subject:(Asset based approach)

North-West University

1. Magare, Ishmael. Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare .

Degree: 2008, North-West University

URL: http://hdl.handle.net/10394/2869

► The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an… (more)

▼ The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an inclusive education system in South Africa was part of the educational reforms that occurred after 1994. Inclusive education promotes the full personal, academic and proficient development of all learners and is based on values such as human dignity, the achievement of equality and the advancement of human rights and freedom. Although most educators were only trained for either mainstream education or specialised education, they now had to cope not only with the diverse challenges posed by individual learner barriers, but also with broader systemic issues such as non-protective legislation and policy, cultural prejudice, inaccessible and unsafely built infrastructure, and lack of parental involvement. The complexity of the interactive relationships between different systems such as learners, educators, families, schools and the learning context were recognised and therefore the ecosystemic perspective was applied. The purpose of the research was to explore the experiences of educators in ordinary schools regarding the challenges involved in inclusive learning contexts, and to identify the competencies that they apply to deal with some of these challenges. A qualitative research design was chosen, using a case study to obtain an in-depth understanding of educators' experiences in a specific context. The study was conducted in the North-West province at Klerksdorp Secondary School. The school is characterised by its cultural diversity among educators and learners. Various contextual and micro systemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, participated in the research after ethical approval was obtained from the Ethics Committee of the University, the Department of Education, the Head of the school as well as the individual participants. Participants were involved in the research through purposive sampling. Three methods of gathering data were used in this research, namely written assignments that were completed by the participants; in-depth follow-up interviews and a focus group with all the participants. Thematic content analysis was used to identify themes and subthemes in the educators' descriptions of their experiences. The findings indicated that educators demonstrated competencies that enabled them to support learners and initiate and form collaborative relationships in an inclusive learning environment. The competencies associated with supporting learners included unconditional acceptance, focussed observations, adaptation and flexibility and motivating and encouraging learners to achieve. The competencies associated with the initiation and forming of collaborative relationships included involving parents in the learning process and forming collaborative relationships with colleagues. The findings clearly indicated that although educators had not…

Subjects/Keywords: Barriers to learning; Competencies in inclusive education; Deficit-based approach; Asset-based approach

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APA (6^th Edition):

Magare, I. (2008). Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2869

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Magare, Ishmael. “Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare .” 2008. Thesis, North-West University. Accessed December 12, 2019. http://hdl.handle.net/10394/2869.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Magare, Ishmael. “Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare .” 2008. Web. 12 Dec 2019.

Vancouver:

Magare I. Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare . [Internet] [Thesis]. North-West University; 2008. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10394/2869.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Magare I. Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2869

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

2. Hoflich, Gabriel. The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study .

Degree: 2018, University of South Africa

URL: http://hdl.handle.net/10500/25424

► This study examines the successes and limitations of the Competency Passport (CP) for the empowerment of unemployed citizens in Bosnia and Herzegovina (BiH). The CP… (more)

Subjects/Keywords: Competency Passport; Asset-based approach; Empowerment; Employment; Bosnia and Herzegovina

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APA (6^th Edition):

Hoflich, G. (2018). The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25424

Chicago Manual of Style (16^th Edition):

Hoflich, Gabriel. “The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study .” 2018. Masters Thesis, University of South Africa. Accessed December 12, 2019. http://hdl.handle.net/10500/25424.

MLA Handbook (7^th Edition):

Hoflich, Gabriel. “The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study .” 2018. Web. 12 Dec 2019.

Vancouver:

Hoflich G. The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10500/25424.

Council of Science Editors:

Hoflich G. The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25424

University of Pretoria

3. Goode, Heather A. Using the Herrmann whole brain® model for mentoring academic staff.

Degree: MEd, Humanities Education, 2015, University of Pretoria

URL: http://hdl.handle.net/2263/45935

► My research provides an account of evaluating my mentoring practice using an Action Research design complemented by a mixed methods approach and the Hermann Whole… (more)

▼ My research provides an account of evaluating my mentoring practice using an Action Research design complemented by a mixed methods approach and the Hermann Whole Brain® Model (Herrmann, 1995). I explored how I can transform my mentoring practice using the principles of Whole Brain® thinking and how I can contribute to enriching the professional development of academic staff. My research has proceeded from an innovative idea and existing practice as an asset-based approach (Du Toit, 2009). By utilising an Action Research design my research articulates the construction of my understanding of mentoring of other academic staff in their professional practice. I followed a constructivist approach as used by Piaget (1952, 1970) that is considered an appropriate epistemological underpinning of Action Research. My research design shows thinking style flexibility as an action researcher in that I have drawn on each quadrant of the Whole Brain® Theory as developed by Herrmann (1995). This enabled me to construct meaning with my peer mentees through the assessing of practice-based evidence, engagement and reflection. As my goal in mentoring is to assist in developing independent reflexive practitioners, I have chosen to use the constructs contribute to and catalyse to express my awareness that responsibility for professional development remains with the individual and that a mentor is not the only source of professional development in the context of a Private Higher Education Institution. I have found that my peer mentees have differing thinking style preferences and varying professional experiences that required of me to engage with each in distinct ways to support the development of their professional practices. I position Whole Brain® Mentoring as a practice of mentoring that utilises multiple strategies for professional learning, both formal and non-formal, to engage the thinking preferences and disinclinations of mentees to catalyse the professional development of both the mentor and mentees. Many of my peer mentees perceive themselves as mentors, both of students and, in some cases, of other academic staff (our peers) as well. There is evidence that I utilise multiple strategies to facilitate professional learning and contribute to the professional development of peer mentees and that they have contributed to mine. My research provides evidence that I have become a more reflective practitioner, able to transform my Whole Brain® Mentoring Practice. Advisors/Committee Members: Du Toit, Pieter Hertzog (advisor).

Subjects/Keywords: UCTD; Action research; Asset-based approach; Constructivist; Mentoring; Whole brain® model

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APA (6^th Edition):

Goode, H. A. (2015). Using the Herrmann whole brain® model for mentoring academic staff. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45935

Chicago Manual of Style (16^th Edition):

Goode, Heather A. “Using the Herrmann whole brain® model for mentoring academic staff.” 2015. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/45935.

MLA Handbook (7^th Edition):

Goode, Heather A. “Using the Herrmann whole brain® model for mentoring academic staff.” 2015. Web. 12 Dec 2019.

Vancouver:

Goode HA. Using the Herrmann whole brain® model for mentoring academic staff. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/45935.

