Views of the journey of grade 1 learners with barriers to learning, in the inclusive education system: a multi-level systemic investigation
- Van Vuuren, Cornelia Margaretha
- Authors: Van Vuuren, Cornelia Margaretha
- Date: 2022-10-04
- Subjects: Inclusive education South Africa Eastern Cape , Special education teachers South Africa Eastern Cape Attitudes , South Africa. Department of Education , Children with disabilities Education (Elementary) Government policy South Africa , Special education teachers Training of South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327122 , vital:61083 , DOI 10.21504/10962/327122
- Description: Embedded in South Africa’s humanitarian discourse, inclusive education (IE) followed global trends of inclusion of all people into wider society without discrimination. Inclusion in mainstream schools should also, according to the Salamanca agreement provide equal quality education, enabling learners with special educational needs (LSEN) to reach their full potential as a basic human right. IE started in South Africa with the implementation of the inclusive policy EWP6 in 2001. Including all children with barriers to learning in schools in their communities promoted social inclusion with their peers. The DoE introduced the Policy of Screening, Identification, Assessment and Support (SIAS) in 2014. This policy was implemented to assist teachers to identify learning barriers, as a means of offering support to these learners through the inclusive system. However, it seems that educators found this process cumbersome, without resources to maintain the process and with multiple systemic barriers preventing, rather than enhancing, support to LSEN. This multi-level systemic study explores the views of educators and other stakeholders on the effectiveness of the IE system in supporting LSEN, to serve the best interests of these learners in their first year of formal schooling. The study was conducted in three selected diverse mainstream Eastern Cape (EC) rural schools, involving the views of educators, district officials and parents. The study probed the impact of the inclusive system on LSEN’s development and social wellbeing, the perceived effects and benefits of the current system, and how the education model contributes towards human rights objectives and constitutional imperatives. The study acknowledges the theories and policies of the current inclusive system as promoting inclusion, but not being successfully realised in rural areas in the South African context, due to several systemic and contextual barriers. The findings revealed that although all participants noted the possible benefits of IE, the current system did not serve the individual educational needs of LSEN in rural mainstream schools, in their first formal year of schooling. Several constraints were reported including lack of resources, insufficient Allied Health support services, and insufficient training of educators. These lead to feelings of inadequacy in educators, along with systemic and contextual barriers and financial constraints in the schools. There also seems to be a need for better collaboration between education and other departments serving children and communities. To conclude, this study suggests a broader multi-level networked system, in which there needs to be greater interaction between the DoE and other government departments supporting children with barriers, like the Departments of Health (DoH), Social Development (DSD) and Justice (DoJ). , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Van Vuuren, Cornelia Margaretha
- Date: 2022-10-04
- Subjects: Inclusive education South Africa Eastern Cape , Special education teachers South Africa Eastern Cape Attitudes , South Africa. Department of Education , Children with disabilities Education (Elementary) Government policy South Africa , Special education teachers Training of South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327122 , vital:61083 , DOI 10.21504/10962/327122
- Description: Embedded in South Africa’s humanitarian discourse, inclusive education (IE) followed global trends of inclusion of all people into wider society without discrimination. Inclusion in mainstream schools should also, according to the Salamanca agreement provide equal quality education, enabling learners with special educational needs (LSEN) to reach their full potential as a basic human right. IE started in South Africa with the implementation of the inclusive policy EWP6 in 2001. Including all children with barriers to learning in schools in their communities promoted social inclusion with their peers. The DoE introduced the Policy of Screening, Identification, Assessment and Support (SIAS) in 2014. This policy was implemented to assist teachers to identify learning barriers, as a means of offering support to these learners through the inclusive system. However, it seems that educators found this process cumbersome, without resources to maintain the process and with multiple systemic barriers preventing, rather than enhancing, support to LSEN. This multi-level systemic study explores the views of educators and other stakeholders on the effectiveness of the IE system in supporting LSEN, to serve the best interests of these learners in their first year of formal schooling. The study was conducted in three selected diverse mainstream Eastern Cape (EC) rural schools, involving the views of educators, district officials and parents. The study probed the impact of the inclusive system on LSEN’s development and social wellbeing, the perceived effects and benefits of the current system, and how the education model contributes towards human rights objectives and constitutional imperatives. The study acknowledges the theories and policies of the current inclusive system as promoting inclusion, but not being successfully realised in rural areas in the South African context, due to several systemic and contextual barriers. The findings revealed that although all participants noted the possible benefits of IE, the current system did not serve the individual educational needs of LSEN in rural mainstream schools, in their first formal year of schooling. Several constraints were reported including lack of resources, insufficient Allied Health support services, and insufficient training of educators. These lead to feelings of inadequacy in educators, along with systemic and contextual barriers and financial constraints in the schools. There also seems to be a need for better collaboration between education and other departments serving children and communities. To conclude, this study suggests a broader multi-level networked system, in which there needs to be greater interaction between the DoE and other government departments supporting children with barriers, like the Departments of Health (DoH), Social Development (DSD) and Justice (DoJ). , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
A phenomenological investigation of the experience of "connected breathing"
- Authors: Van Wyk, Edmund
- Date: 1983
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:21110 , http://hdl.handle.net/10962/6439
- Description: My interest in "Connected Breathing" began with my own experience of this technique during a Gestalt workshop. It had a profound impact on me. I knew practically nothing about the theory, or lack of a theory, but my interest had been aroused. In my reading on the subject later, I was struck by the incongruence between my experience and what I read I was supposed to be experiencing. This led me "zu der Sache selbst." By using the phenomenological method, this study then is an attempt to come to an essential description of the experience of "Connected Breathing" and to make some evaluation of its usefulness as a psychotherapeutic technique. "Connected Breathing" is the main technique of the “Rebirthing”movement. It is, therefore, necessary to give some account of the development and theory, if any, of this movement. "Rebirthing" does not claim to be a psychotherapy. However, its technique of "Connected Breathing" does seem to have much in common with the techniques used by various established somatic psychotherapies. A brief overview of the development of some of these psychotherapies and their emphasis on breathing techniques is, therefore, also essential.
- Full Text:
- Date Issued: 1983
- Authors: Van Wyk, Edmund
- Date: 1983
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:21110 , http://hdl.handle.net/10962/6439
- Description: My interest in "Connected Breathing" began with my own experience of this technique during a Gestalt workshop. It had a profound impact on me. I knew practically nothing about the theory, or lack of a theory, but my interest had been aroused. In my reading on the subject later, I was struck by the incongruence between my experience and what I read I was supposed to be experiencing. This led me "zu der Sache selbst." By using the phenomenological method, this study then is an attempt to come to an essential description of the experience of "Connected Breathing" and to make some evaluation of its usefulness as a psychotherapeutic technique. "Connected Breathing" is the main technique of the “Rebirthing”movement. It is, therefore, necessary to give some account of the development and theory, if any, of this movement. "Rebirthing" does not claim to be a psychotherapy. However, its technique of "Connected Breathing" does seem to have much in common with the techniques used by various established somatic psychotherapies. A brief overview of the development of some of these psychotherapies and their emphasis on breathing techniques is, therefore, also essential.
