Doctoral Degrees (Psychology)

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  • ItemOpen Access
    Narrative identities of late adolescent males who experienced the loss of a parent
    (University of the Free State, 2023) Schouwink, Frederik; Naudé, Luzelle
    Many children in South Africa have lost a parent through various causes, including HIV/AIDS. In 2021 alone, a staggering 2 920 000 children were affected, with 960 000 young people losing a parent to this disease. Additionally, South Africa recorded the highest number of children who lost their primary caregiver to COVID-19 between March 2020 and April 2021. The death of a parent can be a significant turning point in a young person's life, altering the construction of their narrative identity. Hence, this qualitative study aimed to explore and describe the emerging narrative identities of late adolescent males who had lost a parent between birth and 14 years of age. The current study explored these narratives around parental loss and the subsequent bereavement stressors using the Dual Process Model of Coping with Grief and Bereavement and the Continuing Bonds Model. Furthermore, the study aimed to understand the meaning that the late adolescents ascribed to the loss using the Meaning Reconstruction Theory. In addition, the Gender Role Strain Paradigm was used to explore how the narrative identities and meaning-making processes of late adolescent males have been shaped by gender roles. Being positioned within an interpretivist-constructivist paradigm, this qualitative study was interested in the meaning of individual participants’ experiences. Using a narrative research design, the study specifically focused on turning points or significant events in the participants’ lives. The participants were late adolescent males between the ages of 15 years and 19 years who had lost a parent between birth and 14 years of age. In this study, data were collected through a semi-structured interview using the Life Story Interview method (Atkinson & Hagenah, 1994), and subsequently analysed using thematic narrative analysis. The results suggested that parental loss brought about significant personal changes, secondary losses, and particular challenges as participants came to terms with their grief. Specifically, the grieving process reflected how grief occurs throughout the developmental years. Furthermore, participants’ views signified how gender-related changes in society have affected how male loss is expressed. The participants' views on gender roles indicated significant changes in how society perceives traditional gender roles. The role of significant others was also highlighted as a salient theme and suggests that the surviving parent, extended family, teachers, and peers play a pivotal role in the grief process. Finding meaning in the loss was considered and how participants were engaged in the meaning-making process was demonstrated. The importance of agency and goal-directedness was central in the narratives of parentally bereaved late adolescent males. Lastly, the value of telling the story of loss was also highlighted. This study contributed to the limited research that has been conducted on narrative identity and parental loss. Furthermore, the unique focus on late adolescents who have experienced parental loss using a narrative inquiry approach highlights potential areas of intervention for this population.
  • ItemOpen Access
    An ecocultural exploration of play in young children with developmental delays living in resource-limited contexts: A caregiver perspective
    (University of the Free State, 2022) Small, Renée Frances; Schlebusch, L.; Nel, L.
    𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Children's play is a natural phenomenon through which children develop and make sense of their world, making play an ideal medium for child-based interventions. While research is available on the play of children with and without developmental delays, minimal research exists on the play of children with developmental delays living in low- and middle-income countries (LMIC). Cross-cultural studies have shown variations in child play, highlighting the importance of contextualised research on the play of children with developmental delays living in culturally diverse, resource-limited settings. This study aimed to explore the play of Basotho children with developmental delays living in resource-limited communities in South Africa from their caregivers' perspective. It explored (a) what they play with (Manuscript 1) and (b) why, how, and where they play (Manuscript 2). Twelve Basotho caregivers of children with developmental delays were purposively selected to participate in two focus groups. The findings revealed ecocultural understandings of access to toys and play materials, specifically the (1) availability, (2) affordability, (3) accessibility, (4) acceptability, and (5) accommodation of play opportunities. Caregivers gave further insight into why their children play (sensory stimulation, emotional regulation, and development), how their children play (the visibility of their disability, specific interests, and play partners), and where they play (at their home). These added to the understanding of play in children with developmental delays living in resource-limited communities. This understanding is imperative for the feasibility of early interventions for children that is also respectful and culturally sensitive to their contexts.
  • ItemOpen Access
    The experiences of adolescent daughters of mothers diagnosed with borderline personality disorder
    (University of the Free State, 2022-11) Heppell, Marlize; Nel, Lindi
    This study aimed to describe, interpret and gain deep insight into the lived experiences of adolescent (aged 12–18) daughters with mothers diagnosed with Borderline Personality Disorder (BPD). As this disorder is characterized by substantial impairment in terms of interpersonal functioning and implies a deeply-rooted identity disturbance, the question is how this will affect the mothering abilities of women diagnosed with the disorder. Specifically, mothering adolescent daughters in the fifth developmental phase are confronted with identity forming versus identity confusion. In the adolescent phase, attachment forming has already been established. Clinical theorists suggest disturbed attachments are expected from someone diagnosed with this psychopathology. It was found that a definite association exists between BPD and insecure attachment forming. The attachment style the child was exposed to will directly influence the development of the child's internal working model and affect the child's emotional regulation, autonomy, capacity to build and maintain trusting relationships and social and relationship expectations. The major objective of this study was to investigate the risk factors for developing a transgenerational pattern and determine what elements will protect the adolescent daughter from this repeated pattern. What will assist the child in reaching a point of meaning-making, and what will the role be of psychotherapy and psychiatric interventions? The study was interpretative and phenomenological, and eleven adolescent daughters with mothers diagnosed with BPD were interviewed on two occasions, six months apart. Qualitative data were collected using semi-structured interviews and analysed through a thematic analysis. Four themes were deducted from the interviews: (1) experiencing complex interpersonal dynamics, (2) experiencing emotional dysregulation, (3) not managing the system, and (4) having positive expectancies. The study contributed to the gap in South African literature on the effect of a maternal BPD diagnosis on adolescent daughters and the importance of psycho-therapeutic interventions as a protective measure for developing a transgenerational pattern. The study added to the international literature on this topic and emphasized the differences in adolescents' maternal perceptions within the middle adolescent group (aged 12–18 years).
  • ItemOpen Access
    Emerging adults’ lived experiences of the journey of spiritual identity development
    (University of the Free State, 2021-11) Buys, Corlia; Naude, L.