Council of Science Editors:

Goode HA. Using the Herrmann whole brain® model for mentoring academic staff. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45935

University of Ottawa

4. Ananthamoorthy, Nilani. Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction .

Degree: 2018, University of Ottawa

URL: http://hdl.handle.net/10393/38013

► Women and persons with disabilities are at increased risks of experiencing negative health outcomes during and after disasters. The Sendai Framework (2015), published by the… (more)

▼ Women and persons with disabilities are at increased risks of experiencing negative health outcomes during and after disasters. The Sendai Framework (2015), published by the United Nations Office for Disaster Risk Reduction, highlights the need to strengthen disaster risk reduction (DRR) among populations at disproportionate risk, using an all-of-society approach that is inclusive and engaging. This research investigated the perceptions of capability among female stroke survivors, in the context of DRR. The purpose of this study was to 1) examine the role of asset literacy in the social construction of capability and lived experiences of female stroke survivors and 2) create an opportunity for female stroke survivors to share their lived experiences among themselves, and members of the stroke and DRR communities. Four women were recruited through snowball sampling. Study participants were invited to join a PhotoVoice project – a participatory method in which survivors were asked to respond to prompts using photography. Data was analyzed using qualitative, thematic analysis. Study results revealed that perceptions of capability in DRR for stroke survivors was rooted in the context of their recovery. Participants discussed 4 sets of recovery and DRR assets: 1) physical, 2) social, 3) energy and 4) personal characteristics. Autonomy was identified as a valued recovery outcome, and as needed to establish self-efficacy and adaptive capacity to cope with disasters. Social participation and asset literacy can support one another, and may enhance disaster resilience. An important aspect of Photovoice initiatives is sharing the messages with important stakeholders, as identified by the participants. This research has been shared at the annual international EnRiCH meeting (2018). We are currently planning a photo exhibit to be held in the fall of 2018. Overall, this research shows how creative tools (i.e. Photovoice, asset-mapping) can be used to foster social participation, and include populations at disproportionate risk in the DRR discussion.

Subjects/Keywords: Stroke; Disaster Risk Reduction; Asset-Based Approach; Capability Approach; Social Participation; Photovoice

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APA (6^th Edition):

Ananthamoorthy, N. (2018). Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38013

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ananthamoorthy, Nilani. “Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction .” 2018. Thesis, University of Ottawa. Accessed December 12, 2019. http://hdl.handle.net/10393/38013.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ananthamoorthy, Nilani. “Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction .” 2018. Web. 12 Dec 2019.

Vancouver:

Ananthamoorthy N. Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10393/38013.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ananthamoorthy N. Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/38013

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

5. Venter, Marie. A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners.

Degree: Educational Psychology, 2014, University of Pretoria

URL: http://hdl.handle.net/2263/40451

► The purpose of this study was to gain insight into a teacher’s experience in implementing the asset-based approach to teach Life Orientation to a Grade… (more)

Subjects/Keywords: Adolescents; Asset-based approach; Asset-based teaching; Bio-ecological model; Intervention; Teacher; Teaching and learning; Life Orientation; UCTD

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APA (6^th Edition):

Venter, M. (2014). A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40451

Chicago Manual of Style (16^th Edition):

Venter, Marie. “A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners.” 2014. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/40451.

MLA Handbook (7^th Edition):

Venter, Marie. “A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners.” 2014. Web. 12 Dec 2019.

Vancouver:

Venter M. A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/40451.

Council of Science Editors:

Venter M. A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40451

University of Western Ontario

6. Crombeen, Charlotte W. Asset-Based Community Capacity Building: A Process for Expanding a Retirement Home Physical Activity Program.

Degree: 2017, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/4912

► The population is aging rapidly and physical inactivity and sedentary behaviour are on the rise, a trend noticed at a northern Ontario retirement home looking… (more)

Subjects/Keywords: community capacity building; asset-based approach; asset-map; partnership development; physical activity; older adults; Other Public Health

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APA (6^th Edition):

Crombeen, C. W. (2017). Asset-Based Community Capacity Building: A Process for Expanding a Retirement Home Physical Activity Program. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4912

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crombeen, Charlotte W. “Asset-Based Community Capacity Building: A Process for Expanding a Retirement Home Physical Activity Program.” 2017. Thesis, University of Western Ontario. Accessed December 12, 2019. https://ir.lib.uwo.ca/etd/4912.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crombeen, Charlotte W. “Asset-Based Community Capacity Building: A Process for Expanding a Retirement Home Physical Activity Program.” 2017. Web. 12 Dec 2019.

Vancouver:

Crombeen CW. Asset-Based Community Capacity Building: A Process for Expanding a Retirement Home Physical Activity Program. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Dec 12]. Available from: https://ir.lib.uwo.ca/etd/4912.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crombeen CW. Asset-Based Community Capacity Building: A Process for Expanding a Retirement Home Physical Activity Program. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4912

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

7. Ferreira, Ronel. The Relationship between coping with HIV&AIDS and the asset-based approach.

Degree: Educational Psychology, 2007, University of Pretoria

URL: http://hdl.handle.net/2263/29351

► The descriptive purpose of this study was to explore and describe the manner in which a South African informal settlement community is coping with HIV&AIDS,… (more)

