use in rape investigations in South Africa. This aim did not encompass marketing the document. Herein lies another possible limitation of the research in that the document has not yet been used and tested in real cases. A discussion of the research process includes issues involved in practically implementing the pro forma document in rape investigations.
- Full Text:
- Date Issued: 2000
The development of a WAIS-III short form for use in South Africa
- Authors: Rust, Annegret L
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3047 , http://hdl.handle.net/10962/d1002556 , Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Description: The Wechsler Adult Intelligence Scale - 3rd Edition (WAIS-III) is the newest of the internationally recognised Wechsler family of intelligence tests. It has been improved in terms of its psychometric properties, neuropsychological assessment abilities and its content. This test is in the process of being standardised by the Human Sciences Research Council (HSRC) in South Africa. As the adapted South African version will be available shortly for use in the multicultural circumstances of South Africa, the application of the various aspects of this test needs to be investigated. This test is very comprehensive and thorough, however its one disadvantage is that it takes on average three hours to administer in its entirety. Thus there is a need to find ways in which to abbreviate the test for particular purposes when time is limited, for example in research, brief clinical assessments or neuropsychological screenings. The concept of abbreviating tests, including the earlier Wechsler intelligence test can be traced back to 1917, when it was asked if all the items on the Binet-Simon scale were required to give an accurate assessment of IQ (Levy, 1968). Since then there have been many short form suggestions made, with many different considerations in mind. These can be divided into two main approaches or methods. Firstly, the number of subtests of the scale can be reduced. Thus with the WAIS-III which consists of 14 subtests in total, an option is to use, for example only four of the subtests to get an estimate of a person's IQ. Secondly, the number of items in each subtest can be reduced. Thus only half the items or even only a third of the items on a subtest can be administered to get an estimate of the persons' performance on each subtest and in this way estimate their overall IQ. Both methods have been used on the WAIS and WAIS-R, although the reduction of the subtests is favoured. Both should now be validated and considered for use with the WATS-III in South Africa. Wechsler tests and their constituent subtests have been found to be differentially effected by race, education, language and socio-economic status (Kaufman, McLean & Reynolds, 1988; Nell 1999). These differences have also been found to impact on the short forms which are suggested, as certain subtests are considered to be more biased towards particular groups than others. Vocabulary and Block Design in particular bias testees who are not as westernised or acculturated towards a largely American and European culture (Kaufman, McLean & Reynolds, 1988). These differences, although often ascribed to race, language or socio-economic status can best be understood more broadly in terms of degree of acculturation (i.e. westernisation) (Shuttleworth-Jordan, 1996) and test-wiseness (Nell, 1999). In South Africa in particular, with its extreme cultural diversity these factors need to be carefully considered when developing short forms. In the present study the development of a short form appropriate to South Africa's diverse cultural circumstances will be approached, through a sample which has been stratified according to gender, first language (English vs. African), quality of schooling received (Private/Model C vs. DET) and level of education achieved (Matric vs. Graduate). Both a subtest reduction method and an item reduction method will be considered to arrive at a short form. The subtest reduction method will be considered further in an attempt to clarify which subtests would be more or less appropriate to include in a short form considering group differences. Finally the thesis will develop suggestions as to which short forms would be best for use in South Africa.
- Full Text:
- Date Issued: 2000
- Authors: Rust, Annegret L
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3047 , http://hdl.handle.net/10962/d1002556 , Wechsler Adult Intelligence Scale , Intelligence tests -- South Africa , Wechsler Adult Intelligence Scale -- South Africa
- Description: The Wechsler Adult Intelligence Scale - 3rd Edition (WAIS-III) is the newest of the internationally recognised Wechsler family of intelligence tests. It has been improved in terms of its psychometric properties, neuropsychological assessment abilities and its content. This test is in the process of being standardised by the Human Sciences Research Council (HSRC) in South Africa. As the adapted South African version will be available shortly for use in the multicultural circumstances of South Africa, the application of the various aspects of this test needs to be investigated. This test is very comprehensive and thorough, however its one disadvantage is that it takes on average three hours to administer in its entirety. Thus there is a need to find ways in which to abbreviate the test for particular purposes when time is limited, for example in research, brief clinical assessments or neuropsychological screenings. The concept of abbreviating tests, including the earlier Wechsler intelligence test can be traced back to 1917, when it was asked if all the items on the Binet-Simon scale were required to give an accurate assessment of IQ (Levy, 1968). Since then there have been many short form suggestions made, with many different considerations in mind. These can be divided into two main approaches or methods. Firstly, the number of subtests of the scale can be reduced. Thus with the WAIS-III which consists of 14 subtests in total, an option is to use, for example only four of the subtests to get an estimate of a person's IQ. Secondly, the number of items in each subtest can be reduced. Thus only half the items or even only a third of the items on a subtest can be administered to get an estimate of the persons' performance on each subtest and in this way estimate their overall IQ. Both methods have been used on the WAIS and WAIS-R, although the reduction of the subtests is favoured. Both should now be validated and considered for use with the WATS-III in South Africa. Wechsler tests and their constituent subtests have been found to be differentially effected by race, education, language and socio-economic status (Kaufman, McLean & Reynolds, 1988; Nell 1999). These differences have also been found to impact on the short forms