    The aim of the study was to explore and describe emerging adults’ lived experiences of spiritual identity development in South Africa. To capture the active, intimate experience of the journey, the study focused on the processes involved in forming a spiritual identity. Developmental psychologists claim that emerging adulthood is the time in the life span (18-29 years) when decisions regarding beliefs and values are inevitable. During this developmental stage, the reconstruction of the past and imagination of the future provide individuals with a sense of the interwoven fibres of meaning. A conceptual framework for spiritual identity, consisting of three moral ethics (Shweder et al., 1997) were of vital importance. The ethic of autonomy, community, and divinity suggests a formulation of the unique ways in which people of various cultures and communities may form believes and values. The importance of a cultural-developmental approach (Jensen, 2008) alludes to the need for a study in the South African context, marked by both its diversity in terms of religions and cultures, and a strong emphasis on scriptural authority as a religious country. A South-African study on the identity-divinity link nested in the life stories of emerging adults shed light on the authentic experiences regarding autonomy, community, and divinity of South African emerging adults, especially against the background of the strong religiosity of the country. A qualitative research approach rooted in a phenomenological paradigm was undertaken, to explore the identity-divinity link in emerging adults in South Africa. An interpretative phenomenological approach enabled the researcher to search for the understanding of and aspects relating to the experiences of the participants. Seven emerging adults known to be dedicated spiritually were selected to participate: five white, one black, and one Indian. Data were collected by means of three interviews, using the life story interview and the two questions known for assessing moral views: “When you get toward the end of your life, what would you like to be able to say about your life, looking back on it?” and “What values or beliefs do you think are the most important to pass on to the next generation?” The narratives of the participants were analysed and interpreted by means of interpretative phenomenological analysis. The focus of the study was the distinct meaning and the significance of the experience of the spiritual journey for the specific participant. The interpretative approach required understanding of an experience from within. Nested in a distinctive semantic, cultural, and relational space, the participants’ relatedness to the world and the essential meaning as it was experienced, was important. Inductive interpretation processes were prioritised, and Shweder’s ethics of autonomy, community, and divinity served as sensitising concepts.With regard to the ethic of autonomy, it was found in this study that spiritual identity unfolds within the opportunity to voice a life story. Looking inside and narrating a life story is an individualistic act but also calls on the ethic of divinity as a spiritual identity emerges from the meaning making and the establishing of a narrative identity. During the process of forming a life story, a narrative identity develops. A question like “What are my beliefs” leads to the development of a religious or spiritual identity, which manifests “as a persistent sense of self that addresses ultimate questions about the nature, purpose, and meaning of life” (Kiesling et al., 2006). Secondly. it was also clear that spiritual identity grows while emerging adults become self-sufficient. The belief that self-sufficiency and independence should be reached before adult commitments (Arnett, 2015b) calls on the ethic of autonomy; however, in this study, this belief was accompanied by the ethic of divinity. Standing on their own feet and becoming self-sufficient were going along with the underlying reassurance of being dependent on God. Relying on God to help with decision making and becoming independent, these two aspects were interwoven. While they were becoming independent, living in a relationship of reliance and trust on a deity was typical of the emerging adults in this study. Thirdly, determination to find a work becomes an expression of spiritual identity nestled in a vocation. The underlying belief is that work and identity should complement each other (Arnett, 2015b). The ethic of autonomy is at the root of this belief. In this study, work, calling, and identity are inseparable. The participants explained who they were, how God had created them to be, and the work or occupation they would be doing, which would be in line with what God intended them to be doing. The ethic of divinity is the moral vein underlying this belief. Feenstra and Brouwer (2008) found that secure spiritual attachment and greater spiritual vitality and commitment were related to greater understanding of vocation. Lastly, during emerging adulthood, leisure and enjoyment can be an illustration of spiritual identity. The belief that self-focused fun and leisure are vital during this life stage (Arnett, 2015b) is underscored by the ethic of autonomy, which was true for most of the participants in the study. However, in this study, it was found that enjoyment and leisure are also part of how God is. He is joy, and a person experiences joy because of Him. The fruit of the Spirit of God is in a person, and it is becoming a person’s identity. With regard to the ethic of community, it was found in this study that 1) spiritual identity unfolds within a sense of belonging. During emerging adulthood, the importance of being embedded in a net of relationships becomes a profound realisation. The imprinting of spiritual identity in a relational world has the ethic of community and the ethic of divinity at its heart. Secondly, it was found that the finding of a soulmate can enhance spiritual identity development. The belief that the basis of marriage should be romantic love (Arnett, 2015b) can be informed by the ethic of autonomy or community, but for the participants in this study, marriage was also the covenant and safe space for dedicated worshipping and love for the Lord. Marriage is seen as a trio or triangle, where God is an important part of the covenant. The ethic of divinity is the moral vein underlying this belief. Thirdly starting a family expands spiritual identity development. Being a member of a little group and having commitments and obligations, responsibilities, and roles in a family call on the ethic of community (Shweder et al., 1997; Jensen, 2008), but experiencing the birth of a child as a gift and wonder from a deity calls on the ethic of divinity. Lastly, support and guidance on the journey enhance growth. The experience of the importance of relational connectedness calls on the ethic of community, but the search for existential meaning and the human potential dealing with ultimate purpose calls on the ethic of divinity. With regard to the ethic of divinity, it was found in this study that spiritual identity is imprinted while growing up. Emerging adults start living what they have been taught (Barry et al., 2018), especially as it was observed in this study with regard to spirituality – “when it comes to the presence of a relationship with a higher power that affects the way in which one operates in the world” (Zinnbauer & Pargament, 2005, p. 23). Secondly, suffering becomes meaningful within a spiritual identity. Personal growth in their life stories, difficult life experiences as being transformative, and the move from suffering to an enhanced state formed the redemptive script of their stories (McAdams et al., 2006). Thirdly, faithfulness, humbleness, and awe were part of the journey, and were initiated when they were confronted with major life events. Gutierrez and Park (2015) found that emerging adults’ belief in God remained stable and suggested that emerging adults refine their basic understanding of fundamental worldview constructions when they are confronted with major life events. Finally, purpose and meaning are the ultimate part of spiritual identity. Culver and Lundquist Denton (2017) also found that perceived closeness (attachment) to God was linked to the sense of life purpose in emerging adults.This study contributes to the literature on spiritual identity, especially with regard to theethics of autonomy, community, and divinity. Rich contextual information regarding spiritual identity was provided. The ethics of autonomy, community, and divinity suggest a formulation of the unique ways in which people of various cultures and communities may form beliefs and values (Jensen, 2011; Shweder et al., 1997). The South African context is unique in terms of religiosity, and the identity-divinity link is prevalent in the spiritual identity journey of emerging adults.
  • ItemOpen Access
    Sylvia Plath: a psychobiographical study
    (University of the Free State, 2018-10) Panelatti, Angela Francesca; Fouche, J. P.