▼ The descriptive purpose of this study was to explore and describe the manner in which a South African informal settlement community is coping with HIV&AIDS, by relying on existing assets and local resources. The intervention-related purpose was to explore how an activist intervention research approach might facilitate change and empower an informal settlement community in relation to community members’ ways of coping with HIV&AIDS. Theoretically the study conceptualised asset-based coping, thus adding to available literature on the asset-based approach and coping. The practical value lies in documenting an example of one community’s coping with HIV&AIDS, which may inform other communities during future capacity building initiatives. Furthermore, the study provides methodological knowledge concerning the potential value of employing activist intervention research within the context of coping with HIV&AIDS. The conceptual framework of the study constituted the HIV&AIDS pandemic, coping theory and the asset-based approach. I followed a qualitative research approach guided by an interpretivist epistemology. I employed an instrumental case study design, applying PRA (Participatory Reflection and Action) principles. I purposefully selected the case (a South African informal settlement community and primary school through which I entered the community), as well as the participants (educators, community members and other stakeholders of the community). Data collection consisted of an intervention (focus groups combined with workshops that relied on PRA informed techniques), interviews, observation, a field journal and visual data collection techniques. Four prominent themes emerged subsequent to inductive data analysis. The community experienced certain challenges and stressors within the context of HIV&AIDS. Besides general challenges like poverty, unemployment and at-risk sexual behaviour, community members displayed vulnerability with regard to HIV&AIDS and identified challenges when supporting other people living with HIV&AIDS. Various assets and potential assets were identified in and around the community, upon which the community might rely in coping with the challenges associated with HIV&AIDS. Thirdly, the community displayed certain trends in coping with HIV&AIDS, relying on community-based coping to deal with being infected with HIV or living with AIDS, coping with other community members living with HIV&AIDS, or caring for children orphaned due to HIV&AIDS. Finally, participants’ active involvement in the intervention research resulted in unchanged-, as well as changed coping strategies. Based on the findings, I conceptualised the construct asset-based coping, defining it as the ability to deal with challenges, by identifying and mobilising existing assets, as well as external resources available. I proposed asset-based coping as one possibility of coping with HIV&AIDS. In terms of research methodology, I combined research and intervention in an innovative manner, by developing and employing an activist… Advisors/Committee Members: Blankenship, K.M. (advisor), Ebersohn, L. (Liesel) (advisor).

Subjects/Keywords: Asset-based approach; Community-based coping; Asset-based coping; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, R. (2007). The Relationship between coping with HIV&AIDS and the asset-based approach. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29351

Chicago Manual of Style (16^th Edition):

Ferreira, Ronel. “The Relationship between coping with HIV&AIDS and the asset-based approach.” 2007. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/29351.

MLA Handbook (7^th Edition):

Ferreira, Ronel. “The Relationship between coping with HIV&AIDS and the asset-based approach.” 2007. Web. 12 Dec 2019.

Vancouver:

Ferreira R. The Relationship between coping with HIV&AIDS and the asset-based approach. [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/29351.

Council of Science Editors:

Ferreira R. The Relationship between coping with HIV&AIDS and the asset-based approach. [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/29351

University of Pretoria

8. [No author]. The Relationship between coping with HIV&AIDS and the asset-based approach .

Degree: 2007, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-11092006-135304/

► The descriptive purpose of this study was to explore and describe the manner in which a South African informal settlement community is coping with HIV&AIDS,… (more)

▼ The descriptive purpose of this study was to explore and describe the manner in which a South African informal settlement community is coping with HIV&AIDS, by relying on existing assets and local resources. The intervention-related purpose was to explore how an activist intervention research approach might facilitate change and empower an informal settlement community in relation to community members’ ways of coping with HIV&AIDS. Theoretically the study conceptualised asset-based coping, thus adding to available literature on the asset-based approach and coping. The practical value lies in documenting an example of one community’s coping with HIV&AIDS, which may inform other communities during future capacity building initiatives. Furthermore, the study provides methodological knowledge concerning the potential value of employing activist intervention research within the context of coping with HIV&AIDS. The conceptual framework of the study constituted the HIV&AIDS pandemic, coping theory and the asset-based approach. I followed a qualitative research approach guided by an interpretivist epistemology. I employed an instrumental case study design, applying PRA (Participatory Reflection and Action) principles. I purposefully selected the case (a South African informal settlement community and primary school through which I entered the community), as well as the participants (educators, community members and other stakeholders of the community). Data collection consisted of an intervention (focus groups combined with workshops that relied on PRA informed techniques), interviews, observation, a field journal and visual data collection techniques. Four prominent themes emerged subsequent to inductive data analysis. The community experienced certain challenges and stressors within the context of HIV&AIDS. Besides general challenges like poverty, unemployment and at-risk sexual behaviour, community members displayed vulnerability with regard to HIV&AIDS and identified challenges when supporting other people living with HIV&AIDS. Various assets and potential assets were identified in and around the community, upon which the community might rely in coping with the challenges associated with HIV&AIDS. Thirdly, the community displayed certain trends in coping with HIV&AIDS, relying on community-based coping to deal with being infected with HIV or living with AIDS, coping with other community members living with HIV&AIDS, or caring for children orphaned due to HIV&AIDS. Finally, participants’ active involvement in the intervention research resulted in unchanged-, as well as changed coping strategies. Based on the findings, I conceptualised the construct asset-based coping, defining it as the ability to deal with challenges, by identifying and mobilising existing assets, as well as external resources available. I proposed asset-based coping as one possibility of coping with HIV&AIDS. In terms of research methodology, I combined research and intervention in an innovative manner, by developing and employing an activist… Advisors/Committee Members: Blankenship, K.M (advisor), Ebersohn, L. (Liesel) (advisor).

Subjects/Keywords: Asset-based approach; Community-based coping; Asset-based coping; UCTD

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APA (6^th Edition):

author], [. (2007). The Relationship between coping with HIV&AIDS and the asset-based approach . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11092006-135304/

Chicago Manual of Style (16^th Edition):

author], [No. “The Relationship between coping with HIV&AIDS and the asset-based approach .” 2007. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-11092006-135304/.

MLA Handbook (7^th Edition):

author], [No. “The Relationship between coping with HIV&AIDS and the asset-based approach .” 2007. Web. 12 Dec 2019.

Vancouver:

author] [. The Relationship between coping with HIV&AIDS and the asset-based approach . [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-11092006-135304/.

Council of Science Editors:

author] [. The Relationship between coping with HIV&AIDS and the asset-based approach . [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://upetd.up.ac.za/thesis/available/etd-11092006-135304/

University of Pretoria

9. Methi, Lina Mmakgabo. Exploring how a school community copes with violence.

Degree: Educational Psychology, 2010, University of Pretoria

URL: http://hdl.handle.net/2263/26122

► My study is informed by a partnership initiated between Gun Free South Africa and the Department of Education (District Tshwane South) with the concern of… (more)

Subjects/Keywords: Bullying; Internal assets; School community; Collaboration; Asset-based approach; Support structure; Ecosystemic model; External assets; Coping; UCTD

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APA (6^th Edition):

Methi, L. M. (2010). Exploring how a school community copes with violence. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26122

Chicago Manual of Style (16^th Edition):

Methi, Lina Mmakgabo. “Exploring how a school community copes with violence.” 2010. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/26122.

MLA Handbook (7^th Edition):

Methi, Lina Mmakgabo. “Exploring how a school community copes with violence.” 2010. Web. 12 Dec 2019.

Vancouver:

Methi LM. Exploring how a school community copes with violence. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/26122.