which are suggested, as certain subtests are considered to be more biased towards particular groups than others. Vocabulary and Block Design in particular bias testees who are not as westernised or acculturated towards a largely American and European culture (Kaufman, McLean & Reynolds, 1988). These differences, although often ascribed to race, language or socio-economic status can best be understood more broadly in terms of degree of acculturation (i.e. westernisation) (Shuttleworth-Jordan, 1996) and test-wiseness (Nell, 1999). In South Africa in particular, with its extreme cultural diversity these factors need to be carefully considered when developing short forms. In the present study the development of a short form appropriate to South Africa's diverse cultural circumstances will be approached, through a sample which has been stratified according to gender, first language (English vs. African), quality of schooling received (Private/Model C vs. DET) and level of education achieved (Matric vs. Graduate). Both a subtest reduction method and an item reduction method will be considered to arrive at a short form. The subtest reduction method will be considered further in an attempt to clarify which subtests would be more or less appropriate to include in a short form considering group differences. Finally the thesis will develop suggestions as to which short forms would be best for use in South Africa.
- Full Text:
- Date Issued: 2000
The experience of multi-cultural communication within a South African organization
- Authors: Lesch, Anthea M
- Date: 2000
- Subjects: Intercultural communication -- South Africa , Communication in management -- South Africa , Communication in personnel management -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3008 , http://hdl.handle.net/10962/d1002517 , Intercultural communication -- South Africa , Communication in management -- South Africa , Communication in personnel management -- South Africa
- Description: This research study was conducted in an attempt to explore the experience of multicultural communication within a South African organization. To this end employees, representing both Black and White culture, within a South African organization in the throes of transformation, were accessed. A model of managing diversity, focussing on the personal, interpersonal and organizational levels, was utilized in an attempt to uncover the nature of the experience of multi-cultural communication within Company X. A qualitative research design, and more specifically the case study method was employed in this study. Consistent with the case study approach a number of data sources were accessed. The primary data source consisted of a 3-stage interview process. Other data sources included documentary sources and company publications. By accessing multiple data sources, the researcher attempted to gain a holistic understanding of the experience of multi-cultural communication. It was found that the societal context of our post-Apartheid society exercises a profound influence on multi-cultural communication. Under Apartheid cultural separation was promoted. Diverse peoples thus have little common basis for interaction and view each other with skepticism and distrust. This exercises an effect on the personal and organizational levels of the managing diversity model. Influences at the personal level relate to the cultural paradigms of the individuals which provide the rules governing interactions and affect judgements of acceptable and unacceptable behaviours. Issues at the organizational level relate to its structures and policies which are still based on the “white is right ideology”. These issues, in turn, affect the interpersonal level of managing diversity, i.e., where the interactions occur, causing “communication short circuits” within the process of multi-cultural communication. In order to deal with failed multi-cultural communication, the individuals have developed a number of coping strategies. The results of the study indicate that both the organization and its employees share a responsibility for creating an environment that will facilitate effective multi-cultural communication.
- Full Text:
- Date Issued: 2000
- Authors: Lesch, Anthea M
- Date: 2000
- Subjects: Intercultural communication -- South Africa , Communication in management -- South Africa , Communication in personnel management -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3008 , http://hdl.handle.net/10962/d1002517 , Intercultural communication -- South Africa , Communication in management -- South Africa , Communication in personnel management -- South Africa
- Description: This research study was conducted in an attempt to explore the experience of multicultural communication within a South African organization. To this end employees, representing both Black and White culture, within a South African organization in the throes of transformation, were accessed. A model of managing diversity, focussing on the personal, interpersonal and organizational levels, was utilized in an attempt to uncover the nature of the experience of multi-cultural communication within Company X. A qualitative research design, and more specifically the case study method was employed in this study. Consistent with the case study approach a number of data sources were accessed. The primary data source consisted of a 3-stage interview process. Other data sources included documentary sources and company publications. By accessing multiple data sources, the researcher attempted to gain a holistic understanding of the experience of multi-cultural communication. It was found that the societal context of our post-Apartheid society exercises a profound influence on multi-cultural communication. Under Apartheid cultural separation was promoted. Diverse peoples thus have little common basis for interaction and view each other with skepticism and distrust. This exercises an effect on the personal and organizational levels of the managing diversity model. Influences at the personal level relate to the cultural paradigms of the individuals which provide the rules governing interactions and affect judgements of acceptable and unacceptable behaviours. Issues at the organizational level relate to its structures and policies which are still based on the “white is right ideology”. These issues, in turn, affect the interpersonal level of managing diversity, i.e., where the interactions occur, causing “communication short circuits” within the process of multi-cultural communication. In order to deal with failed multi-cultural communication, the individuals have developed a number of coping strategies. The results of the study indicate that both the organization and its employees share a responsibility for creating an environment that will facilitate effective multi-cultural communication.
