Die ontwikkeling en evaluering van 'n intervensieprogram om kinders se stresweerstandigheid te bevorder
| dc.contributor.advisor | Van den Berg, H. S. | |
| dc.contributor.author | De Villiers, Marisa | |
| dc.date.accessioned | 2016-11-28T12:14:16Z | |
| dc.date.available | 2016-11-28T12:14:16Z | |
| dc.date.issued | 2009-05 | |
| dc.description.abstract | English: South Africa is considered to be one of the countries with the highest crime rate in the world. It is disturbing to note that a large percentage of these crimes are perpetrated against children. A culture of violence seems to be the norm within the South African community. The demise of apartheid and the transition to a post-apartheid socio-political dispensation has had a serious psychological impact on South African children. Unless drastic measures are taken to bring about change, more and more children will be presenting with stress related symptoms and problems connected to age-related developmental tasks. Children are especially vulnerable during middle childhood and the possibility exists that the demands they are subjected to, will overwhelm them both emotionally and psychologically. The purpose of this study is to develop and implement a stress resilience program to promote children’s ability to manage stress. The goal of the recent study is to scientifically evaluate the resilience program in order to determine its contribution to children’s ability to manage stress. Thus post testing was carried out immediately after the completion of the program. Follow-up tests were carried out three months after completion to determine the medium term effect. A total of 168 children between the ages of 11 and 12 (Grade 6) were involved in this research. The simple random sampling applied in each school did not provide sufficient participants; therefore an availability study was used. The participants were divided into simple experimental- and control groups. The Solomon Four Group Design was used. As a result two experimental and two control groups were formed from the random sampling. Only one experimental group and one control group were subjected to the pre-testing. Both the experimental groups and control groups (four groups) were subjected to post-testing as well as a three month follow-up test. At the conclusion of the program it was presented to the control group. A total of four measuring instruments were used in the study. This included a Biographical questionnaire, the Behavioral and Emotional Rating Scale (BERS-2) (Epstein & Sharma, 1998), the Resiliency Scales for Children and Adolescents (RSCA) (Prince-Embury, 2006) and the Fortitude Questionnaire (Pretorius, 1998). Alpha co-efficients were calculated for the scales and subscales. The calculated alpha co-efficients were acceptable and could be used with confidence for the present study. A between-group variance analysis was done with the scores of the four groups on various subscales (interpersonal strengths, intrapersonal strength, school functioning, affective strength, family involvement, sense of mastery, sense of relatedness, emotional reactivity, self-appraisal, family-appraisal and general social support). As a result of the resiliency program, there was a marked improvement in the participant’s levels of self-appraisal, interpersonal strength and emotional reactivity. The medium term impact of the program indicated that the effect of self-appraisal continued over the three month period. Gender differences were also noted and measured, with the girls showing higher scores in interpersonal skills than the boys. The results of this study clearly show that there is a need for intervention programs that focus on prevention and that includes the children’s environment (parents and school). It is recommended that intervention program be offered over a longer period of time. It would also be advisable to focus on fewer skills and spend more time on the development of each skill. Intervention programs of this nature can lower the risk of emotional disturbance in children and can assist them to master age-relevant skills and challenges. The scientific evaluation of intervention programs is important in that it determines the contribution and the potential impact of the program. | en_ZA |