Council of Science Editors:

Methi LM. Exploring how a school community copes with violence. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26122

University of Pretoria

10. Odendaal, Nerine Daphne. Investigating indigenous stone play as a projection medium in child psychological assessment.

Degree: Educational Psychology, 2010, University of Pretoria

URL: http://hdl.handle.net/2263/26768

► The purpose of my study was to investigate an indigenous form of stone play as a projection medium in child psychological assessment. My theoretical framework… (more)

▼ The purpose of my study was to investigate an indigenous form of stone play as a projection medium in child psychological assessment. My theoretical framework was grounded in indigenous psychology. My literature study consulted theory relating to indigenous psychology, indigenous knowledge, play, assessment, asset-based approach and positive psychology. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed an intrinsic case study design and purposefully selected the participant. My data collection methods consisted of interviews with the participant’s mother and observations of the participant during the Masekitlana sessions. I relied on audio-visual methods and a self-reflective journal as methods of data documentation. Six main themes emerged as the result of thematic analysis and interpretation that I have completed. Firstly, I found that during the Masekitlana sessions, the participant mentioned a desire or a huge need for food. Secondly, the participant also experienced conflict in the neighbourhood as a result of living conditions and poverty. This included experiences of peer conflict as well as indirect conflict among adults in the community. Thirdly, environmental factors in the informal settlement came to the foreground, like infrastructure, water supply and housing. In the fourth instance the participant expressed her daily routine of bathing, going to school, doing school work and going home. Fifthly, the participant projected her belief system by mentioning indigenous concepts, such as ‘Naka’ which refers to a sangoma (traditional healer). Lastly positive qualities within the participant are identified as a theme. Masekitlana poses to be a valid projection medium to conduct a psychological assessment with the participant because it provides an authentic psychological image. The standardization of Masekitlana as an assessment medium is suggested. Further research to develop psychological assessment media for children from African origin and culture is needed in South Africa. Copyright Advisors/Committee Members: Dr M Moletsane (advisor).

Subjects/Keywords: Psychological assessment; Projection medium; Play media; Positive psychology; Indigenous knowledge; Indigenous psychology; Asset-based approach; Masekitlana-stone play; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Odendaal, N. (2010). Investigating indigenous stone play as a projection medium in child psychological assessment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26768

Chicago Manual of Style (16^th Edition):

Odendaal, Nerine. “Investigating indigenous stone play as a projection medium in child psychological assessment.” 2010. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/26768.

MLA Handbook (7^th Edition):

Odendaal, Nerine. “Investigating indigenous stone play as a projection medium in child psychological assessment.” 2010. Web. 12 Dec 2019.

Vancouver:

Odendaal N. Investigating indigenous stone play as a projection medium in child psychological assessment. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/26768.

Council of Science Editors:

Odendaal N. Investigating indigenous stone play as a projection medium in child psychological assessment. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26768

University of Pretoria

11. Malekane, Wendy Mapule. Students' experiences of community engagement in an educational psychology practicum.

Degree: Educational Psychology, 2010, University of Pretoria

URL: http://hdl.handle.net/2263/23639

► The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s… (more)

▼ The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills… Advisors/Committee Members: Prof L Ebersohn (advisor), Dr C J G Bender (advisor).

Subjects/Keywords: Positive psychology; Practicum; Engagement; Experience; Asset-based approach; Community engagement; Community; Educational psychology; Experiential learning; Reflective learning; Service-learning; Student; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Malekane, W. (2010). Students' experiences of community engagement in an educational psychology practicum. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23639

Chicago Manual of Style (16^th Edition):

Malekane, Wendy. “Students' experiences of community engagement in an educational psychology practicum.” 2010. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/23639.

MLA Handbook (7^th Edition):

Malekane, Wendy. “Students' experiences of community engagement in an educational psychology practicum.” 2010. Web. 12 Dec 2019.

Vancouver:

Malekane W. Students' experiences of community engagement in an educational psychology practicum. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/23639.

Council of Science Editors:

Malekane W. Students' experiences of community engagement in an educational psychology practicum. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/23639

University of Pretoria

12. Grobler, Lidalize. Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

URL: http://hdl.handle.net/2263/60943

► The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services.… (more)

▼ The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened. Advisors/Committee Members: Mampane, Motlalepule Ruth (advisor), Ebersohn, L. (Liesel) (coadvisor).

Subjects/Keywords: UCTD; Higher education-rural school partnership; Community engagement with schools; Educational psychology services; Asset-based approach

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grobler, L. (2017). Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60943

Chicago Manual of Style (16^th Edition):

Grobler, Lidalize. “Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services.” 2017. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/60943.

MLA Handbook (7^th Edition):

Grobler, Lidalize. “Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services.” 2017. Web. 12 Dec 2019.

Vancouver:

Grobler L. Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/60943.

Council of Science Editors:

Grobler L. Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60943

University of Pretoria

13. [No author]. Investigating indigenous stone play as a projection medium in child psychological assessment .

Degree: 2010, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07282010-153018/

► The purpose of my study was to investigate an indigenous form of stone play as a projection medium in child psychological assessment. My theoretical framework… (more)

▼ The purpose of my study was to investigate an indigenous form of stone play as a projection medium in child psychological assessment. My theoretical framework was grounded in indigenous psychology. My literature study consulted theory relating to indigenous psychology, indigenous knowledge, play, assessment, asset-based approach and positive psychology. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed an intrinsic case study design and purposefully selected the participant. My data collection methods consisted of interviews with the participant’s mother and observations of the participant during the Masekitlana sessions. I relied on audio-visual methods and a self-reflective journal as methods of data documentation. Six main themes emerged as the result of thematic analysis and interpretation that I have completed. Firstly, I found that during the Masekitlana sessions, the participant mentioned a desire or a huge need for food. Secondly, the participant also experienced conflict in the neighbourhood as a result of living conditions and poverty. This included experiences of peer conflict as well as indirect conflict among adults in the community. Thirdly, environmental factors in the informal settlement came to the foreground, like infrastructure, water supply and housing. In the fourth instance the participant expressed her daily routine of bathing, going to school, doing school work and going home. Fifthly, the participant projected her belief system by mentioning indigenous concepts, such as ‘Naka’ which refers to a sangoma (traditional healer). Lastly positive qualities within the participant are identified as a theme. Masekitlana poses to be a valid projection medium to conduct a psychological assessment with the participant because it provides an authentic psychological image. The standardization of Masekitlana as an assessment medium is suggested. Further research to develop psychological assessment media for children from African origin and culture is needed in South Africa. Copyright Advisors/Committee Members: Dr M Moletsane (advisor).