- Full Text:
- Date Issued: 1983
Undertaking to care and to protect : The experience of killing healthy homeless animals in South Africa
- Authors: Van Zyl, Henriette Louise
- Date: 2014
- Subjects: Animal welfare -- Moral and ethical aspects -- South Africa , Euthanasia of animals -- South Africa , Euthanasia of animals -- Psychological aspects , Human-animal relationships -- South Africa , Animal rights -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3245 , http://hdl.handle.net/10962/d1013577
- Description: Although animal welfare workers overwhelmingly describe themselves as animal lovers the exigencies of day to day animal welfare work often require that they perform euthanasia of healthy animals as part of welfare shelter management, and animal population control. In this research study, the particular burdens placed upon seven South Animal welfare workers who are required to rescue, care for, nurture and rehabilitate the animals in their care; while simultaneously being required to kill these same – often physically and behaviourally healthy - animals after a specific period of time, or in response to various logistical, procedural and practical intricacies, ranging from lack of space and resources to an unavailability of suitable homes; are explored from an interpretative phenomenological approach using the Interpretative Phenomenological Method (IPA), and from a South African perspective. It was found that animal-loving individuals engaged in the care and subsequent euthanasia of healthy animals report experiencing profound personal, interpersonal and professional and ideological (dis)stress related to guilt, sorrow, moral unease and horror. Four themes emerged from interview data, which are discussed in relation to relevant research and literature. Experiences in a South African context were found to be very much aligned with those reported in previous research and literature pertaining to this topic. In particular, it was found that there is a need to articulate specifically, and precisely the nature of the act. It is proposed that the term “Agapéthanasia” would be appropriate and useful in this field.
- Full Text:
- Date Issued: 2014
- Authors: Van Zyl, Henriette Louise
- Date: 2014
- Subjects: Animal welfare -- Moral and ethical aspects -- South Africa , Euthanasia of animals -- South Africa , Euthanasia of animals -- Psychological aspects , Human-animal relationships -- South Africa , Animal rights -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3245 , http://hdl.handle.net/10962/d1013577
- Description: Although animal welfare workers overwhelmingly describe themselves as animal lovers the exigencies of day to day animal welfare work often require that they perform euthanasia of healthy animals as part of welfare shelter management, and animal population control. In this research study, the particular burdens placed upon seven South Animal welfare workers who are required to rescue, care for, nurture and rehabilitate the animals in their care; while simultaneously being required to kill these same – often physically and behaviourally healthy - animals after a specific period of time, or in response to various logistical, procedural and practical intricacies, ranging from lack of space and resources to an unavailability of suitable homes; are explored from an interpretative phenomenological approach using the Interpretative Phenomenological Method (IPA), and from a South African perspective. It was found that animal-loving individuals engaged in the care and subsequent euthanasia of healthy animals report experiencing profound personal, interpersonal and professional and ideological (dis)stress related to guilt, sorrow, moral unease and horror. Four themes emerged from interview data, which are discussed in relation to relevant research and literature. Experiences in a South African context were found to be very much aligned with those reported in previous research and literature pertaining to this topic. In particular, it was found that there is a need to articulate specifically, and precisely the nature of the act. It is proposed that the term “Agapéthanasia” would be appropriate and useful in this field.
- Full Text:
- Date Issued: 2014
Standardization of Raven's standard progressive matrices for secondary school African pupils in the Grahamstown region
- Authors: Vass, Vasili Arthur
- Date: 1992
- Subjects: Black people -- Education -- South Africa , Intelligence tests -- South Africa , Educational tests and measurements -- South Africa , Cognition and culture , Raven's Progressive Matrices
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3078 , http://hdl.handle.net/10962/d1002587 , Black people -- Education -- South Africa , Intelligence tests -- South Africa , Educational tests and measurements -- South Africa , Cognition and culture , Raven's Progressive Matrices
- Description: Arising out of a need, expressed by Clinical Psychologists in the Grahamstown region, for the fair assessment of secondary School African pupils, norms for the Raven's Standard Progressive Matrices (SPM) were established. Two methods of presentation were used, the first using the original instructions of John Raven translated into the students' first language of Xhosa, hence-forth referred to as the Alternate sample. The second method of presenting the instructions was adapted, to include the use of visual aids and active participation in the instruction phase of the test, hence-forth referred to as the Normative sample. In addition to the establishment of norms, the two methods of test presentation were investigated to see if the method of presentation had an effect on the results of the Raven's SPM. The population was drawn from the three African Secondary Schools in the Grahamstown municipality. The total population consisted of 3 232 students. Classes were randomly sampled across the three schools, with the average age of the Normative sample being 19.3 years. The sample consisted of 812 pupils, 711 in the Normative sample and 101 in the Alternate Sample. The following results and conclusions arose from the study: 1) Norms generated were considerably lower than previously established norms in similar studies. 2) t-Test results indicated that the method of test presentation on the Raven's SPM is important when assessing students that may be regarded as 'disadvantaged'. 3) Respondents scored significantly higher when the method of presenting the instructions ensured a greater understanding of the task demanded of the respondents. 4) The analyses of covariance indicate that male subjects score significantly higher than female subjects, and that there is a significant difference between the ages and educational standard, on the scores of the Raven's SPM. 5) The differences found contradict previous findings using the test, and question the cultural fairness of the test.
- Full Text:
- Date Issued: 1992
- Authors: Vass, Vasili Arthur
- Date: 1992
- Subjects: Black people -- Education -- South Africa , Intelligence tests -- South Africa , Educational tests and measurements -- South Africa , Cognition and culture , Raven's Progressive Matrices
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3078 , http://hdl.handle.net/10962/d1002587 , Black people -- Education -- South Africa , Intelligence tests -- South Africa , Educational tests and measurements -- South Africa , Cognition and culture , Raven's Progressive Matrices
- Description: Arising out of a need, expressed by Clinical Psychologists in the Grahamstown region, for the fair assessment of secondary School African pupils, norms for the Raven's Standard Progressive Matrices (SPM) were established. Two methods of presentation were used, the first using the original instructions of John Raven translated into the students' first language of Xhosa, hence-forth referred to as the Alternate sample. The second method of presenting the instructions was adapted, to include the use of visual aids and active participation in the instruction phase of the test, hence-forth referred to as the Normative sample. In addition to the establishment of norms, the two methods of test presentation were investigated to see if the method of presentation had an effect on the results of the Raven's SPM. The population was drawn from the three African Secondary Schools in the Grahamstown municipality. The total population consisted of 3 232 students. Classes were randomly sampled across the three schools, with the average age of the Normative sample being 19.3 years. The sample consisted of 812 pupils, 711 in the Normative sample and 101 in the Alternate Sample. The following results and conclusions arose from the study: 1) Norms generated were considerably lower than previously established norms in similar studies. 2) t-Test results indicated that the method of test presentation on the Raven's SPM is important when assessing students that may be regarded as 'disadvantaged'. 3) Respondents scored significantly higher when the method of presenting the instructions ensured a greater understanding of the task demanded of the respondents. 4) The analyses of covariance indicate that male subjects score significantly higher than female subjects, and that there is a significant difference between the ages and educational standard, on the scores of the Raven's SPM. 5) The differences found contradict previous findings using the test, and question the cultural fairness of the test.