| dc.description.abstract | Afrikaans: Suid-Afrika word beskou as een van die lande met die hoogste misdaadsyfers ter wêreld. Dit is kommerwekkend dat ‘n groot persentasie van hierdie misdade verband hou met misdade teen kinders. Daar word algemeen verwys na die “kultuur van geweld” as normatief binne die Suid-Afrikaanse gemeenskap. Die einde van apartheid en die oorgang na ‘n post-apartheid sosio-politiese bestel het ook ‘n ernstige sielkundige impak gehad op Suid-Afrikaanse kinders. Indien daar nie drasties ‘n verandering plaasvind nie, sal kinders al meer presenteer met stresverwante simptome en probleme met die bemeestering van ouderdomstoepaslike ontwikkelingstake. Die middelkinderjare is ‘n betreklike kwesbare stadium en die moontlikheid bestaan dat kinders emosioneel en sielkundig oorweldig kan word deur al die eise wat aan hulle gestel word. Die doel van die studie is om ‘n stresweerbaarheidsprogram te ontwikkel en te implementeer ten einde kinders se stresweerbaarheid te bevorder. Die huidige studie het ook ten doel om die stresweerbaarheidsprogram op ‘n wetenskaplike wyse te evalueer om sodoende die bydrae van die program tot kinders se stresweerbaarheid te bepaal. Gevolglik is ‘n natoetsing direk na die afloop van die program voltooi. ‘n Opvolgtoetsing is drie maande na die program voltooi om sodoende ook die mediumtermyn-effek van die program te bepaal. ‘n Totaal van 168 kinders tussen die ouderdomme van 11 en 12 jaar (Graad 6) is in die ondersoek ingesluit. Aangesien die ewekansige streekproeftrekking in elke skool nie genoeg deelnemers opgelewer het nie, is daar van ‘n beskikbaarheidsteekproef gebruik gemaak. Hierdie deelnemers is ewekansig in eksperimentele- en kontrolegroepe verdeel. Die Solomon viergroepontwerp is gebruik. Hiervolgens is twee eksperimentele groepe en twee kontrolegroepe gevorm vanuit die steekproef. Een eksperimentele groep en een kontrolegroep is aan die voortoetsing onderwerp. Beide die eksperimentele en kontrolegroepe is aan die natoetsing, sowel as die drie maande opvolgtoetsing onderwerp. Die eksperimentele groepe is blootgestel aan die stresweerbaarheidsprogram. Die program is ook na afloop van die studie aan die kontrolegroepe aangebied. ‘n Totaal van vier meetinstrumente is tydens die studie gebruik. Dit sluit in ‘n biografiese vraelys, die Gedrags– en Emosionele Beoordelingskaal (Behavioral and Emotional Rating Scale - BERS-2), (Epstein & Sharma, 1998), die Stresweerbaarheidskaal vir kinders en adolessente (Resiliency Scales for Children and Adolescents - RSCA), (Prince-Embury, 2006), en die Fortaliteitskaal (Fortitude Questionnaire), (Pretorius, 1998). Alfa-koëffisiënte is vir alle skale en subskale bereken. Die berekende alfa-koëffisiënte was aanvaarbaar en kon dus met vertroue vir die huidige studie gebruik word. Vir die statistiese ontleding is daar ‘n tussengroep variansie-analise gedoen met die tellings van die vier groepe op die onderskeie subskale (interpersoonlike sterkte, intrapersoonlike sterkte, skoolfunksionering, affektiewe sterkte, gesinsbetrokkenheid, gevoel van bemeestering, gevoel van verwantskap, emosionele reaktiwiteit, selftaksering, gesinstaksering, algemene sosiale ondersteuning). Na afloop van die stresweerbaarheidsprogram is beduidende verbetering ten opsigte van deelnemers se vlakke van selftaksering, interpersoonlike sterkte en emosionele reaktiwiteit gemeet. Die mediumtermyn-impak van die program het aangedui dat die effek van selftaksering behoue gebly het oor ‘n drie maande-periode. Geslagsverskille is ook gemeet en gevind, met meisies wat beter interpersoonlike vaardighede gedemonstreer het as die seuns. Vanuit die resultate van die studie was dit duidelik dat daar ‘n behoefte is aan intervensieprogramme wat voorkomend werk en die kinders se omgewing (ouers en skool) betrek. Daar word aanbeveel dat intervensieprogramme oor ‘n langer tydperk aangebied sal word. Dit sou ook raadsaam wees om op minder vaardighede te fokus en meer tyd vir die ontwikkeling van elke vaardigheid toe te ken. Intervensieprogramme van hierdie aard kan die risiko vir emosionele versteurings onder kinders verlaag en kinders in staat stel om ouderdomstoepaslike take en uitdagings suksesvol te bemeester. Die wetenskaplike evaluering van intervensieprogramme is belangrik om sodoende die bydrae en potensiële impak van die program te bepaal. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/4832 | |
| dc.language.iso | af | af |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Thesis (Ph.D. (Psychology))--University of the Free State, 2009 | en_ZA |
| dc.subject | Resilience | en_ZA |
| dc.subject | Intervention program | en_ZA |
| dc.subject | Middle childhood | en_ZA |
| dc.subject | Children | en_ZA |
| dc.subject | Fortitude questionnaire | en_ZA |
| dc.subject | Behavior- and emotional rating scale | en_ZA |
| dc.subject | Stress | en_ZA |
| dc.subject | Coping | en_ZA |
| dc.subject | Resources | en_ZA |
| dc.subject | Risk factors | en_ZA |
| dc.subject | Protective factors | en_ZA |
| dc.subject | Developmental psychopathology | en_ZA |
| dc.subject | Stress in children | en_ZA |
| dc.subject | Adjustment (Psychology) in children | en_ZA |
| dc.subject | Operant behavior | en_ZA |
| dc.title | Die ontwikkeling en evaluering van 'n intervensieprogram om kinders se stresweerstandigheid te bevorder | af |
| dc.type | Thesis | en_ZA |