Subjects/Keywords: Psychological assessment; Projection medium; Play media; Positive psychology; Indigenous knowledge; Indigenous psychology; Asset-based approach; Masekitlana-stone play; UCTD

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2010). Investigating indigenous stone play as a projection medium in child psychological assessment . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07282010-153018/

Chicago Manual of Style (16^th Edition):

author], [No. “Investigating indigenous stone play as a projection medium in child psychological assessment .” 2010. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-07282010-153018/.

MLA Handbook (7^th Edition):

author], [No. “Investigating indigenous stone play as a projection medium in child psychological assessment .” 2010. Web. 12 Dec 2019.

Vancouver:

author] [. Investigating indigenous stone play as a projection medium in child psychological assessment . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-07282010-153018/.

Council of Science Editors:

author] [. Investigating indigenous stone play as a projection medium in child psychological assessment . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-07282010-153018/

University of Pretoria

14. [No author]. Exploring how a school community copes with violence .

Degree: 2010, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07082010-180040/

► My study is informed by a partnership initiated between Gun Free South Africa and the Department of Education (District Tshwane South) with the concern of… (more)

Subjects/Keywords: Bullying; Internal assets; School community; Collaboration; Asset-based approach; Support structure; Ecosystemic model; External assets; Coping; UCTD

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2010). Exploring how a school community copes with violence . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07082010-180040/

Chicago Manual of Style (16^th Edition):

author], [No. “Exploring how a school community copes with violence .” 2010. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-07082010-180040/.

MLA Handbook (7^th Edition):

author], [No. “Exploring how a school community copes with violence .” 2010. Web. 12 Dec 2019.

Vancouver:

author] [. Exploring how a school community copes with violence . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-07082010-180040/.

Council of Science Editors:

author] [. Exploring how a school community copes with violence . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-07082010-180040/

University of Pretoria

15. [No author]. Students' experiences of community engagement in an educational psychology practicum .

Degree: 2010, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-03302010-152226/

► The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s… (more)

▼ The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills… Advisors/Committee Members: Prof L Ebersohn (advisor), Dr C J G Bender (advisor).

Subjects/Keywords: Positive psychology; Practicum; Engagement; Experience; Asset-based approach; Community engagement; Community; Educational psychology; Experiential learning; Reflective learning; Service-learning; Student; UCTD

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2010). Students' experiences of community engagement in an educational psychology practicum . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03302010-152226/

Chicago Manual of Style (16^th Edition):

author], [No. “Students' experiences of community engagement in an educational psychology practicum .” 2010. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-03302010-152226/.

MLA Handbook (7^th Edition):

author], [No. “Students' experiences of community engagement in an educational psychology practicum .” 2010. Web. 12 Dec 2019.

Vancouver:

author] [. Students' experiences of community engagement in an educational psychology practicum . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-03302010-152226/.

Council of Science Editors:

author] [. Students' experiences of community engagement in an educational psychology practicum . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-03302010-152226/

University of South Africa

16. Mangayi, Lukwikilu. Mission in an African city: discovering the township church as an asset towards local economic development in Tshwane.

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/22674

► This multidisciplinary, applied study investigated whether the township church can be repositioned or re-discovered as an asset, which could be used to form strong community… (more)

▼ This multidisciplinary, applied study investigated whether the township church can be repositioned or re-discovered as an asset, which could be used to form strong community structures in local communities and in turn be the foundation for community development and Local Economic Development (LED) for Tshwane (specifically Soshanguve and Hammanskraal (S&H)). The concept of oikos is of central importance in the understanding of the ecological dimension of mission in relation to LED and was used in this thesis defined as oikomissiology which has a Christological basis and broadens the scope of mission by reinterpreting missio Dei and various socio-theological themes in order to realise the vision of collective wellbeing or shalom). Oikomissiology provided a framework / worldview for analysis, description, reflection and planning for action which releases the world, economics, the church and conventional Christian theology / missiology from the traps of anthropocentrism. A narrative approach enabled the “uncovering” of the voices of grassroots communities, giving grassroots participants (i.e. local church ministry representatives) freedom to tell their stories and share their experiences as far as LED is concerned, such that major economic concepts were spoken of in these stories in laymen’s language. The narratives were supplemented by interviews with experienced practitioners and church leaders, which resulted in gaining richer perspectives on LED and on how township congregations that participated in this research are attempting to respond to current socioeconomic crises in Tshwane (S & H). A literature study and a study of the physical space were performed in dialogue with narratives and interview findings. The findings of this applied study established that the township church, in relation to other community organisations and structures, is an asset that could play a number of vital roles towards improving LED in Tshwane (S & H). Advisors/Committee Members: De Beer, Stéphan, 1967- (advisor).

Subjects/Keywords: African city; Asset-based approach; City of Tshwane; Hammanskraal; Local economic development; Missio Dei; Oikomissiology; Oikos; Soshanguve; Sustainability; Township church

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mangayi, L. (2016). Mission in an African city: discovering the township church as an asset towards local economic development in Tshwane. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22674

Chicago Manual of Style (16^th Edition):

Mangayi, Lukwikilu. “Mission in an African city: discovering the township church as an asset towards local economic development in Tshwane.” 2016. Doctoral Dissertation, University of South Africa. Accessed December 12, 2019. http://hdl.handle.net/10500/22674.

MLA Handbook (7^th Edition):

Mangayi, Lukwikilu. “Mission in an African city: discovering the township church as an asset towards local economic development in Tshwane.” 2016. Web. 12 Dec 2019.

Vancouver:

Mangayi L. Mission in an African city: discovering the township church as an asset towards local economic development in Tshwane. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10500/22674.

Council of Science Editors:

Mangayi L. Mission in an African city: discovering the township church as an asset towards local economic development in Tshwane. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22674

University of Pretoria

17. Ferreira, Judite F N. Exploring facilitation skills in asset-based transdisciplinary teamwork.

Degree: Educational Psychology, 2006, University of Pretoria

URL: http://hdl.handle.net/2263/23278

► Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no… (more)

▼ Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module. Advisors/Committee Members: Dr L Ebersöhn (advisor).