    Increased interest in psychobiographical research has resulted in national and international researchers advocating its value. Although South Africa has seen an increase in the number of psychobiographies based on individuals who have made important contributions, both nationally and internationally, the majority of these psychobiographies have focused on male research subjects. In light of South Africa’s efforts to promote female empowerment in a post- apartheid era, South African psychologists may be motivated to embark on the study of significant and exceptional women who shaped history, whether in South Africa or abroad. Sylvia Plath has been hailed as one of the most influential and renowned figures of the 20th century. Although she only published one poetry collection (The Colossus) and one novel (The Bell Jar) in her lifetime, the many poems, short stories, letters and journal entries which were published after her death, have secured her status as a powerful voice in Anglo-American culture and literature. None of the works which currently exist on Sylvia Plath provide an in-depth psychological perspective on her life. The researcher thus decided to select her as the subject for this psychobiography through purposive sampling, with the aim of providing a psychological exploration and description of aspects of her life, against the backdrop of her socio-historical context. This aim was accomplished by applying two psychological frameworks to the biographical and historical data collected on Sylvia Plath. The psychological frameworks included: (a) Erikson’s stage-based, psychosocial theory of development, and (b) Schwartz’s Internal Family Systems (IFS) model. The study’s primary aim was thus to explore and describe Sylvia Plath’s psychosocial development and the structure of her internal family system throughout her life. Due to the exploratory-descriptive nature of this study, the objective can be said to fall within the inductive research approach. The use of specific methodological strategies proved to be particularly valuable in the extraction and analysis of data in this study. The researcher made use of Alexander’s nine indicators of psychological saliency and Schultz’s model of prototypical scenes, to facilitate the organisation and prioritisation of biographical data. In order to manage the proliferation of data available on Sylvia Plath, the researcher posed specific questions to the data, which allowed for the extraction of units of analysis relevant to the research objectives of the study. The researcher made use of two conceptual matrices to facilitate the analysis of data in this psychobiographical study, as proposed by Fouché. This ensured the systematic categorisation and consistent analysis of biographical data collected on Sylvia Plath, according to the stages of her psychosocial development and the constructs of her internal family system, and in terms of the socio-historical contexts which impacted on her life. Findings from the study suggest that Plath did not progress through the different stages of psychosocial development successfully and consequently failed to acquire the ego virtues of hope, willpower, purpose, competence, fidelity and love as proposed by Erikson. In terms of Schwartz’s model, findings suggest that each stage of her life was characterised by parts-led functioning as a result of transferred burdens, imperfect care-taking, existential anxiety and traumatic emotional experiences. This resulted in polarization of her different parts, which blocked the healing energy of her Self and aggravated feelings of worthlessness, shame and guilt. The integrative, holistic approach of the study’s psychological frameworks allowed for an extensive exploration and description of different constructs and dimensions, and ensured that Plath’s life was explored against the backdrop of her socio-historical context, since both psychological frameworks highlight the impact of one’s political, cultural and historical environment on one’s development and intrapsychic processes. Apart from contributing to the body of knowledge on Sylvia Plath and to the frameworks of psychosocial development and internal family systems, this study also added to educational objectives in the field of psychobiography. This psychobiography affirmed that an examination of the lives of extraordinary women who used their creative genius to address socio-historical issues, could be a significant endeavour for future psychobiographical researchers. Based on the psychological frameworks applied in this study, recommendations are made for future research.
  • ItemOpen Access
    Die verband tussen 'n geslagshormoonwanverhouding en depressie by vroue
    (University of the Free State, 2002-05) Scholtemeyer, Jacobus Schalk; Olivier, L.; Venter, J. A.; Vosloo, H.
    English: This study was directed by the following three specific objectives: - Firstly, to present a theoretical synthesis from the literature, which would explain the possible relation between depression and a sex hormone imbalance from a medical hypnoanalytical perspective. - Secondly, to determine whether a statistically significant correlation exists between dysthymia and depression respectively (in terms of two scales of the Millon Clinical Multiaxial Inventory III, namely scales D and CC) and the individual serum values of women's testosterone, progesterone and estradiol (in their oestrogen, progesterone or menopausal phases classified separately or considered jointly). - Thirdly, to determine whether the three relative imbalances of the sex hormones, namely between testosterone and progesterone, between oestrogen and progesterone, and between testosterone and oestrogen, in terms of the Maartens profile (Maartens, 1994), displays a statistically significant correlation with dysthymia and depression in terms of the counts obtained on the scales of the above-mentioned psychometric measuring instrument. Subsequently, it was determined which statistically significant correlation is most significant. In order to achieve these objectives, the following methodology was followed: - Objective 1: A relevant literature survey was conducted. - Objectives 2 and 3: The first 60 women who presented a mild or serious degree of depression in the clinical opinion of Dr. H. Vosloo (a medical practitioner) or the researcher, were selected randomly for the purpose of the research. If they were prepared to participate in the research, they were requested first to complete the information sheet by providing their personal details and then to give written permission that their hormone profile and psychometric data may be used in the research on an anonymous basis. Subsequently they were requested to complete the Beck Depression Inventory (Short Form) and the Millon Clinical Multiaxial Inventory III and to have blood samples taken at specific pathologists. The pathologists then sent their results to Dr. Vosloo, who interpreted it further. At the same time, all the mentioned psychometric measuring instruments were scored and interpreted by the researcher himself and the results of the Maartens profile were obtained from Dr. Vosloo. The results related to each objective, which were obtained in the abovementioned methodological manner, can be summarised as follows for each objective: - Objective 1: It was shown successfully from the literature that nonoverwhelming chronic stress stimulates B-endorphin secretion and testosterone secretion, but as soon as the stressor is conceptualised as overwhelming, it has a testosterone-inhibiting function as a result of the still-rising endorphin levels. It was also demonstrated successfully from the literature, in terms of the medical hypnoanalytical model, that the first time an individual is exposed to the stressor, it is called the Initial Sensitising Event. The second time the individual is exposed to a similar stressor is called the Symptom Producing Event, and the third time it is called the Symptom Intensifying Event. After the third event the stressor is conceptualised as overwhelming in terms of the triple allergenic theory, and the stressor can therefore exert a testosterone-inhibiting function, which explains the presentation of depression in terms of medical hypnoanalysis. - Objective 2: The research results of this objective indicated that there is no statistically significant relation between depression and the individual serum values of the three primary sex hormones. - Objective 3: In the case of this objective, the research results indicated that a relatively low testosterone level (in comparison to the other possible hormone-imbalance classification categories in terms of the Maartens profile) displays the strongest statistically significant relation (p < 0,05) with dysthymia and depression. On the basis of the research results of this investigation, the researcher can therefore conclude that the traditional view of a hormone imbalance (in terms of the deviation of a patient's individual serum values from the mean values) has it's limitations, because this before mentioned hormone imbalance cannot be conceptualised as a cause for depression. A sex hormone imbalance in terms of the Maartens profile can, however, perform such an etiological role.
  • ItemOpen Access
    The court for sexual offences: perceptions of the parties involved
    (University of the Free State, 2002-11) Walker, Stephen Peter; Louw, D. A.
    English: This thesis evaluates the Court for Sexual Offences in Bloemfontein at the hand of the perceptions of the victims, their families, offenders and professionals involved with this court. The first article is a theoretical orientation to the relatively unique area of sex courts. The remaining four empirical articles discuss the perceptions of the parties involved with the Court. The findings indicate that the victims of sexual offences, their families and the professionals working in the Court and associated auxiliary services, are generally of the opinion that the establishment of specialist sex courts has gone a long way towards ensuring improved justice for victims and decreasing the incidents of secondary victimization during judicial proceedings. However, the Court still exhibits shortcomings in several areas. Furthermore, doubts are expressed with regard to the impartiality of such specialist courts, sentences for sexual offenders are perceived to be ineffectual and the after-care afforded to the victims and their families appears to be very poor. The perpetrators of sexual offences also perceive the Court for Sexual Offences to be slow and inefficient. They were of the opinion that this particular system of courts is inherently biased. The victim's rights are perceived to be overemphasized and the majority of the offenders questioned felt that it was not possible for an individual accused of a sex crime to receive a fair trial in a specialist sex court.