- Full Text:
- Date Issued: 1992
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
The process of learning and teaching in supplemental instruction groups at Rhodes University
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
- Full Text:
- Date Issued: 1999
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
- Full Text:
- Date Issued: 1999
Intercultural communication on a passenger aircraft flight deck: a qualitative study set in the context of South African corporate affirmative action policy
- Authors: Waite, Michele Jeannette
- Date: 1995
- Subjects: Intercultural communication South Africa , Language and culture South Africa , Communication and culture South Africa , Affirmative action programs South Africa , Air pilots South Africa Language , Flight crews South Africa Language ,
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3082 , http://hdl.handle.net/10962/d1002591
- Description: The recent emphasis on Affirmative Action policies in South African corporations has illuminated the issue of cultural diversity in organizations and the difficulties arising from this transition and change. One such difficulty is the problem of intercultural communication where miscommunication can have life-threatening consequences. This problem is particularly critical in the operational environment of the passenger aircraft flight deck where small group factors, as well as intercultural issues must be taken into account. In this thesis the problem of intercultural communication in such contexts as a consequence of Affirmative Action is examined. The data for this thesis comprises the communication of five culturally diverse flight crews. A multi-method was used for the gathering and analysis of this data. This involved the use of video-taped flight simulator sessions, and personal interviews with each crew member. The subjects themselves were involved in identifying key communication problems from the video and interpretation of the data. Three levels of analysis were used in the interpretation of the findings - the individual, the group and the organization. The factors which affected communication at each level in the small, culturally diverse group are highlighted. Furthermore, factors which influence the climate in which communication takes place are also considered. The implications for Affirmative Action are discussed.
- Full Text:
- Date Issued: 1995
- Authors: Waite, Michele Jeannette
- Date: 1995
- Subjects: Intercultural communication South Africa , Language and culture South Africa , Communication and culture South Africa , Affirmative action programs South Africa , Air pilots South Africa Language , Flight crews South Africa Language ,
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3082 , http://hdl.handle.net/10962/d1002591
- Description: The recent emphasis on Affirmative Action policies in South African corporations has illuminated the issue of cultural diversity in organizations and the difficulties arising from this transition and change. One such difficulty is the problem of intercultural communication where miscommunication can have life-threatening consequences. This problem is particularly critical in the operational environment of the passenger aircraft flight deck where small group factors, as well as intercultural issues must be taken into account. In this thesis the problem of intercultural communication in such contexts as a consequence of Affirmative Action is examined. The data for this thesis comprises the communication of five culturally diverse flight crews. A multi-method was used for the gathering and analysis of this data. This involved the use of video-taped flight simulator sessions, and personal interviews with each crew member. The subjects themselves were involved in identifying key communication problems from the video and interpretation of the data. Three levels of analysis were used in the interpretation of the findings - the individual, the group and the organization. The factors which affected communication at each level in the small, culturally diverse group are highlighted. Furthermore, factors which influence the climate in which communication takes place are also considered. The implications for Affirmative Action are discussed.
- Full Text:
- Date Issued: 1995
The narratives of women in South Africa who use social media to talk about gender-based violence
- Authors: Walton, Donica Jasmin
- Date: 2022-04-07
- Subjects: Women Violence against South Africa , Social media and society South Africa , Internet and activism South Africa , Discourse analysis, Narrative , Internet and women South Africa , Subject positions
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232590 , vital:50005
- Description: There has been research conducted, both globally and in South Africa, on social media activism against gender-based violence (GBV). However, most research on the topic is based on participants in other parts of the world. Not much has been published on Black, African women. More specifically, not much is known about how women in South Africa experience using social media to talk about GBV. This research project draws on critical feminism and a narrative-discursive approach to explore the narratives of women in South Africa who use social media to talk about GBV. This is done by identifying the discourses women draw on to construct narratives, the subject positions utilised within these discourses, and how “trouble” and “repair” features in the narratives and positioning of women. Twelve interviews were conducted with women who volunteered and fit the inclusion criteria. The analysis of data was presented in two parts. The first set of discourses (discourses of ‘efficacy’, ‘convenience’, and ‘education’) were focused on what the use of social media achieves irrespective of the topic being discussed. These discourses speak to the idea that social media is powerful and useful because of its reach, speed, immediacy, and ability to be used to educate and be educated. The second set of discourses (discourses of ‘community and solidarity’, ‘validation’, and ‘vulnerability’) were focused on what the use of social media does for the people participating. Women have found a community and solidarity, and their experiences and thoughts have been validated on social media. Overall, the women in this research project justified their use of social media for activism against GBV, and acknowledged the tension that exists because despite its potential, there are limitations. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Walton, Donica Jasmin
- Date: 2022-04-07
- Subjects: Women Violence against South Africa , Social media and society South Africa , Internet and activism South Africa , Discourse analysis, Narrative , Internet and women South Africa , Subject positions
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232590 , vital:50005
- Description: There has been research conducted, both globally and in South Africa, on social media activism against gender-based violence (GBV). However, most research on the topic is based on participants in other parts of the world. Not much has been published on Black, African women. More specifically, not much is known about how women in South Africa experience using social media to talk about GBV. This research project draws on critical feminism and a narrative-discursive approach to explore the narratives of women in South Africa who use social media to talk about GBV. This is done by identifying the discourses women draw on to construct narratives, the subject positions utilised within these discourses, and how “trouble” and “repair” features in the narratives and positioning of women. Twelve interviews were conducted with women who volunteered and fit the inclusion criteria. The analysis of data was presented in two parts. The first set of discourses (discourses of ‘efficacy’, ‘convenience’, and ‘education’) were focused on what the use of social media achieves irrespective of the topic being discussed. These discourses speak to the idea that social media is powerful and useful because of its reach, speed, immediacy, and ability to be used to educate and be educated. The second set of discourses (discourses of ‘community and solidarity’, ‘validation’, and ‘vulnerability’) were focused on what the use of social media does for the people participating. Women have found a community and solidarity, and their experiences and thoughts have been validated on social media. Overall, the women in this research project justified their use of social media for activism against GBV, and acknowledged the tension that exists because despite its potential, there are limitations. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-04-07
A psychobiographical study of Temple Grandin
- Authors: Wannenburg, Nicola
- Date: 2018
- Subjects: Grandin, Temple , Psychology Biographical methods , Psychoanalysis , Autistic women United States Biography , Women animal specialists United States Biography , Developmental psychology , Erikson, Erik H (Erik Homburger), 1902-1994
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/57358 , vital:26877
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2018
- Authors: Wannenburg, Nicola
- Date: 2018
- Subjects: Grandin, Temple , Psychology Biographical methods , Psychoanalysis , Autistic women United States Biography , Women animal specialists United States Biography , Developmental psychology , Erikson, Erik H (Erik Homburger), 1902-1994
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/57358 , vital:26877
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2018