Subjects/Keywords: Asset-based approach; Capacity building; Facilitation; Skills; Teamwork; Transdisciplinary approach; UCTD

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, J. F. N. (2006). Exploring facilitation skills in asset-based transdisciplinary teamwork. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23278

Chicago Manual of Style (16^th Edition):

Ferreira, Judite F N. “Exploring facilitation skills in asset-based transdisciplinary teamwork.” 2006. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/23278.

MLA Handbook (7^th Edition):

Ferreira, Judite F N. “Exploring facilitation skills in asset-based transdisciplinary teamwork.” 2006. Web. 12 Dec 2019.

Vancouver:

Ferreira JFN. Exploring facilitation skills in asset-based transdisciplinary teamwork. [Internet] [Masters thesis]. University of Pretoria; 2006. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/23278.

Council of Science Editors:

Ferreira JFN. Exploring facilitation skills in asset-based transdisciplinary teamwork. [Masters Thesis]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/23278

University of Pretoria

18. [No author]. Exploring facilitation skills in asset-based transdisciplinary teamwork .

Degree: 2006, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-03172005-143440/

► Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no… (more)

▼ Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module. Advisors/Committee Members: Dr L Ebersöhn (advisor).

Subjects/Keywords: Asset-based approach; Capacity building; Facilitation; Skills; Teamwork; Transdisciplinary approach; UCTD

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2006). Exploring facilitation skills in asset-based transdisciplinary teamwork . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03172005-143440/

Chicago Manual of Style (16^th Edition):

author], [No. “Exploring facilitation skills in asset-based transdisciplinary teamwork .” 2006. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-03172005-143440/.

MLA Handbook (7^th Edition):

author], [No. “Exploring facilitation skills in asset-based transdisciplinary teamwork .” 2006. Web. 12 Dec 2019.

Vancouver:

author] [. Exploring facilitation skills in asset-based transdisciplinary teamwork . [Internet] [Masters thesis]. University of Pretoria; 2006. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-03172005-143440/.

Council of Science Editors:

author] [. Exploring facilitation skills in asset-based transdisciplinary teamwork . [Masters Thesis]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-03172005-143440/

University of Pretoria

19. Burgers, Hester Magrietha. Implementing the asset-based approach in a resource-constrained special school resource centre.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

URL: http://hdl.handle.net/2263/65480

► Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education… (more)

▼ Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education White Paper 6. The purpose of special school resource centres is firstly to provide necessary resources for the education and training of learners experiencing serious barriers to learning, and secondly to provide, together with the district-based support teams, guidance and support to full-service schools and main stream schools. Despite these expectations and goals, many special schools are not fully strengthened and functional yet. Role-players involved at special school resource centres often feel unequipped to successfully manage their centres in the absence of human resources, knowledge and infrastructure. Against this background, the purpose of this study was to gain an in-depth understanding on how the asset-based approach could be utilised in supporting (or not) the more efficient functioning of a rural resource-constrained special school resource centre in the North West province, South Africa. The asset-based approach and bio-ecological model was used as conceptual framework for the study. Qualitative research was elected as methodological paradigm and an instrumental case study as research design. Interpretivism was selected as meta-theory. One rural resource-constrained special school resource centre was selected through convenience sampling, and eight participants were purposefully selected. Data was collected with individual semi-structured interviews, a focus group discussion, and observation; and documented in audio recorded verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis, three main themes emerged: identified assets and resources at the resource-constrained special school resource centre (natural assets and resources, human resources, physical resources, and resources for gardening); challenges at the resource-constrained special school resource centre (limited physical space, challenges related to the use of technology, additional responsibilities and related time constraints, and participants? location in relation to the special school resource centre); ways in which mobilised assets and resources supported the functioning of the resource-constrained special school resource centre (financial support for the special school resource centre, supporting the National School Nutrition Programme, strengthening partnerships that could support the functioning of the special school resource centre, skills development as outcome of the two asset-based projects, and intra and interpersonal qualities as a result of implementing the asset-based approach). It was therefore found that the implementation of the asset-based approach is one way to support the functioning of a resource-constrained special school resource centre. Advisors/Committee Members: Loots, Mathilda Christina (advisor), Ferreira, Ronel (coadvisor).

Subjects/Keywords: UCTD; Asset-based approach; Bio-ecological approach; Inclusive education; Resource-constrained

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Burgers, H. M. (2017). Implementing the asset-based approach in a resource-constrained special school resource centre. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65480

Chicago Manual of Style (16^th Edition):

Burgers, Hester Magrietha. “Implementing the asset-based approach in a resource-constrained special school resource centre.” 2017. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/65480.

MLA Handbook (7^th Edition):

Burgers, Hester Magrietha. “Implementing the asset-based approach in a resource-constrained special school resource centre.” 2017. Web. 12 Dec 2019.

Vancouver:

Burgers HM. Implementing the asset-based approach in a resource-constrained special school resource centre. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/65480.

Council of Science Editors:

Burgers HM. Implementing the asset-based approach in a resource-constrained special school resource centre. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/65480

University of Pretoria

20. Odendaal, Viona. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.

Degree: MEd, Educational Psychology, 2007, University of Pretoria

URL: http://hdl.handle.net/2263/28352

► The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community… (more)

▼ The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community members in coping with the challenges associated with HIV&AIDS. The goals of the study were firstly to explore and describe the ways in which educators are currently supporting community members infected with and affected by HIV&AIDS (more specifically in terms of coping with the learners in their classrooms and the caregivers or parents of these children). Secondly, the study focused on identifying the areas related to supporting community members in coping with the challenges associated with HIV&AIDS in which the participants (educators) felt that they needed more skills or information. Thirdly, I developed and facilitated an asset-based intervention, in the format of a workshop, with the participants (educators) to address the identified competence limitations. Fourthly, I assessed the outcome of the asset-based intervention in terms of the degree to which it fulfilled the participants’ need to be better equipped to support community members infected with and affected by HIV&AIDS. The primary working assumption with which I approached this study was that educators do possess the necessary competencies to support their communities in coping with the challenges presented by HIV&AIDS. I followed a qualitative research approach and selected a case study research design, applying some participatory action research principles, with the case being an informal settlement community situated in the Eastern Cape. Four participants were selected by means of convenience sampling to participate in face-to-face interviews, upon which four areas of support in which participants experienced a lack of sufficient competencies could be identified based on analysis. These areas related to referral of infected individuals; coping with infected learners in a classroom as well as ways in which educators might support community members on both an emotional and physical level. These four areas were addressed during an asset-based intervention with ten educators, which I facilitated during a follow-up field visit. During interviews the educators also indicated that they wanted to support their community (both learners and parents) to cope with the challenges presented by HIV&AIDS but that they felt inadequate in supporting the community, despite their efforts. After completion of the asset-based intervention, I facilitated a focus group discussion, focusing on whether or not the asset-based intervention had addressed participants’ (perceived) lack of competencies in supporting the community to cope within the context of HIV&AIDS. Two sub-themes emerged. Firstly, participating educators reported that they experienced increased levels of self-confidence in their ability to support their community in the context of HIV&AIDS, as well as a general feeling of empowerment, as a result of attending the asset-based intervention. The second sub-theme relates to the potential snowball… Advisors/Committee Members: Ebersohn, L. (Liesel) (advisor), Evans, Rinelle (advisor).