  • ItemOpen Access
    Die verband tussen humorsin en psigologiese welstand by adolessente
    (University of the Free State, 2002-05) Boshoff, Louisa; Beukes, R. B. I.
    English: The aim of this study was to examine the nature of humour and sense of humour, the dynamics of psychological wellbeing as well as adolescence as a critical phase of life, and to determine whether there is an empirical relationship between sense of humour and psychological wellbeing among adolescents. Various theories involving humour and sense of humour were described and a model of humour and sense of humour was developed. In the discussion of psychological wellbeing the relationship with sense of humour was indicated. During the empirical study a cross-sectional survey was held among 884 Grade 12 learners at ten schools in the Pretoria area (Gauteng) and the East London area (Eastern Cape) in respect of sense of coherence, satisfaction with life, fortology/ fortitude, and sense of humour. Sense of coherence was measured by means of Antonovsky's Sense of Coherence questionnaire (SOC: 1987), while satisfaction with life was assessed using the Life Satisfaction Questionnaire (SWLS) of Diener, Emmans, Larson and Griffen (1985), fortology by means of the Fortology Questionnaire (FORQ) developed by Pretorius (1997), and sense of humour was measured by means of the Multidimensional Sense of Humour Scale (MSHS) of Thorson and Powell (1993). Biographical information was obtained by means of a short biographical questionnaire. In this study relatively favourable reliability indicators were obtained for almost all scales and subscales of the measuring instruments used in the research. The current research found that four subscales of humour yielded a statistically significant contribution in the explanation of fortology among adolescents, whereas three of the four subscales, creation of humour, social use of humour and attitude towards humour, yielded a statistically significant contribution in explaining the variance in sense of coherence among adolescents. It would appear from the results that boys show higher levels of sense of humour in terms of the creation of humour and the social use of humour than girls. Considering the interaction between gender and school placement, it is evident that the boys in mixed-gender schools and girls in mixed-gender schools achieved a significantly higher score on the creation of humour as well as the social use of humour than boys in single-gender schools. As far as attitude to humour is concerned, the boys in the single-gender schools returned a significantly lower score than boys in mixed-gender schools and girls in single-gender schools. These findings are related to findings discussed in the literature study. In conclusion proposals are made regarding the use of humour and sense of humour in practice as well as the promotion of psychological wellbeing among adolescents .
  • ItemOpen Access
    'n Psigo-opvoedkundige ondersoek na neuro-linguïstiese programmering as psigoterapeutiese model
    (University of the Free State, 2001-11) Vorster, Catharina Margaretha; Du Plooy, Johann
    English: In article 1 the historical overview of the development of the NLP model brought to the light that two psychologists, Richard Bandier and John Grinder, initiated the NLP model. They mainly modelled the most effective patterns of three experts in psychology. The NLP model was composed of these and was used initially in psycho-therapy with children and adults. The application possibilities of the NLP model, however, were expanded to a variety of fields, including education. From a psycho-educational point of view it seems as if NLP can be used to help children on their way to adulthood. Although it seems as if the NLP model does have relevance in psycho-education, the extent of the relevance still has to be determined. In Article 2 a perspective is given on the most important NLP concepts and presuppositions, and thus the focus is on its application value for children. In terms of the NLP model it was found that as every child (as well as every adult) has a unique model of the world, a profound understanding of the way in which children create images of the world will be to the advantage of each psychologist/teacher in order to understand the child better. Children have representational systems by means of which information is processed mainly visually, auditively and kinaesthetically. Although children normally have a primary representational system, they have to be guided to develop access to all their representational systems. Thus they will be able to communicate with more ease with others and to master the different learning areas in school. However, it has also been found that researchers question the validity of some of the NLP concepts. Article 3 offers a psycho-educational investigation of the most important NLP skills and techniques. NLP techniques can be divided into NLP communication techniques and NLP esoteric techniques. The researcher came to the conclusion that the NLP esoteric techniques seem to be totally unacceptable in application to children, especially from a Christian point of view, as they may result in children coming into contact with occult activities. A spiritual imbalance in the child's personality and a concomitant disturbed personality may result from being exposed to these techniques. Although NLP communication techniques in some cases may be regarded as manipulative, it does seem that these techniques, with re-interpretation, may render positive results in Christian therapy and schools. In Article 4 it is related that an empirical study has found that South African psychologists are still relatively uninformed of NLP as psycho-therapeutic model. It has also been found that a small percentage of respondents use NLP techniques specifically in therapy with children. Some of the psychologists were of the opinion that some of the NLP techniques may influence children negatively. As South African educational psychologists specifically, but also psychologists in general, still have a lack of knowledge ofNLP, the conclusion may be reached that South African training institutions do not really introduce psychologists to alternative psycho-therapeutic models. The question also arises as to whether NLP is not rather being used, in South Africa, in fields outside the therapeutic context, like education. In Article 5 the critical evaluation of the NLP model led to the finding that there are similarities between the philosophies ofNLP and the New Age movement. The fact that this model according to its origin is humanistic in nature, which entails that people are seen as central and able to redeem themselves, is totally unacceptable to the Christian psychoeducationist. Furthermore, the fact that many researchers question the validity of the NLP model, leads to the conclusion that the NLP model, as a whole, should be dealt with circumspectly. A need exists for justifiable scientific research on the NLP model. Before this need has not been satisfied satisfactorily from a Christian perspective, the NLP model cannot be used in the South African psycho-educational context with absolute safety.
  • ItemOpen Access
    Psigofortologie by die leergestremde leerder
    (University of the Free State, 2000) Bouma, Renate Gerrarda; Heyns, P. M.; Grobler, A. A.
    English: The purpose of this study was an investigation of the dynamics of psychofortological factors in learning disabled learners in order to make a contribution to their vocational preparation and adjustment in the outside world. The advancement of the learning disabled learner's psycho-fortological functioning for successful functioning after school leaving is therefore the primary focus of the study. The investigation is directed towards the psycho-development of the learners who experience problems, as well as towards the prevention of problems in adulthood. The rationale of the study is to be found in the investigated functioning aspects: i.e., psycho-fortological factors such as coping, assertiveness, fortitude and sense of coherence which are important for functioning in the workplace. The field of study of psycho-fortology focusses upon the psychologically healthy individual, more specifically, the individual who remains psychologicallyand physically healthy in spite of stress and crisis situations. Aspects discussed are the learning disabled adolescent, learning disability, the demands made by school leaving and the task and terrain of the special school. An investigation was done into the connection between the learner's psychofortological functioning, namely, his/her coping skills, assertiveness, sense of coherence and fortitude and his/her functioning. The aspect of assertiveness was analysed to determine to what degree anxiety, associated with social situations, is problematic for the learning disabled learner. The empirical investigation consisted of a quantitative and a qualitative component. In the quantitative investigation the following scales were used to operationalise the psycho-fortological constructs: the fortitude questionnaire of Pretorius (1998), the assertivenessquestionnaire of Gambrill and Richey (1975), the sense of coherence questionnaire of Antonovsky (1987) and the COPEquestionnaire of Carver, Scheier and Weintraub (1989). A functioning index was drawn up by the investigator herself. Reliable indices were procured for all the scales. The findings of the quantitative investigation indicate that the learning disabled learner's grade and age correlate with his/her functioning and with the psycho-fortological aspects senseof coherence and assertiveness: the higher the grade (and age), the lower the level of functioning and the more negative the psycho-fortological indices, and vice versa. In the present investigation it was also found that the specific psychofortological indices "comprehensibility" (sense of coherence) "initiating personal contact" (assertiveness) as well as the learner's self-appraisal (fortitude) show a high correlation with the index of the learner's functioning. It appeared that a high level of functioning is connected to a positive self-appraisal (fortitude), the ability to conduct oneself assertively and a good grasp of the stress situation. The results of the qualitative investigation to a high degree support the findings of the quantitive investigation. The considerable deficiencies associated by the quantitative investigation with low functioning, namely, limitations regarding selfappraisal, sense of coherence, comprehensibility of the stress situation and assertivenessare confirmed by the qualitative investigation. From the results of the qualitative investigation it became evident that certain aspects, namely, constructing a positive and realistic future perspective through the experience of success, independent assertive conduct, a realistic, positive self-image and effective problem solving skills had to be included in a psycho-development programme. A psycho-development progamme was drawn up on the basis of the results of the empirical investigation as a contribution to the advancement of the psychological strengths of the learning disabled learner in particular, as well as of senior learners in general.
