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'n Psigo-opvoedkundige program vir die fasilitering van die affektiewe ontwikkeling van adolessente

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dc.contributor.advisor Prof. C.P.H. Myburgh; Prof. M. Poggenpoel en_US
dc.contributor.author Cruywagen, Marinda
dc.date.accessioned 2011-11-24T09:46:00Z
dc.date.available 2011-11-24T09:46:00Z
dc.date.issued 2011-11-24
dc.date.submitted 2003
dc.identifier.uri http://hdl.handle.net/10210/4081
dc.description D.Ed. en_US
dc.description.abstract According to Victor Frankl each person determines his own destiny by making choices and each individual is responsible for his own self-actualization (Frankl, 1975:101 ). Individuals should therefore be made aware of their own potential and what they should be able to accomplish (Frankl, 1975:95). Goleman stated that not all people will develop or reach their full potential and not all people are emotionally literate. He stated that programmes in emotional development should be presented in order for individuals to become more self-aware, more motivated, less impulsive and to understand others and themselves better (Goleman, 1996:284). Learners should also take note of their values, perceptions, attitudes, temperaments and personalities so that they can develop. Adolescents are neither children nor grown-ups and are in search of their own identities. They should be accompanied by grown-ups to develop their full potential (Garbers, 1983:3). According to Louw (1990:424) adolescents are sensitive to problems, missing elements and disharmony and it is therefore the appropriate time to use developmental programs. In this research project the researcher used a focus group as case study. Eleven adolescents between the ages of ten and fourteen, participated. The program was divided into three main categories, namely intra-personal functioning; interpersonal functioning and change. Under the first part, intra-personal funct;oning, the themes: self-knowledge, self-acceptance, internal dialogue and realistic expectations were discussed. Under the second part, interpersonal functioning, the themes that were discussed were: empathy, trust, respect, understanding, consideration, helpfulness, conflict, self-assertiveness and leadership. The last part dealt with change and life-long self-actualization. Ten sessions of ninety minutes each were held and constructivistic principles were taken into account. A variety of learning activities occurred and selfreflection was done. After the completion of the program, learners were interviewed and learning outcomes were discussed with parents. The research methodology used by the researcher comprised qualitative, explorative and phenomenological descriptive methodology within an educational context. Evaluation was based on learners' workbooks, selfreflection forms, field notes, group participation and posters. According to the evaluated data that was received, the program in affective development for adolescents was successful. A new conceptual framework was developed to facilitate affective development of adolescents. en_US
dc.language.iso afr en_US
dc.subject Emotions in adolescence en_US
dc.subject Adolescent psychology en_US
dc.subject Youth development en_US
dc.subject Affect (Psychology) en_US
dc.subject Self-actualization (Psychology) en_US
dc.title 'n Psigo-opvoedkundige program vir die fasilitering van die affektiewe ontwikkeling van adolessente en_US
dc.type Thesis en_US

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