Subjects/Keywords: Informal settlement communities; Self-efficacy expectations; Support; Coping; Competencies; Asset-based intervention; Asset-based approach; Hiv/aids; Educators; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Odendaal, V. (2007). Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28352

Chicago Manual of Style (16^th Edition):

Odendaal, Viona. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.” 2007. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/28352.

MLA Handbook (7^th Edition):

Odendaal, Viona. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.” 2007. Web. 12 Dec 2019.

Vancouver:

Odendaal V. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/28352.

Council of Science Editors:

Odendaal V. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. [Masters Thesis]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/28352

University of Pretoria

21. [No author]. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies .

Degree: 2007, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-10022007-150026/

► The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community… (more)

▼ The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community members in coping with the challenges associated with HIV&AIDS. The goals of the study were firstly to explore and describe the ways in which educators are currently supporting community members infected with and affected by HIV&AIDS (more specifically in terms of coping with the learners in their classrooms and the caregivers or parents of these children). Secondly, the study focused on identifying the areas related to supporting community members in coping with the challenges associated with HIV&AIDS in which the participants (educators) felt that they needed more skills or information. Thirdly, I developed and facilitated an asset-based intervention, in the format of a workshop, with the participants (educators) to address the identified competence limitations. Fourthly, I assessed the outcome of the asset-based intervention in terms of the degree to which it fulfilled the participants’ need to be better equipped to support community members infected with and affected by HIV&AIDS. The primary working assumption with which I approached this study was that educators do possess the necessary competencies to support their communities in coping with the challenges presented by HIV&AIDS. I followed a qualitative research approach and selected a case study research design, applying some participatory action research principles, with the case being an informal settlement community situated in the Eastern Cape. Four participants were selected by means of convenience sampling to participate in face-to-face interviews, upon which four areas of support in which participants experienced a lack of sufficient competencies could be identified based on analysis. These areas related to referral of infected individuals; coping with infected learners in a classroom as well as ways in which educators might support community members on both an emotional and physical level. These four areas were addressed during an asset-based intervention with ten educators, which I facilitated during a follow-up field visit. During interviews the educators also indicated that they wanted to support their community (both learners and parents) to cope with the challenges presented by HIV&AIDS but that they felt inadequate in supporting the community, despite their efforts. After completion of the asset-based intervention, I facilitated a focus group discussion, focusing on whether or not the asset-based intervention had addressed participants’ (perceived) lack of competencies in supporting the community to cope within the context of HIV&AIDS. Two sub-themes emerged. Firstly, participating educators reported that they experienced increased levels of self-confidence in their ability to support their community in the context of HIV&AIDS, as well as a general feeling of empowerment, as a result of attending the asset-based intervention. The second sub-theme relates to the potential snowball… Advisors/Committee Members: Ebersohn, L. (Liesel) (advisor), Evans, Rinelle (advisor).

Subjects/Keywords: Informal settlement communities; Self-efficacy expectations; Support; Coping; Competencies; Asset-based intervention; Asset-based approach; Hiv/aids; Educators; UCTD

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2007). Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10022007-150026/

Chicago Manual of Style (16^th Edition):

author], [No. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies .” 2007. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-10022007-150026/.

MLA Handbook (7^th Edition):

author], [No. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies .” 2007. Web. 12 Dec 2019.

Vancouver:

author] [. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies . [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-10022007-150026/.

Council of Science Editors:

author] [. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies . [Masters Thesis]. University of Pretoria; 2007. Available from: http://upetd.up.ac.za/thesis/available/etd-10022007-150026/

University of Pretoria

22. Dempster, Georgina Claire. A case study of teachers implementation of asset-based psychosocial support.

Degree: Educational Psychology, 2011, University of Pretoria

URL: http://hdl.handle.net/2263/24761

► The purpose of this study was to explore and describe teachers’ implementation of asset-based psychosocial support in a school community to promote resilience in vulnerable… (more)

Subjects/Keywords: Star-pilot project; Teachers; Implementation; Resilience; Asset-based approach; Basic physiological needs; School community; Social support; Emotional support; Vulnerable families; Vulnerable children; Psychosocial support; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dempster, G. (2011). A case study of teachers implementation of asset-based psychosocial support. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24761

Chicago Manual of Style (16^th Edition):

Dempster, Georgina. “A case study of teachers implementation of asset-based psychosocial support.” 2011. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/24761.

MLA Handbook (7^th Edition):

Dempster, Georgina. “A case study of teachers implementation of asset-based psychosocial support.” 2011. Web. 12 Dec 2019.

Vancouver:

Dempster G. A case study of teachers implementation of asset-based psychosocial support. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/24761.

Council of Science Editors:

Dempster G. A case study of teachers implementation of asset-based psychosocial support. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/24761

University of Pretoria

23. Loots, Mathilda Christina. Teachers’ implementation of an asset-based intervention for school-based psychosocial support.

Degree: Educational Psychology, 2011, University of Pretoria

URL: http://hdl.handle.net/2263/25196

► Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed… (more)

▼ Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan,… Advisors/Committee Members: Ebersohn, L. (Liesel) (advisor), Ferreira, Ronel (advisor), Eloff, Irma F. (advisor).

Subjects/Keywords: Positive psychology; Protective resources; Psychosocial support; Resilience; School-community context; Assets and resources; Community; Barriers; Pastoral role of teachers; Asset-based approach; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Loots, M. C. (2011). Teachers’ implementation of an asset-based intervention for school-based psychosocial support. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25196

Chicago Manual of Style (16^th Edition):

Loots, Mathilda Christina. “Teachers’ implementation of an asset-based intervention for school-based psychosocial support.” 2011. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/25196.