- Full Text:
- Date Issued: 2000
The phenomenology of the anorexic body
- Authors: Shapiro, Joel
- Date: 2000
- Subjects: Anorexia nervosa Eating disorders Anorexia nervosa -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3053 , http://hdl.handle.net/10962/d1002562
- Description: The purpose of the study is to articulate the phenomenology of the anorexic body. In order to describe the complex meaning of the anorexic body, the present research adopts the qualitative and exploratory approach of Seidman's (1991) in-depth phenomenologically based interviewing method. This involves a series of three separate interviews, with three research participants who have had personal experience of anorexia. The method of data analysis used is essentially on editing style of analysis (Miller and Crabtree, 1992) and is based on a hybrid of the grounded theory approach of Glaser and Strauss (1967) and Heidegger's (1927) ontological hermeneutics to form what Addison (1992) calls grounded interpretive research. Anorexic embodiment is conceptualised as precipitating a fundamental disturbance between the interactions of embodied consciousness and the world. The body is no longer taken-for-granted, and becomes an object for scrutiny. As an object, the body is experienced as a thing exterior to the self, and this awareness contributes to the sense of qisorder which permeates anorexic embodiment. Bodily intentionality is frustrated when the sphere of bodily actions and habitual acts become circumscribed. The character of lived temporality and lived spatiality are also effected with the anorexic's focus on the now, ushering in a spatiality of the here. These findings indicate that anorexic embodiment is experienced primarily as a disruption of the 'lived body' rather than that of the biological body. The prevailing discourses of anorexic embodiment are shown to be split between the naturalized discourses that provide a model of the body that is biologically determined and ahistorical, and the denaturalized discourses that provide a model of the body that is culturally constructed and lacks embodied givenness. It is argued that Merleau-Ponty's phenomenology of the body offers a renaturalization of the body that overcomes the nature/culture dichotomy of the naturalized and denaturalized discourses, thereby providing a solid foundation that more directly addresses the phenomenology of the anorexic body. The theoretical and treatment implications of Merleau-Ponty's renaturalization of the anorexic body are highlighted, and suggestions for further research are presented.
- Full Text:
- Date Issued: 2000
- Authors: Shapiro, Joel
- Date: 2000
- Subjects: Anorexia nervosa Eating disorders Anorexia nervosa -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3053 , http://hdl.handle.net/10962/d1002562
- Description: The purpose of the study is to articulate the phenomenology of the anorexic body. In order to describe the complex meaning of the anorexic body, the present research adopts the qualitative and exploratory approach of Seidman's (1991) in-depth phenomenologically based interviewing method. This involves a series of three separate interviews, with three research participants who have had personal experience of anorexia. The method of data analysis used is essentially on editing style of analysis (Miller and Crabtree, 1992) and is based on a hybrid of the grounded theory approach of Glaser and Strauss (1967) and Heidegger's (1927) ontological hermeneutics to form what Addison (1992) calls grounded interpretive research. Anorexic embodiment is conceptualised as precipitating a fundamental disturbance between the interactions of embodied consciousness and the world. The body is no longer taken-for-granted, and becomes an object for scrutiny. As an object, the body is experienced as a thing exterior to the self, and this awareness contributes to the sense of qisorder which permeates anorexic embodiment. Bodily intentionality is frustrated when the sphere of bodily actions and habitual acts become circumscribed. The character of lived temporality and lived spatiality are also effected with the anorexic's focus on the now, ushering in a spatiality of the here. These findings indicate that anorexic embodiment is experienced primarily as a disruption of the 'lived body' rather than that of the biological body. The prevailing discourses of anorexic embodiment are shown to be split between the naturalized discourses that provide a model of the body that is biologically determined and ahistorical, and the denaturalized discourses that provide a model of the body that is culturally constructed and lacks embodied givenness. It is argued that Merleau-Ponty's phenomenology of the body offers a renaturalization of the body that overcomes the nature/culture dichotomy of the naturalized and denaturalized discourses, thereby providing a solid foundation that more directly addresses the phenomenology of the anorexic body. The theoretical and treatment implications of Merleau-Ponty's renaturalization of the anorexic body are highlighted, and suggestions for further research are presented.