  • ItemOpen Access
    The role of attachment in the relationship between perceived parenting dimensions and bullying among preadolescents
    (University of the Free State, 2017-11) Carter, Mariska; Van der Watt, R.; Esterhuyse, K.
    Bullying is the intentional and repetitive use of aggression against targets who cannot easily defend themselves. Bullying may be physical, verbal, or social-relational, or occur in the cyber context. Involvement in bullying is a matter of concern, as it may have negative implications for functioning of perpetrators and victims on individual and contextual levels. Risk factors that consistently correlate with bullying are parenting behaviour and the parent-child attachment relationship. There is limited research investigating the interaction between these constructs in the emergence of behaviour that constitute bullying. Thus, the study had three main objectives, namely (a) to determine whether significant relationships exist between perceived parenting dimensions (acceptance, firm control, and psychological control) and different types of bullying perpetration and victimisation (physical, verbal, social-relational, and in cyberspace); (b) to determine whether these relationships are mediated or moderated by parent-child attachment; and (c) to examine whether there are any significant gender and ethnic differences in different types of bullying perpetration and victimisation. A total of 1078 white Afrikaans- and black Southern Sotho-speaking preadolescents in Grades 5 and 6 from twenty-four schools across the Free State participated in the investigation. A quantitative, non-experimental type of study was conducted, utilising correlational and criterion group research designs. Data were collected during the second and third school terms by administrating measures of bullying, parenting dimensions, and parent-child attachment. Correlational analyses, hierarchical regression analyses, multiple regression analyses, moderated hierarchical multiple regression analyses, models of multivariate analysis of variance (MANOVAs), and analyses of variance (ANOVAs) were used to analyse the data. The findings suggest that although parenting dimensions significantly correlated with most types of bullying, they explained only a small proportion of the variance. In each case, perceived parental psychological control accounted for the major part of this variance. However, the corresponding effect sizes were found to be small. While attachment mediated most of the relationships between perceived parental acceptance and bullying, it mediated only the associations between firm control and physical and verbal bullying perpetration. Attachment and perceived parental acceptance interacted to influence verbal bullying perpetration. However, regardless of the levels of perceived parental acceptance, preadolescents with a lower quality of parent-child attachment were involved more frequently in verbal bullying perpetration. Attachment neither mediated nor moderated the relationships between perceived parental psychological control and bullying. While no meaningful gender differences were obtained, black Southern Sotho-speaking preadolescents were more involved in physical and verbal bullying perpetration and victimisation compared to white Afrikaans-speaking preadolescents. The results are discussed within a developmental psychopathology framework. Several practical applications of the findings, strengths, and limitations of the study, and areas for future research are highlighted.
  • ItemOpen Access
    The development of a mathematics proficiency test for English-, Afrikaans- and Sesotho-speaking learners
    (University of the Free State, 2003-11) Vassiliou, Colleen Patricia; Grobler, A. A.; Esterhuyse, K. G. F.
    English: Mathematical Literacy, Mathematics and Mathematical Sciences is a learning area in the intermediate phase, which forms part of the General Education and Training band. This learning band is level one of the National Qualifications Framework and is overseen by the South African Qualifications Authority. The curriculum of this learning area consists of various learning strands, namely numbers and operations, fractions, patterns, shapes and space, measurement, and data. When learners fail to meet the expectations of the curriculum, mathematics becomes a major assessment concern. If this problem is not identified it could hinder the acquisition of more advanced mathematical skills. The first task in helping a learner who is struggling with mathematics is to identify the problem. For learners to succeed at mathematics they need to go through various developmental phases. Various cognitive processes form part of these phases. Often in a young child’s functioning, cognitive problems arise such as the inability to perform various mathematical tasks. For this reason a cognitive model for mathematics was used to reflect upon six key concepts that influence learning and teaching in the Mathematical Literacy, Mathematics and Mathematical Sciences learning area. These concepts include the categories of representing experience; motivation; individual differences; cognitive categories and cognitive processes; instructional procedures; and conceptual learning. Learners need to make sense out of what is going on during a mathematics lesson. To help learners develop meaning, a teacher provides experiences that foster mental manipulations. Psychologists refer to these mental manipulations as cognitive processes. When a learner is unable to carry out the cognitive processes necessary for task completion, mathematics becomes a major assessment concern. If a learner fails to meet the expectations of the curriculum or fails to carry out the cognitive processes necessary for successful task completion, then, in accordance with the aim of this study, the Intermediate Phase Mathematics Proficiency Test can be used to identify and address this problem. During the construction of this test, care was taken to ensure that the test was cross-culturally adapted. Differential Item Functioning was used to limit the possibility of cultural bias. The Item Response Theory and the Classical Test Theory were also used for item analysis and selection. The test was standardised for English-, Afrikaans- and Sesotho-speaking grade four, five and six learners. During standardisation, separate norms for each term were calculated. These norms are available in both stanines and percentile ranks. The test can also be used qualitatively to determine not only the learning strand in which the learner may be experiencing problems, but also the specific cognitive process, such as receiving, interpreting, organising, applying, remembering and problem solving, which might be preventing the learner from reaching his or her full mathematical potential. The Intermediate Phase Mathematics Proficiency Test is also a reliable and valid measuring instrument since the bias of the assessment measure has been decreased. This was done by eliminating any item that was biased towards a specific cultural group. The test can therefore be used in practice with confidence. In a multicultural society like South Africa, the adaptation of assessment measures and the elimination of bias from psychometric tools forms a vital part of the transformation process. The Intermediate Phase Mathematics Proficiency Test is a multicultural test with South African norms.
  • ItemOpen Access
    The effect of certain variables on the reliability of eyewitness testimony
    (University of the Free State, 2003-05) Venter, Arnot; Louw, D. A.