A psychobiographical study of Antwone Fisher
- Authors: Wannenburg, Nicola
- Date: 2014
- Subjects: Fisher, Antwone Quenton , Psychology -- Biographical methods , Psychoanalysis , Abused children -- Biography
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3219 , http://hdl.handle.net/10962/d1012939
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to society’s benefit or detriment. Antwone Fisher was chosen for this study using purposive sampling as he meets the psychobiographical requirement of being an extraordinary individual. Fisher grew up in the Foster Care System and faced many abusive experiences as child. Despite difficult beginnings, Fisher developed into a stable and creative adult who excels as a poet, screenwriter and film director. The primary aim of this study is to describe and interpret the life of Antwone Fisher through Erikson’s theory of psychosocial development. The data was processed and analysed using Miles and Hubermans’ general view of qualitative analyses as well as Alexander’s method of asking the data questions. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2014
- Authors: Wannenburg, Nicola
- Date: 2014
- Subjects: Fisher, Antwone Quenton , Psychology -- Biographical methods , Psychoanalysis , Abused children -- Biography
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3219 , http://hdl.handle.net/10962/d1012939
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to society’s benefit or detriment. Antwone Fisher was chosen for this study using purposive sampling as he meets the psychobiographical requirement of being an extraordinary individual. Fisher grew up in the Foster Care System and faced many abusive experiences as child. Despite difficult beginnings, Fisher developed into a stable and creative adult who excels as a poet, screenwriter and film director. The primary aim of this study is to describe and interpret the life of Antwone Fisher through Erikson’s theory of psychosocial development. The data was processed and analysed using Miles and Hubermans’ general view of qualitative analyses as well as Alexander’s method of asking the data questions. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2014
The factors mediating change in people practising mindfulness
- Authors: Watkin, Matthew
- Date: 2003
- Subjects: Cognitive therapy Meditation Depression, Mental Anxiety -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3097 , http://hdl.handle.net/10962/d1003737
- Description: This study examines the experience of people who have begun practising mindfulness as it is taught in the Mindfulness-Based Stress Reduction programme (MBSR). The study has two aims: 1) to conceptualise the psychological mechanisms underpinning any change, and 2) to see if the changes produced are the same or similar to those produced in a cognitive therapy programme. The study focuses on two female participants, both with diagnosable psychopathology, who were part of the same MBSR programme at the Cape Town Medi-Clinic. Quantitative self-report measures of depression, anxiety, and medical symptoms were used as a measure of change. In-depth qualitative data which explored psychological, emotional and behavioural changes came from semi-structured interviews taken before, during, and immediately after the MBSR, and at a one-month follow-up. The interview data was supplemented by daily diaries documenting the participants' experiences of mindfulness, together with in-session video recordings. The analysis of these cases provide support for the model proposed by Segal, Teasdale and Williams (2002) of the factors underpinning improvement using mindfulness as a treatment. The changes were found to be similar, but not identical, to those that one would expect in a cognitive therapy programme.
- Full Text:
- Date Issued: 2003
- Authors: Watkin, Matthew
- Date: 2003
- Subjects: Cognitive therapy Meditation Depression, Mental Anxiety -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3097 , http://hdl.handle.net/10962/d1003737
- Description: This study examines the experience of people who have begun practising mindfulness as it is taught in the Mindfulness-Based Stress Reduction programme (MBSR). The study has two aims: 1) to conceptualise the psychological mechanisms underpinning any change, and 2) to see if the changes produced are the same or similar to those produced in a cognitive therapy programme. The study focuses on two female participants, both with diagnosable psychopathology, who were part of the same MBSR programme at the Cape Town Medi-Clinic. Quantitative self-report measures of depression, anxiety, and medical symptoms were used as a measure of change. In-depth qualitative data which explored psychological, emotional and behavioural changes came from semi-structured interviews taken before, during, and immediately after the MBSR, and at a one-month follow-up. The interview data was supplemented by daily diaries documenting the participants' experiences of mindfulness, together with in-session video recordings. The analysis of these cases provide support for the model proposed by Segal, Teasdale and Williams (2002) of the factors underpinning improvement using mindfulness as a treatment. The changes were found to be similar, but not identical, to those that one would expect in a cognitive therapy programme.
- Full Text:
- Date Issued: 2003
An explication of the dual nature of narcissism in Patrick White's novel The solid mandala
- Authors: Watts, Jacqueline Anne
- Date: 1989
- Subjects: White, Patrick, 1912-1990. The Solid Mandala White, Patrick, 1912-1990 -- Criticism and interpretation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2907 , http://hdl.handle.net/10962/d1002072
- Description: The focus of this thesis has been to engage in a hermeneutic dialogue with Patrick White's novel The solid mandala, to provide an explication of the dual nature of narcissistic wounding. To this end a brief review of Patrick White's novels is given, which traces a thematic development of the hero's strivings to attain wholeness and merger with an idealized image. This struggle is understood to reflect man's strivings to return to a state of omnipotent fusion with the maternal image, be it God, nature, the idealized other, or the self. Literature which reflects the dual nature of narcissistic wounding is reviewed, and the concept of narcissism is traced from the historical roots of Freud, to current understandings of the function and experience of narcissism. Emphasis is given to understanding the experiential nature of narcissistic wounding. As such it is implied that narcissism is a normal developmental component which requires the facilitation of containment and reflection for its transformation into appropriate adult functioning. The importance of the maternal environment is discussed, together with the various theoretical conceptualizations of the consequences of failure of the environment. The hermeneutic dialogue with the novel's description of the experiences of the twins, Waldo and Arthur provides the basis for an amplification of the experience of narcissistic wounding. This amplification is used as clinical material from which a number of psychoanalytic formulations are drawn. These formulations are supported by a number of clinical examples from the researcher's own practice. There appears to be evidence for the value of focusing on the dual nature of the experience of narcissistic wounding. This focus reveals two aspects of experience, a damaged, positive, libidinal aspect and a defensive, pathological destructive aspect. Amplification of these two aspects of experience contribute to further the understanding of the conflictual experience of narcissistic wounding, and suggest the necessity for such an understanding for effective therapeutic intervention
- Full Text:
- Date Issued: 1989
- Authors: Watts, Jacqueline Anne
- Date: 1989
- Subjects: White, Patrick, 1912-1990. The Solid Mandala White, Patrick, 1912-1990 -- Criticism and interpretation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2907 , http://hdl.handle.net/10962/d1002072
- Description: The focus of this thesis has been to engage in a hermeneutic dialogue with Patrick White's novel The solid mandala, to provide an explication of the dual nature of narcissistic wounding. To this end a brief review of Patrick White's novels is given, which traces a thematic development of the hero's strivings to attain wholeness and merger with an idealized image. This struggle is understood to reflect man's strivings to return to a state of omnipotent fusion with the maternal image, be it God, nature, the idealized other, or the self. Literature which reflects the dual nature of narcissistic wounding is reviewed, and the concept of narcissism is traced from the historical roots of Freud, to current understandings of the function and experience of narcissism. Emphasis is given to understanding the experiential nature of narcissistic wounding. As such it is implied that narcissism is a normal developmental component which requires the facilitation of containment and reflection for its transformation into appropriate adult functioning. The importance of the maternal environment is discussed, together with the various theoretical conceptualizations of the consequences of failure of the environment. The hermeneutic dialogue with the novel's description of the experiences of the twins, Waldo and Arthur provides the basis for an amplification of the experience of narcissistic wounding. This amplification is used as clinical material from which a number of psychoanalytic formulations are drawn. These formulations are supported by a number of clinical examples from the researcher's own practice. There appears to be evidence for the value of focusing on the dual nature of the experience of narcissistic wounding. This focus reveals two aspects of experience, a damaged, positive, libidinal aspect and a defensive, pathological destructive aspect. Amplification of these two aspects of experience contribute to further the understanding of the conflictual experience of narcissistic wounding, and suggest the necessity for such an understanding for effective therapeutic intervention