- Full Text:
- Date Issued: 2000
The psychological role of homoeroticism in the spiritual growth of priests: a study of individuation processes and homoerotic sexualities
- Authors: Taute, Harold Graeme
- Date: 2000
- Subjects: Homosexuality -- Psychological aspects Homosexuality -- Religious aspects -- Christianity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3069 , http://hdl.handle.net/10962/d1002578
- Description: The study explored the psychological role of homoeroticism in the spiritual growth of priests, using Grounded Theory and James Fowler’s stages of faith development as the basis for the research methodology. Three Anglican priests were interviewed using a semi-structured interview format. The research interview combined Fowler’s Faith Development Interview Guide and a semi-structured interview in order to ascertain the priests’ level of spiritual development, as well as to explore their experience of the homoerotic component to their sexuality, and its influence on their spiritual growth. The interviews and iterative analysis focussed on four major questions: (1) Are priests who experience and actively work at integrating the homoerotic aspect to themselves assisted thereby in their spiritual growth, and if so, how might this be accounted for?; (2) Following Fowler’s model of spiritual development, what processes characterise each priest’s approach to meaning-creation in their lives?; (3) Following Fowler’s model, can the psychological work of engaging with and accepting homoeroticism be conceived of as serving an initiatory function in the emergence of new processes of meaning-creation?; (4) What role does homoeroticism serve in the spiritual growth of priests? The interpretative phase consisted of three stages. A grounded theory analysis of each interview was undertaken, developing a model for understanding the role of homoeroticism in spiritual growth. In the second stage, the priest’s level of spiritual development was ascertained, using Fowler’s Faith Development Guide. The third stage linked each participant’s level of spiritual development (in Fowler’s terms) with their core stories regarding experiences, meanings, and roles of homoeroticism. Finally, an integrative theory of the role of homoeroticism in spiritual growth was developed, using Jungian and post-Jungian theory as a basis for the discussion. The results suggested that homoeroticism did not play any role in spiritual growth and individuation separate to the manner in which it was experienced as having been constructed by society and the Church, and separate to the manner in which each priest in the study expressed, experienced, or engaged with it. In this context the experience of homoeroticism appeared to play a diversity of roles, including representing the collective and personal shadow, the archetypal anima/animus, the archetypal puer/senex constellation, the transcendent function, and thereby, as an expression of these roles, contribute to the emergence of new processes of meaning-creation in the spiritual growth and individuation of priests.
- Full Text:
- Date Issued: 2000
- Authors: Taute, Harold Graeme
- Date: 2000
- Subjects: Homosexuality -- Psychological aspects Homosexuality -- Religious aspects -- Christianity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3069 , http://hdl.handle.net/10962/d1002578
- Description: The study explored the psychological role of homoeroticism in the spiritual growth of priests, using Grounded Theory and James Fowler’s stages of faith development as the basis for the research methodology. Three Anglican priests were interviewed using a semi-structured interview format. The research interview combined Fowler’s Faith Development Interview Guide and a semi-structured interview in order to ascertain the priests’ level of spiritual development, as well as to explore their experience of the homoerotic component to their sexuality, and its influence on their spiritual growth. The interviews and iterative analysis focussed on four major questions: (1) Are priests who experience and actively work at integrating the homoerotic aspect to themselves assisted thereby in their spiritual growth, and if so, how might this be accounted for?; (2) Following Fowler’s model of spiritual development, what processes characterise each priest’s approach to meaning-creation in their lives?; (3) Following Fowler’s model, can the psychological work of engaging with and accepting homoeroticism be conceived of as serving an initiatory function in the emergence of new processes of meaning-creation?; (4) What role does homoeroticism serve in the spiritual growth of priests? The interpretative phase consisted of three stages. A grounded theory analysis of each interview was undertaken, developing a model for understanding the role of homoeroticism in spiritual growth. In the second stage, the priest’s level of spiritual development was ascertained, using Fowler’s Faith Development Guide. The third stage linked each participant’s level of spiritual development (in Fowler’s terms) with their core stories regarding experiences, meanings, and roles of homoeroticism. Finally, an integrative theory of the role of homoeroticism in spiritual growth was developed, using Jungian and post-Jungian theory as a basis for the discussion. The results suggested that homoeroticism did not play any role in spiritual growth and individuation separate to the manner in which it was experienced as having been constructed by society and the Church, and separate to the manner in which each priest in the study expressed, experienced, or engaged with it. In this context the experience of homoeroticism appeared to play a diversity of roles, including representing the collective and personal shadow, the archetypal anima/animus, the archetypal puer/senex constellation, the transcendent function, and thereby, as an expression of these roles, contribute to the emergence of new processes of meaning-creation in the spiritual growth and individuation of priests.
- Full Text:
- Date Issued: 2000