    The single most important determinant of whether a case will be solved in a court of law is often the information supplied by the witness or victim of a crime (Yuille & Cutshall, 1986). Eyewitness testimony is viewed as powerful in courts, due to a belief in the ultimate accuracy of observation and human memory (Bartol & Bartol, 1994). Despite the credibility ascribed to eyewitness testimony by law, Shaw and Skolnick (1994) indicate that studies of human perception and memory have demonstrated that such testimony is susceptible to errors. A distinction is currently being made between two kinds of variables that impact on eyewitness testimony (Wells, 1978; Wells & Olson, 2003). Estimator variables, over which the criminal justice system exerts little or no control, are classified into witness factors (e.g. stress experienced by the witness during the event, as well as the occupation, age, gender, race, and individual differences of witnesses), target factors (e.g. the suspect’s physical appearance and weapon focus) and situational factors (e.g. variables associated with the incident, such as the severity of the incident and a witness’s opportunity to view the suspect). System variables, on the other hand, refer to factors that are directly under the control of the criminal justice system and can be altered to increase accuracy in court cases. These factors include the number of foils in a line-up, the selection of line-up members, post-event information, questioning techniques and court proceedings (Narby, Cutler & Penrod, 1996; Wingfield & Byrnes, 1981). Although the impact of the factors that can potentially influence eyewitness testimony appears to be generally recognised, it also seems to be true that in-depth knowledge concerning aspects such as the interaction between these factors is often, if not mostly, lacking in those professions (e.g. the legal profession and the police force) where such knowledge could play a significant role. The purpose of this study was to investigate the reliability of perception and memory and more specifically the variables that may affect the reliability of eyewitness testimony. The thesis consists of eight articles, namely three literature review articles and five empirical articles. The findings of these empirical articles are presented next. The first empirical study, which was aimed at investigating the influence of certain variables on the accuracy of eyewitness testimony after exposure to a real-life incident, yielded the following main findings: - There were no significant differences between the average accuracy scores of the short-term and long-term memory groups as a whole. - The short-term memory average scores of the students and the 18 to 25-year-olds were significantly better than those of the corresponding long-term memory group. No significant differences, however, had been found for the gender and racial groups. - The children (12 to 14-year-olds) obtained significantly higher average accuracy scores than the adults with regard to long-term memory. In respect of long-term memory, the scholars also performed significantly better than all other occupational groups, except the members of the police. The second study (which is linked to the first) aimed at investigating whether the analysis of items would provide more clarity on the relationship between certain biographical variables and the accuracy of eyewitness testimony, yielded the following main findings: - As a whole, the short-term and long-term memory groups showed no significant differences regarding details related to less pronounced physiognomic details. Significant differences were indicated for only certain items related to obvious physiognomic details, clothing details, circumstantial evidence and action-related details. - Regarding occupation, significant differences in the short-term were found for some of the items related to obvious physiognomy, less pronounced physiognomy, clothing, action, and circumstantial evidence. However, for the long-term groups no significant differences were found for less pronounced physiognomic details and circumstantial evidence. - The age group findings indicated significant differences in the short-term group concerning certain items related to obvious physiognomy, less pronounced physiognomy, clothing, action and circumstantial evidence. In the long-term age groups, no significant differences were found for items related to obvious and less pronounced physiognomy and circumstantial evidence. - With respect to gender, no significant differences regarding action-related and circumstantial evidence were found. However, significant differences were found regarding certain obvious physiognomic details, less pronounced physiognomic details and clothing details. - Regarding the different races in the short-term memory group, no significant differences were found regarding items related to action, less pronounced physiognomy and clothing. However, significant differences were indicated in certain items related to obvious physiognomic details and circumstantial evidence. Although no significant differences were found in any clothing details in the long-term memory group, certain items related to obvious physiognomy, less pronounced physiognomy, action and circumstantial evidence displayed significant differences. The main findings of the third study, which investigated memory performance after exposure to a violent and a non-violent incident, may be summarised as follows: - Regarding both the non-violent and violent video a significant decrease in the accuracy of the average scores occurred after a five to six week retention period when the short-term and long-term memory groups were compared as a whole. - With respect to all the biographical groups that were exposed to the non-violent and violent video, significantly higher average scores were obtained by the short-term memory groups than by the long-term memory groups. - The 18 to 25-year-olds who viewed the non-violent video obtained significantly higher short-term and long-term average memory scores than the 26 years and older. No significant differences were found for the violent video. - No significant differences were indicated for either the short-term or long-term memory gender groups regarding both the non-violent and violent video. - Concerning the two racial groups, the only difference found was for the non-violent video where the whites obtained significantly higher short-term memory average scores than the blacks. No significant differences were indicated for the long-term groups or those groups who watched the violent video. The aim of the fourth study to investigate the relationship between the accuracy of responses and the method of questioning and the relationship between the method of questioning and the accuracy of responses of specific biographical groups, provided the following main findings: - A significant relationship exists between accuracy of memory and type of questioning. The average accuracy scores of the participants who responded to the closed-ended questions were significantly more accurate than those who answered open-ended questions. - Investigating the relationship between the average accuracy scores of biographical variables and type of questioning revealed that all groups except the public were significantly more accurate in responding to the closed-ended than open-ended questions. - The scholars obtained the lowest average accuracy scores compared with the other occupational groups in responding to both the open-ended and closed-ended questions. Their average scores were, however, not always significantly lower than those of the other groups. Regarding the open-ended questions the public obtained a significantly higher score than all the other occupational groups. - The 18 to 25-year-olds obtained a significantly higher average accuracy score than the other age groups with respect to the closed-ended questions. No significant difference was indicated for the open-ended questions in relation to age. - Regarding gender, no significant differences on either open-ended or closed-ended questions were indicated. - With respect to race, the whites performed significantly better than the blacks when responding to both open-ended and closed-ended questions. In the fifth study the relationship between confidence and accuracy, the method of questioning and accuracy, and the method of questioning and confidence were investigated. Firstly, regarding the relationship between confidence and accuracy of recall it was found that: - there was a significant correlation between the accuracy of memory and confidence regarding more than 70% of the items. - for 60% of the items there was a significantly larger proportion of participants who were very certain and responded accurately to their responses. - for more clothing and circumstantial details (75%) there was a significant relationship between accuracy and confidence than for central details (57%). Secondly, the findings for the relationship between type of questioning and accuracy were: - A significant relationship was found for 67% of the total number of items. - Ninety per cent of the items that displayed a significant relationship between type of questioning and accuracy, involved closed-ended questions. This means there was a significant higher degree of accuracy regarding the responses to closed-ended questions in comparison to open-ended questions. - With regard to the respective details, 70% of the total number of details that indicated a significant relationship between type of questioning and accuracy, concerned clothing and circumstantial details. Thirdly, the relationship between type of questioning and confidence indicated that: - there was a significant relationship in for 53% of the items. - all of the items which indicated a significant relationship concerned closed-ended questions. Therefore there was a significantly higher degree of confidence regarding the responses to closed-ended questions than to the open-ended questions. - with respect to the details that displayed a significant relationship between confidence and type of questioning 50% involved circumstantial and clothing details and 50% concerned central details. However, with regard to the items that displayed a significant relationship between confidence and type of questioning, the respondents were very certain about 67% of clothing and circumstantial details. These results indicate that estimator and system variables need to be further researched in the South African context, as most existing findings are based on American and European research. Doing research on eyewitness testimony remains difficult owing to ethical concerns and the question as to whether laboratory studies have the same impact as real-life studies on memory performance. To make an impact in the area of eyewitness testimony in coming up with results which are less affected by confounding variables, it would not only be important for researchers in this field to reconstruct events which have the qualities of real-life incidents, but also to ensure that the measuring instruments correspond with the way eyewitnesses are questioned in legal situations.