- Full Text:
- Date Issued: 1989
The therapist as a "bad object": the use of countertransference enactment to facilitate communication in therapy
- Authors: Webster, Penny
- Date: 2005
- Subjects: Countertransference (Psychology) Countertransference (Psychology) -- Therapeutic use Communication -- Psychological aspects Psychotherapist and patient Psychoanalysis
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3083 , http://hdl.handle.net/10962/d1002592
- Description: Psychoanalysis as it exists today is not constituted by a single theoretical framework describing pathology and indicating a specific set of interventions. Since Freud originally conceptualised psychoanalytic understanding of pathology and psychoanalysis as a mode of intervention, there have been many revisions and reformulations of his theory. This thesis has attempted to integrate some psychoanalytic ideas regarding personality formation, psychopathology and psychotherapeutic intervention (Fairbairn, 1952; Ogden, 1992, 1994), with interpersonal (strategic / structural) ideas regarding intervention (Minuchin, 1974; Sullivan, 1940, 1953, 1964). In order to do so, the thesis used the relational psychoanalytic perspective, as depicted by Aron (1996) and Mitchell and Aron (1999), as an overarching conceptual framework. The focus from these points of view is the patient's internalized relationship patterns and the therapist's participation in their repetition. It is held that internalized relationship patterns are not only based on, but can be changed by, lived experience. From this perspective, the goal of therapy is to enhance the patient's capacity to reflect and think about experience, and therefore, to communicate about it. This means a change in the patient's predominant mode of communication. Ogden's (1994) modes of communication were described. The thesis suggested that Ogden's modes of communication can be stretched or translated into the types of communication outlined by Langs (1978). This thesis aimed to explore the deliberate use of countertransference responses to facilitate communication in the beginning stages of therapy with patients functioning predominantly in the paranoid-schizoid mode (Ogden, 1992). Patients who operate in this mode are often unable to tolerate interpretation and therefore traditional approaches to intervention are not effective. A "strategic / structural relational psychoanalytic" approach to treatment was proposed. It was suggested that therapists utilize joining and accommodation techniques as described by Minuchin (1974) and alter their style of interaction to match that of the various object relational constellations that they have managed to identify within the patient via their countertransference responses. It was hypothesized that patients need their therapists to be similar to their original objects in order to feel safe in the therapeutic environment and that this may facilitate communication in the beginning stages of therapy. The research utilized a qualitative research approach. Qualitative research methods attempt to use data gathered phenomenologically, always acknowledging the researcher's biases when gathering the data. The data gathered is then interpreted according to various theories or hermeneutic lenses. The hypothesis mentioned above has been investigated by analyzing three cases in terms of the research questions based on Langs' (1978) classification of communication. The thesis described the difficulties inherent in collecting clinical data from psychologists working from within a psychoanalytic framework. Eventually three sets of therapy details and verbatim therapy transcripts were obtained, provided in the thesis and analyzed in terms of the research questions. However evidence for the success of the hypothesized alternate approach was not found in this research study. It was suggested that other possible methods might be useful to investigate the hypothesized approach further.
- Full Text:
- Date Issued: 2005
- Authors: Webster, Penny
- Date: 2005
- Subjects: Countertransference (Psychology) Countertransference (Psychology) -- Therapeutic use Communication -- Psychological aspects Psychotherapist and patient Psychoanalysis
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3083 , http://hdl.handle.net/10962/d1002592
- Description: Psychoanalysis as it exists today is not constituted by a single theoretical framework describing pathology and indicating a specific set of interventions. Since Freud originally conceptualised psychoanalytic understanding of pathology and psychoanalysis as a mode of intervention, there have been many revisions and reformulations of his theory. This thesis has attempted to integrate some psychoanalytic ideas regarding personality formation, psychopathology and psychotherapeutic intervention (Fairbairn, 1952; Ogden, 1992, 1994), with interpersonal (strategic / structural) ideas regarding intervention (Minuchin, 1974; Sullivan, 1940, 1953, 1964). In order to do so, the thesis used the relational psychoanalytic perspective, as depicted by Aron (1996) and Mitchell and Aron (1999), as an overarching conceptual framework. The focus from these points of view is the patient's internalized relationship patterns and the therapist's participation in their repetition. It is held that internalized relationship patterns are not only based on, but can be changed by, lived experience. From this perspective, the goal of therapy is to enhance the patient's capacity to reflect and think about experience, and therefore, to communicate about it. This means a change in the patient's predominant mode of communication. Ogden's (1994) modes of communication were described. The thesis suggested that Ogden's modes of communication can be stretched or translated into the types of communication outlined by Langs (1978). This thesis aimed to explore the deliberate use of countertransference responses to facilitate communication in the beginning stages of therapy with patients functioning predominantly in the paranoid-schizoid mode (Ogden, 1992). Patients who operate in this mode are often unable to tolerate interpretation and therefore traditional approaches to intervention are not effective. A "strategic / structural relational psychoanalytic" approach to treatment was proposed. It was suggested that therapists utilize joining and accommodation techniques as described by Minuchin (1974) and alter their style of interaction to match that of the various object relational constellations that they have managed to identify within the patient via their countertransference responses. It was hypothesized that patients need their therapists to be similar to their original objects in order to feel safe in the therapeutic environment and that this may facilitate communication in the beginning stages of therapy. The research utilized a qualitative research approach. Qualitative research methods attempt to use data gathered phenomenologically, always acknowledging the researcher's biases when gathering the data. The data gathered is then interpreted according to various theories or hermeneutic lenses. The hypothesis mentioned above has been investigated by analyzing three cases in terms of the research questions based on Langs' (1978) classification of communication. The thesis described the difficulties inherent in collecting clinical data from psychologists working from within a psychoanalytic framework. Eventually three sets of therapy details and verbatim therapy transcripts were obtained, provided in the thesis and analyzed in terms of the research questions. However evidence for the success of the hypothesized alternate approach was not found in this research study. It was suggested that other possible methods might be useful to investigate the hypothesized approach further.
- Full Text:
- Date Issued: 2005
Art as an expression of the unconscious psyche
- Authors: Weiner, Elana
- Date: 1988
- Subjects: Art -- Psychology , Art and mental illness , Art therapy , Subconsciousness
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3119 , http://hdl.handle.net/10962/d1004903 , Art -- Psychology , Art and mental illness , Art therapy , Subconsciousness
- Description: This study aimed to investigate the use of expressive art as a manifestation of the unconscious psyche and as an indication of underlying personality dynamics. Its use as a significant medium for therapeutic encounter and exploration was investigated by analysing the art produced by four psychiatric in-patients during their participation in an eight-week art therapy programme. Each patient's art series was qualitatively and thematically interpreted with a focus upon the meaning of significant recurring images and motifs. The results of this study indicate that the particularity of each patient's graphic imagery enabled the lived experience of their struggles and preoccupations to emerge as uniquely different. Through their art productions they revealed the nature of their inner worlds and the power of their thoughts, feelings and experiences.