  • ItemOpen Access
    Die intrapsigiese funksionering van die kind met asma in die middelkinderjare
    (University of the Free State, 2003-05) Brand, Albertus; Beukes, R. B. I.
    English: The primary aim of this study was to establish whether the intrapsychic functioning of the child with asthma in late middle childhood significantly differs from that of the child without asthma. The physiological aspects of asthma were briefly discussed with specific reference to its definition, incidence, diagnoses, aetiology and treatment. An explanation was given of relevant developmental aspects during middle childhood, which could possibly be influenced by chronic diseases, in order to establish a framework against which the intrapsychic aspects of children with asthma could be further investigated. An effort was made to clarify the term intrapsychic from the available literature with specific reference to children with asthma. In the empirical research a non-recurrent cross-sectional design was used. The research group consisted of learners in their late middle childhood, representative of all population, language and socio-economic groups from schools in the North West Province, Free State, Gauteng and Mpumalanga. From an availability sample of 1067 learners two further groups were identified, namely those with asthma and a random sample of relatively healthy children proportionally representative of the background variables (gender, language and age). Apart from a general health questionnaire and biographical questionnaire, the test battery consisted out of subscales from the following measuring instruments: the Piers-Harris Children’s Self-Concept Scale, Locus-of-Control Scale for Children, Social Support Appraisal Scale, Child Symptom Inventory, Behavioral and Emotional Rating Scale and Stress Response Scale. Acceptable reliability and validity indices for all the measurements were obtained. The data obtained from these scales was used to evaluate the intrapsychic functioning of the study sample regarding self-concept, handling of stress, locus of control, perception of social support, emotional functioning and psychiatric symptoms. The statistical significance of differences in functioning was established by means of Hotelling’s T² tests, followed up with post hoc t-tests and calculated for effect sizes. Finally a discriminant analyses was performed in order to validate the results of the study. Statistically meaningful differences between children with asthma and relative healthy children in the late middle childhood years were found for five of the 20 dependant variables. Children with asthma during the middle childhood years showed a significantly higher perception of support from three social structures (viz. peer group, family and teachers), a stronger acknowledgement of behaviour problems and a higher incidence of generalized anxiety disorder. Contradictions in the literature were found regarding the other dependant variables and more research is deemed necessary. It appears from the empirical results that the majority of children with asthma still portray healthy psychological functioning, in spite of a possible higher risk for comorbid psychosocial problems. Finally recommendations were made for future research.
  • ItemOpen Access
    Die effek van twee sielkundige inoefeningsprogramme op die akademiese prestasie, selfkonsep en angsvlak van studente
    (University of the Free State, 2003-11) De Vos, Hendrik Moller; Louw, D. A.
    English: Article 1: The main objective of the present study was to verify the effect of hypnotic training programmes on the academic achievement of students empirically. A pre- and post test design was used. Two experimental and two control groups were selected from a universe of 564 undergraduate students. One of the experimental groups was submitted to active alert hypnosis and the other to relaxation hypnosis. The participants’ April marks were used as a pre-test, while their average June marks served as a re-test. The two psychological training programmes had a significant effect on the academic achievement of the participants, which was not found in the control groups. Regarding the efficacy of the two programmes, no significant difference was found. The findings of the research support the supposition that most people are hypnotically suggestible and that training in hypnotic skills can increase a person’s levels of suggestibility. The supposition that the nature of the suggestions during the induction and the hypnotic phase can be decisive, is also supported by the research. Article 2: The origin of this study was the theories and research concerning the organismic nature of mankind. The main objective of the research was to establish whether mental training programmes based on hypnosis could alter self-concept. Two experimental and two control groups were selected from a universe of 564 undergraduate students. One of the experimental groups was submitted to active alert hypnosis and the other to relaxation hypnosis. Regarding the dependant variable, the self-concept, the Greeff Self-Concept Questionnaire was used. The analysis of variance showed that the two programmes had a significant effect on the self-concept of the participants. The study supports the supposition that the inner organismic contact facilitated by hypnosis can have a positive effect on the conscious experience of the self. As a result the research also supports the holistic African perspective of the self-concept as being collective and organismic by nature. Article 3: In an achievement-orientated and test-conscious society test anxiety can drastically impair academic development. An important purpose of this study was to determine if mental training programmes based on hypnosis could aid the management of test anxiety. Two experimental groups were exposed to active alert- and relaxation hypnosis respectively. Regarding the dependant variable, test anxiety, the participants' pre- and post measurements on the Test Anxiety Scale (TAS) were used. The results of the analysis of variance indicate that the two programmes had no significant effect on test anxiety in undergraduate students. Concerning gender, no significant differences regarding test anxiety were found. In this context statements and recommendations are made.
  • ItemOpen Access
    The use of metaphor in child psychotherapy: the development of an integrated model
    (University of the Free State, 2003-03) Viljoen, Urshula Susanna; Luttig, E. M.; Fourie, M. C.
    English: This theoretical study focused on the use of metaphor in psychotherapy. The aim of the study was to provide guidelines for the use of metaphor in psychotherapy and child psychotherapy. Any visible portrayal or image of psychic contents was considered to provide an externalised metaphor for these contents. Metaphors were regarded to form part of a group of representational phenomena, which function as tools portraying psychic material. The researcher adopted an integrated approach and examined the contributions of theorists representing six psychological theories. These theories were psychoanalysis, analytical psychology, Gestalt therapy, Ericksonian psychotherapy, cognitive therapy and narrative therapy. Additional individual contributions mentioned were those of Rossi, Kolb and Kalsched. Information gathered from these theories was supplemented by information from disciplines outside the field of psychology. These contributions included views on the biological processes giving rise to representational phenomena, philosophical viewpoints and viewpoints on issues of interpretation and meaning-making. An initial, tentative study was conducted, which included gaining experience with the use of metaphor in psychotherapy, specifically the sandplay method. On the grounds of this study, research questions were formulated regarding the nature of metaphor, the key concepts mentioned in relation to metaphor (focusing on the identification of general principles regarded as conducive to metaphor-use) and descriptions of the process of using metaphorical material in psychotherapy. Metaphor was found to be a complex phenomenon. This was theorised to be partly as a result of the complexity of metaphor itself and partly due to the fact that metaphor-use reflects the nature and functioning of the psyche. The psyche was approached as a functional mind-body unity. The composite nature of metaphors allows the integration of levels and dimensions of awareness, specifically the integration of experiential participation with conceptualisation and understanding. Nine key concepts were identified which could serve as general guidelines for metaphor-use. An integrated model of metaphor-use was presented, indicating the various stages of the process and the manner in which the introduction of meaning through metaphor included the activation of and the interaction with existing unconscious psychic material, leading to new or altered conceptualisations with different linking options. Since a metaphorical portrayal of psychic contents possesses its own reality, it was postulated that, bearing in mind the general guidelines provided, a therapist could apply his/her own theoretical framework to the process. However, the guidelines and the integrated model of the process of metaphor-use could make it possible for a therapist to allow his/her framework to be enriched by contributions from other approaches. Regarding the role of the therapist, the study indicated that the therapist often became responsible for that part of the process which was not carried out by the patient. It is hoped that this study could be used as a framework to structure therapy with metaphors and indicate areas for future research.
  • ItemOpen Access
    Ouervervreemdingsindroom by geskeides: 'n verkennende ondersoek
    (University of the Free State, 2001-11) Wakeford, Erika; Fourie, M. C.; Heyns, P. M.
    English: For the first time in South Africa, the existence of parental alienation syndrome (PAS) as a phenomenon is investigated in this study. Confirmation of PAS as an established syndrome in South Africa, following the practical application of existing knowledge in a structured empirical investigation, is the main focus of this study. Available research results, mostly documented in the USA, are analysed as a starting point. In these findings the following shortcomings are identified: • The existing diagnostic measure does not meet the requirements to identify PAS in all circumstances. • The influence of specific developmental phases on the occurrence and dynamics of PAS as well as the effect of the investigation procedures on a child in a PAS situation, have not yet been established. • The influence of the administration of justice on the occurrence and dynamics of PAS is unknown. • Related divorce syndromes resembling PAS such as sexual allegations in divorce syndrome (SAID), divorce-related malicious mother syndrome (DRMMS), Medea syndrome and Munchausen syndrome have been identified. However, further research into the specific role of each of these syndromes in PAS is required Limitations of the existing findings regarding specific needs within the South African context have been indicated. Six families, totaling 14 children, aged 6 - 15 years where PAS was diagnosed, were included in the availability sample for the empirical investigation into PAS in South Africa. An exploratory descriptive case study method was applied to investigate the dynamics and development of PAS within children. The results confirm the existence of PAS as an independent syndrome in South Africa. In addition: • comprehensive diagnostic criteria for the diagnosis of PAS are proposed. • the effects of developmental phases of children in the diagnosis of PAS are identified and defined. • the importance of communication patterns in the diagnosis of PAS is indicated • the influence of PAS on a child's emotional and behavioural problems is described. • the judicial implications are highlighted. • practical issues regarding PAS are addressed and certain suggestions made. As a result of both theoretical and practical findings, a model has been developed where the related divorce syndromes are compared and placed on a continuum. This generated clearer guidelines regarding the nature and dynamics of PAS in South Africa.
  • ItemOpen Access
    Posttraumatic stress disorder in mineworkers
    (University of the Free State, 1999-11) Stevens, Jan Louis; Calitz, F. J. W.; Gagiano, C. A.
    The following groups were identified, compared and described in this study: • The acute PTSD group (N=33), which comprised subjects with acute PTSD at the first assessment session . • The acute PTSD chronic group (N=12), which comprised subjects who had acute PTSD during the first assessment and who had chronic PTSD during the second assessment session. • The acute PTSD in-remission group (N=18), which comprised subjects with acute PTSD during the first assessment and whose symptoms remitted during the second assessment session. • The primary acute PTSD group (N=13), which comprised subjects who had a history of PTSD and who developed primary (reactivated) PTSD by the first assessment as a result of the earth-fall accidents. • The new acute PTSD group(N=20), who had acute PTSD for the first time at the first assessment session. • The chronic PTSD group (N=16), who had chronic PTSD at the first assessment session. • The delayed onset PTSD group (N=3), who had only developed PTSD by the second assessment session. • The non-PTSD group (N=121), who did not have PTSD at either assessment sessions. When the results are summarized, it appears that certain modulating, precipitating and predisposing factors in the pathogenesis of PTSD tended to increase the vulnerability of the development of acute and chronic PTSD. The results of chapter 8 also indicated that.the course and.severity of the PTSD symptoms, the comorbid disorders and the associated symptoms tended to differ according to the types of PTSD, namely, acute PTSD, primary acute PTSD (reactived PTSD), and chronic PTSD. The results of the above groups - which have previously been summarized (see paragraphs 3.5; 4.6; 5.7; 6.2; 7.4) - are therefore integrated, summarized and discussed in terms of i) the profile of mine employees with acute PTSD, ii) the profile of mine employees with primary PTSD (reactivated), iii) the profile of mine employees with chronic PTSD, and iv) the profile of mine employees with delayed onset PTSD. The profiles are subsequently presented in terms of their modulating factors, stress factors, predisposing factors, the severity of symptoms, cluster B symptoms, cluster C symptoms, cluster D symptoms, comorbid disorders, and associated symptoms.
  • ItemOpen Access
    A hypnotherapeutic approach to the treatment of myalgic encephalomyelitis (M.E.)
    (University of the Free State, 1999-11) Welch, Jennifer Mary Justine; Rossouw, P.
    In the absence of a reliable biological marker, much professional and public non-acceptance surrounds the diagnosis of M.E. using the diagnostic criteria formulated by the Centre for Disease Control (CDC) (Fukada et al, 1994) in Atlanta, Georgia, or the Oxford (Sharpe et al (1991)) or Australian (Lloyd et al, 1988) criteria. Research thus far has focused primarily on the etiology of the disease from a medical bias debating whether M.E. is a physical or psychological disease (Hyde, Bastien & Jain, 1992; Hickie, Lloyd & Wakefield, 1992). This Cartesian dichotomy between mind and body is presently challenged by the burgeoning evidence from psychoneuroimmunology and clinical hypnotherapy that mind and body should be conceptualised as interreactive, specifically that emotion drives the body (Rossi, 1994). In practical terms the M.E. patient typically is unable to manage home or employment duties for periods from one to three years, sometimes longer. Medical attention is focused on alleviating symptomatology with limited temporary effect; the sparse attention given to psychological programmes in the literature focuses on cognitive behavioural therapy (Sharpe, 1996), but in practice, purely cognitive interventions suitable for depressed patients are generally ineffectual with M.E. sufferers, especially in the initial stages, because of the organic nature of the disease. (Shepherd, 1996). This research aims to describe a different therapeutic approach to M.E. using the paradigms and power for change of clinical hypnotherapy: i) the chief need in the literature is for an effective therapeutic model for intervention and rehabilitation to the highest possible level of function in the shortest possible time based on ii) a study which furthers the understanding of interreactive physiological, cognitive and affective aspects of Myalgic Encephalomyelitis which would be useful to both medical personnel and psychologists.
  • ItemOpen Access
    Clinical manifestations of mental disorders among Sesotho-speakers in Mangaung
    (University of the Free State, 2005-06) Mosotho, Nathaniel Lehlohonolo; Louw, D. A.; Calitz, F. J. W.
    Abstract not available