- Full Text:
- Date Issued: 1988
- Authors: Weiner, Elana
- Date: 1988
- Subjects: Art -- Psychology , Art and mental illness , Art therapy , Subconsciousness
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3119 , http://hdl.handle.net/10962/d1004903 , Art -- Psychology , Art and mental illness , Art therapy , Subconsciousness
- Description: This study aimed to investigate the use of expressive art as a manifestation of the unconscious psyche and as an indication of underlying personality dynamics. Its use as a significant medium for therapeutic encounter and exploration was investigated by analysing the art produced by four psychiatric in-patients during their participation in an eight-week art therapy programme. Each patient's art series was qualitatively and thematically interpreted with a focus upon the meaning of significant recurring images and motifs. The results of this study indicate that the particularity of each patient's graphic imagery enabled the lived experience of their struggles and preoccupations to emerge as uniquely different. Through their art productions they revealed the nature of their inner worlds and the power of their thoughts, feelings and experiences.
- Full Text:
- Date Issued: 1988
Death and gnosis: archetypal dream imagery in terminal illness
- Authors: Welman, Mark
- Date: 1996
- Subjects: Jung, C G (Carl Gustav), 1875-1961 Thanatology Death -- Psychological aspects Dreams Dreams Case studies Death in dreams
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3084 , http://hdl.handle.net/10962/d1002593
- Description: The central aim of this study was to explore the meaning of death as both a literal and an imaginative reality, and to elucidate the fundamental tensions between these meanings of death in modern existence. Recognition was given to the need for a poetic rather than a scientific approach to thanatology, and an epistemological foundation for a poetics of death was sought in the tradition of gnosis. Theoretically, the study was grounded in the analytical psychology of C.G. Jung. It was argued that despite Jung's erratic allegiance to a Cartesian ontology and epistemology, his approach to death was nevertheless fundamentally poetic. The poetic parameters of death and dying were explored in the context of Jung's understanding of the dialectical tension between the ego and the self, and it was concluded that while death represents an opening to the imaginative possibilities of existence, these potentialities can come to the fore only when there is a corresponding willingness to die. In these terms, it was concluded that the tension between life and death forms a pivotal dynamic of human existence. These considerations led to the Question of whether the poetic parameters of death and dying are applicable to the encounter with death as a concrete actuality. It was hypothesised that the approach of death would be met at two levels of reality, that of the ego and that of the self. The expectation was that while death would be seen as a literal ending from the perspective of the former, it may represent the fulfilment of Being from the viewpoint of the self. It was also assumed that the tension between these images of death would be mediated by way of archetypal symbols, which represent the bearers of gnosis in modern culture. To address these issues at an empirical level, a hermeneutically grounded thematic analysis of 108 dreams reported by dying persons was undertaken. Twenty initial themes emerged from the data. Each of these themes was in turn elucidated by way of Jung's method of amplification. This exercise yielded five concise themes, these being (a) death, (b) transformation, (c) the self (d) the Feminine, and (e) the Masculine. It was concluded that dreams manifesting during the dying process reveal a fundamental tension between literal and metaphoric possibilities of death. Dream symbols were also found to mediate between this tension, and to orchestrate the individuation process. It was concluded that in the context of dying, dreams may reflect and facilitate the emergence of a meaningful gnosis of death. The clinical implications of these findings were onsidered, and indications for further research were provided.
- Full Text:
- Date Issued: 1996
- Authors: Welman, Mark
- Date: 1996
- Subjects: Jung, C G (Carl Gustav), 1875-1961 Thanatology Death -- Psychological aspects Dreams Dreams Case studies Death in dreams
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3084 , http://hdl.handle.net/10962/d1002593
- Description: The central aim of this study was to explore the meaning of death as both a literal and an imaginative reality, and to elucidate the fundamental tensions between these meanings of death in modern existence. Recognition was given to the need for a poetic rather than a scientific approach to thanatology, and an epistemological foundation for a poetics of death was sought in the tradition of gnosis. Theoretically, the study was grounded in the analytical psychology of C.G. Jung. It was argued that despite Jung's erratic allegiance to a Cartesian ontology and epistemology, his approach to death was nevertheless fundamentally poetic. The poetic parameters of death and dying were explored in the context of Jung's understanding of the dialectical tension between the ego and the self, and it was concluded that while death represents an opening to the imaginative possibilities of existence, these potentialities can come to the fore only when there is a corresponding willingness to die. In these terms, it was concluded that the tension between life and death forms a pivotal dynamic of human existence. These considerations led to the Question of whether the poetic parameters of death and dying are applicable to the encounter with death as a concrete actuality. It was hypothesised that the approach of death would be met at two levels of reality, that of the ego and that of the self. The expectation was that while death would be seen as a literal ending from the perspective of the former, it may represent the fulfilment of Being from the viewpoint of the self. It was also assumed that the tension between these images of death would be mediated by way of archetypal symbols, which represent the bearers of gnosis in modern culture. To address these issues at an empirical level, a hermeneutically grounded thematic analysis of 108 dreams reported by dying persons was undertaken. Twenty initial themes emerged from the data. Each of these themes was in turn elucidated by way of Jung's method of amplification. This exercise yielded five concise themes, these being (a) death, (b) transformation, (c) the self (d) the Feminine, and (e) the Masculine. It was concluded that dreams manifesting during the dying process reveal a fundamental tension between literal and metaphoric possibilities of death. Dream symbols were also found to mediate between this tension, and to orchestrate the individuation process. It was concluded that in the context of dying, dreams may reflect and facilitate the emergence of a meaningful gnosis of death. The clinical implications of these findings were onsidered, and indications for further research were provided.
- Full Text:
- Date Issued: 1996
The development, implementation and evaluation of a mental skills training programme for rowers at Rhodes University
- Authors: Wentworth, Tara E
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5247 , vital:20797
- Description: In the ever increasingly competitive world of sport, there is a pressing need for training methods that have the potential to improve the performance of athletes. It is for this reason that practices associated with sport psychology (such as mental skills training) have increased in popularity. This desire for improved performance has seen a rising number of athletes seeking out the assistance of sport psychology methods. In this research, a mental skills training (MST) programme was developed and implemented into the training regime of Rhodes University rowers in Grahamstown, South Africa. The process of this research adhered to the Organisational Development Process Model’s format. Information collected from focus groups and performance profiling were utilised to design a MST programme tailored to the context of this group of athletes. This programme was implemented over one month and comprised of theoretical and practical sessions focussing on the topics of goalsetting, arousal regulation and imagery. After the programme had been completed, the participants evaluated the process in the form of individual interviews and were required to repeat the initial performance profile exercise. The results gathered from the various assessment and evaluation measures were used to compare and add to existing literature regarding MST and related disciplines. The benefits and effects of the programme have been detailed, and recommendations have been made which could possibly answer to the limitations of this research. These recommendations could provide insight into the manner in which MST programmes could possibly be more effectively implemented in future.
- Full Text:
- Date Issued: 2017
- Authors: Wentworth, Tara E
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5247 , vital:20797
- Description: In the ever increasingly competitive world of sport, there is a pressing need for training methods that have the potential to improve the performance of athletes. It is for this reason that practices associated with sport psychology (such as mental skills training) have increased in popularity. This desire for improved performance has seen a rising number of athletes seeking out the assistance of sport psychology methods. In this research, a mental skills training (MST) programme was developed and implemented into the training regime of Rhodes University rowers in Grahamstown, South Africa. The process of this research adhered to the Organisational Development Process Model’s format. Information collected from focus groups and performance profiling were utilised to design a MST programme tailored to the context of this group of athletes. This programme was implemented over one month and comprised of theoretical and practical sessions focussing on the topics of goalsetting, arousal regulation and imagery. After the programme had been completed, the participants evaluated the process in the form of individual interviews and were required to repeat the initial performance profile exercise. The results gathered from the various assessment and evaluation measures were used to compare and add to existing literature regarding MST and related disciplines. The benefits and effects of the programme have been detailed, and recommendations have been made which could possibly answer to the limitations of this research. These recommendations could provide insight into the manner in which MST programmes could possibly be more effectively implemented in future.
- Full Text:
- Date Issued: 2017
An exploratory study of Rhodes students' attitudes and perceptions towards HIV/Aids
- Authors: Weston, Robyn
- Date: 2008
- Subjects: Rhodes University -- Students Rhodes University -- Students -- Attitudes Counseling in higher education AIDS (Disease) -- Prevention -- South Africa HIV infections -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Study and teaching -- South Africa HIV infections -- Diagnosis -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3095 , http://hdl.handle.net/10962/d1003294
- Description: The present study explores Rhodes students' perceptions and attitudes towards HIV/Aids issues. This study focuses on risk behaviour, stigmatisation, social perceptions and voluntary counselling and HIV testing (VCT). There is a lack of research on student attitudes, knowledge and behaviour at Rhodes University. It was therefore deemed pertinent to research this topic in that context. It was envisaged that the study would provide insights to be used in the formulation of improved strategies for HIV/Aids programs and education, ultimately impacting on the exponential increase of the pandemic in the Southern African region. A sample of six hundred and seventy five Rhodes University undergraduates completed a survey and its findings were interpreted in terms of relevant literature. A mixed methods approach using qualitative and quantitative methods was used. A focus group consisting of seven post-graduate students informed the development of the survey along with relevant literature. Four departments from the faculties of Commerce, Humanities, Science and Law were randomly sampled for the survey phase. Statistica was used to calculate descriptive statistics while the chi-square statistic was applied to examine the relationships between the variables. The findings show that the majority of students have high intention levels in planning to use preventative behaviour. However, in practise, this may not be the case. Many students feel that they belong to high or medium risk groups, as opposed to the low-risk groups. In terms of motivation levels, only sixty three percent of students are highly motivated to protect themselves from HIV/Aids and one third of respondents felt that they could not ask their partner to accompany them for an HIV/Aids test. In addition, students who had received VCT were more likely to be positive about the counselling process.
- Full Text:
- Date Issued: 2008
- Authors: Weston, Robyn
- Date: 2008
- Subjects: Rhodes University -- Students Rhodes University -- Students -- Attitudes Counseling in higher education AIDS (Disease) -- Prevention -- South Africa HIV infections -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Study and teaching -- South Africa HIV infections -- Diagnosis -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3095 , http://hdl.handle.net/10962/d1003294
- Description: The present study explores Rhodes students' perceptions and attitudes towards HIV/Aids issues. This study focuses on risk behaviour, stigmatisation, social perceptions and voluntary counselling and HIV testing (VCT). There is a lack of research on student attitudes, knowledge and behaviour at Rhodes University. It was therefore deemed pertinent to research this topic in that context. It was envisaged that the study would provide insights to be used in the formulation of improved strategies for HIV/Aids programs and education, ultimately impacting on the exponential increase of the pandemic in the Southern African region. A sample of six hundred and seventy five Rhodes University undergraduates completed a survey and its findings were interpreted in terms of relevant literature. A mixed methods approach using qualitative and quantitative methods was used. A focus group consisting of seven post-graduate students informed the development of the survey along with relevant literature. Four departments from the faculties of Commerce, Humanities, Science and Law were randomly sampled for the survey phase. Statistica was used to calculate descriptive statistics while the chi-square statistic was applied to examine the relationships between the variables. The findings show that the majority of students have high intention levels in planning to use preventative behaviour. However, in practise, this may not be the case. Many students feel that they belong to high or medium risk groups, as opposed to the low-risk groups. In terms of motivation levels, only sixty three percent of students are highly motivated to protect themselves from HIV/Aids and one third of respondents felt that they could not ask their partner to accompany them for an HIV/Aids test. In addition, students who had received VCT were more likely to be positive about the counselling process.
- Full Text:
- Date Issued: 2008
"Glory is temporary, brain injury may be forever" : a neuropsychological study on the cumulative effects of sports-related concussive brain injury amongst Grade 12 school boy athletes
- Authors: Whitefield, Victoria Jane
- Date: 2007
- Subjects: Sports injuries Sports injuries -- Psychological aspects Brain damage Brain -- Concussion Neuropsychological tests Head -- Wounds and injuries -- Complications Head -- Wounds and injuries
- Language: English
- Type: Thesis , Doctoral , DSc
- Identifier: vital:3104 , http://hdl.handle.net/10962/d1004471
- Description: The study investigated the long-term neuropsychological effects of repetitive mild traumatic brain injury (MTBI) due to participation in a contact sport amongst South African final year male high school athletes (N=189). The sample was divided by sports affiliation (Contact n = 115; Non-Contact n = 74) and concussion history (2+ Concussion n = 43; 0 Concussion n = 108). Comparative subgroups were statistically equivalent for age, education and estimated IQ (P > 0.05), with the Contact sport groups having markedly higher incidences of concussion than controls (p < 0.000). Measures included the ImPACT Verbal and Visual Memory, Visuomotor Speed and Reaction Time Composites, Digit Symbol Substitution and Digit Symbol Incidental Recall (immediate and delayed), the ImPACT Symptom Scale and a Post-concussion Symptom (PCS) questionnaire. Independent t-tests on cognitive measures at pre-and post-season revealed a predominant trend of Contact and 2+ Concussion groups performing worse, although only ImPACT Reaction Time at pre-season reached significance (p = 0.014). PCS comparisons revealed an overwhelming tendency of enhanced symptoms for Contact and 2+ Concussion groups with total scores being significantly different in most instances at pre-and post-season. Fatigue and aggression were the symptoms most pervasively high for the Contact and 2+ Concussion groups. Dependent t-test analyses at pre- versus post-season, revealed significant practice effects for the Contact group, not in evidence for controls on ImPACT Visual Motor Speed and Digit Symbol Incidental Recall-Delayed. Overall the results imply the possible presence of lingering neurocognitive and symptomatic concussion sequelae amongst South African final year high school participants of a contact sport. The indications gain potency when understood against the background of (i) Brain Reserve Capacity threshold theory, and (ii) the known risk of Type II error in group MTBI research, that might result in under-emphasis of subtle effects and miscalculation of cost-benefit risks. Clinical implications, and the need for prospective case-based research to ratify the results of this predominantly cross-sectional study, are discussed.
- Full Text:
- Date Issued: 2007
- Authors: Whitefield, Victoria Jane
- Date: 2007
- Subjects: Sports injuries Sports injuries -- Psychological aspects Brain damage Brain -- Concussion Neuropsychological tests Head -- Wounds and injuries -- Complications Head -- Wounds and injuries
- Language: English
- Type: Thesis , Doctoral , DSc
- Identifier: vital:3104 , http://hdl.handle.net/10962/d1004471
- Description: The study investigated the long-term neuropsychological effects of repetitive mild traumatic brain injury (MTBI) due to participation in a contact sport amongst South African final year male high school athletes (N=189). The sample was divided by sports affiliation (Contact n = 115; Non-Contact n = 74) and concussion history (2+ Concussion n = 43; 0 Concussion n = 108). Comparative subgroups were statistically equivalent for age, education and estimated IQ (P > 0.05), with the Contact sport groups having markedly higher incidences of concussion than controls (p < 0.000). Measures included the ImPACT Verbal and Visual Memory, Visuomotor Speed and Reaction Time Composites, Digit Symbol Substitution and Digit Symbol Incidental Recall (immediate and delayed), the ImPACT Symptom Scale and a Post-concussion Symptom (PCS) questionnaire. Independent t-tests on cognitive measures at pre-and post-season revealed a predominant trend of Contact and 2+ Concussion groups performing worse, although only ImPACT Reaction Time at pre-season reached significance (p = 0.014). PCS comparisons revealed an overwhelming tendency of enhanced symptoms for Contact and 2+ Concussion groups with total scores being significantly different in most instances at pre-and post-season. Fatigue and aggression were the symptoms most pervasively high for the Contact and 2+ Concussion groups. Dependent t-test analyses at pre- versus post-season, revealed significant practice effects for the Contact group, not in evidence for controls on ImPACT Visual Motor Speed and Digit Symbol Incidental Recall-Delayed. Overall the results imply the possible presence of lingering neurocognitive and symptomatic concussion sequelae amongst South African final year high school participants of a contact sport. The indications gain potency when understood against the background of (i) Brain Reserve Capacity threshold theory, and (ii) the known risk of Type II error in group MTBI research, that might result in under-emphasis of subtle effects and miscalculation of cost-benefit risks. Clinical implications, and the need for prospective case-based research to ratify the results of this predominantly cross-sectional study, are discussed.
- Full Text:
- Date Issued: 2007
Relevant knowledge: content analysis of research conducted by South African psychology masters students (2008-2012
- Authors: Whitehead, Tracey
- Date: 2020
- Subjects: Psychology -- Research -- South Africa , Psychology -- Study and teaching (Higher) -- South Africa , Psychology students -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/167683 , vital:41503
- Description: In South Africa, Psychology has had a chequered past mainly due to its role in the justification of apartheid policies. Due to apartheid's socio-economic injustices, confidence in the applicability of psychological knowledge to South Africa's social problems was insufficient. Psychologists attempted to raise consciousness of the social relevance of psychology by contributing relevant knowledge and being reactive to social inequalities and related psychosocial issues affecting South Africa. This study aimed to conduct a content analysis of trends in research produced by Psychology Masters' students in the fields of Clinical, Counselling and Research psychology over a period of 5 years (2008-2012). The corpus of data was then compared with the key issues raised in the United Nations Development Programme's South Africa human development report (2003), along with a focus on articles published by Macleod (2004) and Macleod and Howell (2013). It emerged that Empirical Qualitative studies, based on post-modern frameworks, as well as HIV/AIDS, Knowledge Production, Assessment and Measurement and Programme development and evaluation, dominated psychological research. Participants were mainly urban, middle class adults living in the 3 wealthiest provinces. University students were the most popular participant group. While it is encouraging that students were attempting to engage with psychosocial issues, the limited number of key social issues addressed, the under-representation of certain sectors of the South African population, as well as the impact of socioeconomic status on well-being requires greater attention at Masters' level to ensure Psychology's psychosocial relevance.
- Full Text: false
- Date Issued: 2020
- Authors: Whitehead, Tracey
- Date: 2020
- Subjects: Psychology -- Research -- South Africa , Psychology -- Study and teaching (Higher) -- South Africa , Psychology students -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/167683 , vital:41503
- Description: In South Africa, Psychology has had a chequered past mainly due to its role in the justification of apartheid policies. Due to apartheid's socio-economic injustices, confidence in the applicability of psychological knowledge to South Africa's social problems was insufficient. Psychologists attempted to raise consciousness of the social relevance of psychology by contributing relevant knowledge and being reactive to social inequalities and related psychosocial issues affecting South Africa. This study aimed to conduct a content analysis of trends in research produced by Psychology Masters' students in the fields of Clinical, Counselling and Research psychology over a period of 5 years (2008-2012). The corpus of data was then compared with the key issues raised in the United Nations Development Programme's South Africa human development report (2003), along with a focus on articles published by Macleod (2004) and Macleod and Howell (2013). It emerged that Empirical Qualitative studies, based on post-modern frameworks, as well as HIV/AIDS, Knowledge Production, Assessment and Measurement and Programme development and evaluation, dominated psychological research. Participants were mainly urban, middle class adults living in the 3 wealthiest provinces. University students were the most popular participant group. While it is encouraging that students were attempting to engage with psychosocial issues, the limited number of key social issues addressed, the under-representation of certain sectors of the South African population, as well as the impact of socioeconomic status on well-being requires greater attention at Masters' level to ensure Psychology's psychosocial relevance.
- Full Text: false
- Date Issued: 2020
Countertransference in rape counselling
- Authors: Whyle, Susan Lynn
- Date: 1998
- Subjects: Countertransference (Psychology) -- Therapeutic use , Rape victims -- Counseling of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3085 , http://hdl.handle.net/10962/d1002594 , Countertransference (Psychology) -- Therapeutic use , Rape victims -- Counseling of
- Description: The study examined rape counselling, with particular emphasis on countertransference reactions experienced by the counsellors of rape survivors. Four subjects participated in semi-focused, open-ended interviews, which were taped and transcribed verbatim. The phenomenon of countertransference was discussed, and countertransference reactions identified and examined. The management of empathic strain, in order to sustain empathic inquiry and therapeutic efficacy, was discussed. The main results of the study included the identification of common victim themes, and the feelings evoked in the counsellor in the therapeutic relationship. These included feelings of anger, hopelessness, helplessness and sadness, particularly in the counselling of children, who may be HIV positive as a result of the attack, and victims of chronic abuse. Challenges of rape counselling included shortcomings in the system, and rape myths which trivialize the crime and blame the victim. The need for education and enlightenment of both the public and magistrates on the deleterious effects of rape was emphasized by all subjects.
- Full Text:
- Date Issued: 1998
- Authors: Whyle, Susan Lynn
- Date: 1998
- Subjects: Countertransference (Psychology) -- Therapeutic use , Rape victims -- Counseling of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3085 , http://hdl.handle.net/10962/d1002594 , Countertransference (Psychology) -- Therapeutic use , Rape victims -- Counseling of
- Description: The study examined rape counselling, with particular emphasis on countertransference reactions experienced by the counsellors of rape survivors. Four subjects participated in semi-focused, open-ended interviews, which were taped and transcribed verbatim. The phenomenon of countertransference was discussed, and countertransference reactions identified and examined. The management of empathic strain, in order to sustain empathic inquiry and therapeutic efficacy, was discussed. The main results of the study included the identification of common victim themes, and the feelings evoked in the counsellor in the therapeutic relationship. These included feelings of anger, hopelessness, helplessness and sadness, particularly in the counselling of children, who may be HIV positive as a result of the attack, and victims of chronic abuse. Challenges of rape counselling included shortcomings in the system, and rape myths which trivialize the crime and blame the victim. The need for education and enlightenment of both the public and magistrates on the deleterious effects of rape was emphasized by all subjects.
- Full Text:
- Date Issued: 1998