MLA Handbook (7^th Edition):

Loots, Mathilda Christina. “Teachers’ implementation of an asset-based intervention for school-based psychosocial support.” 2011. Web. 12 Dec 2019.

Vancouver:

Loots MC. Teachers’ implementation of an asset-based intervention for school-based psychosocial support. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/25196.

Council of Science Editors:

Loots MC. Teachers’ implementation of an asset-based intervention for school-based psychosocial support. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25196

University of Pretoria

24. Ferreira, Ilze. A phenomenological study of the experience of assets that support learning.

Degree: Educational Psychology, 2009, University of Pretoria

URL: http://hdl.handle.net/2263/25999

► The asset-based approach has been studied within the South African context. Up to now, primary school learners’ meaning of the experienced phenomenon, “assets for learning… (more)

Subjects/Keywords: Identification of assets; Asset-based approach; Learning support; Constructivist; Interpretive; Phenomenology; Phenomenon; Essence of experience; Qualitative research; Explore; Assets; Learners; Learning; Barriers to learning; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, I. (2009). A phenomenological study of the experience of assets that support learning. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25999

Chicago Manual of Style (16^th Edition):

Ferreira, Ilze. “A phenomenological study of the experience of assets that support learning.” 2009. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/25999.

MLA Handbook (7^th Edition):

Ferreira, Ilze. “A phenomenological study of the experience of assets that support learning.” 2009. Web. 12 Dec 2019.

Vancouver:

Ferreira I. A phenomenological study of the experience of assets that support learning. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/25999.

Council of Science Editors:

Ferreira I. A phenomenological study of the experience of assets that support learning. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/25999

University of Pretoria

25. Ebersohn, Suzette. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans).

Degree: Educational Psychology, 2012, University of Pretoria

URL: http://hdl.handle.net/2263/24197

► Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro… (more)

▼ Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro family systems when a family is reconstituted following divorce: the primary micro family system, where the child resides permanently with his/her biological parent who has parental rights and responsibilities, as well as the secondary micro family system of the other biological parent who also has parental rights and responsibilities, where the child visits periodically. Challenges that the child faces in the context of the reconstituted family thus include shared membership of the two micro family systems and the complexity of the mesosystem. Resilience can be defined as a process of the inborn ability to achieve positive outcomes and to adjust successfully despite challenges and adverse living conditions. The purpose of the study was twofold: firstly, to achieve understanding of the way in which middle-adolescents of divorced parents, in moving between the two micro family systems of their reconstituted families, utilise their resilience to develop optimally in spite of a probably dysfunctional relationship between their biological parents at the mesosystemic level and secondly, to contribute to the fields of knowledge on resilience and bio-ecological theory in order to enhance educational psychology praxis with regard to the adaptation of adolescents of divorced parents in reconstituted families. The study was qualitative, and conducted in the interpretive paradigm. A multiple case study with a purposeful sampling of four participants was used. Unstructured narrative conversations were conducted, which included a resilience-based therapeutic intervention to facilitate sensitisation regarding personal strengths and assets in accordance with the assetbased approach. The format of the data description and analysis was defined by the narrative way of working. The participants’ utilisation of resilience qualities was evaluated in accordance with a definition of resilience which had been newly constructed by means of a synthesis of the bio-ecological model, positive psychology and the focuses of the first three waves of resilience research. The findings of the study indicated that the way in which middle-adolescents utilise their resilience depends on a therapeutic process (a personal, controlled process) as well as the nature of the mesosystem in their developmental context (a factor that can only be controlled by the divorced biological parents). In respect of a therapeutic process, the utilisation of the middle-adolescents’ resilience depends on their emotional security to make conscious choices to mobilise their resilience and consequently change their behaviour in order to cope effectively with difficult family circumstances in both their micro-family systems. In respect of the nature of the mesosystem, the utilisation of the middle-adolescents’ resilience depends on the effectiveness of the relationship between their divorced biological parents… Advisors/Committee Members: Bouwer, Cecilia, 1946- (advisor).

Subjects/Keywords: Personal characteristics; Proximal processes; Mesosystem; Bio-ecological model; Asset-based approach; Egskeiding; Karaktertrekke; Waves of resilience research; Middel-adolessente; Divorce; Hersaamgestelde gesin; Reconstituted family; Resilience; Middle adolescent; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ebersohn, S. (2012). Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24197

Chicago Manual of Style (16^th Edition):

Ebersohn, Suzette. “Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans).” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/24197.

MLA Handbook (7^th Edition):

Ebersohn, Suzette. “Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans).” 2012. Web. 12 Dec 2019.

Vancouver:

Ebersohn S. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/24197.

Council of Science Editors:

Ebersohn S. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24197

University of Pretoria

26. [No author]. Investigating the application of the asset-based approach in career facilitation .

Degree: 2006, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-12202006-143552/

► The purpose of this study was to investigate the asset-based approach as alternative in career facilitation. In traditional career counselling, the career counsellor is seen… (more)

▼ The purpose of this study was to investigate the asset-based approach as alternative in career facilitation. In traditional career counselling, the career counsellor is seen as an expert and one-stop service provider that matches clients to careers. Alternatively, an asset-based career facilitator aims at facilitating sustainable career development skills by means of applying asset-based principles such as collaboration and shared responsibility. In this study, client-partners were viewed from several complementary theoretical frameworks, namely the asset-based approach, bio-ecological model of human development, Positive Psychology and the process of career facilitation. In addition, phenomenology was selected as meta-theory to guide the instrumental case study. Five career seeking client-partners between the ages of 16 and 18 were chosen according to criteria, and took part in an approximately six week asset-based career facilitation process. Client-partners were aware that the process was under study and willingly reflected on the process after completion. Thematic analysis resulted in the following themes: firstly, it appeared that individual client-partner profiles impacted on the application of asset-based principles. Factors pertaining to individual client profiles are personality traits, age, unique family dynamics, career interests and previous career assessment experiences. Secondly, applying asset-based principles seemed to impact on the career facilitation process with regard to the challenging role of the asset-based career facilitator as well as advantages and disadvantages of applying such principles. Thirdly, it looked as if the entrenched nature of the old paradigm or medical model impacted on the process as some client-partners still preferred the expert matching done in traditional career counselling and resisted being a partner in the career facilitation process. Findings suggest indicators and contra-indicators concerning the application of asset-based principles and strategies in career facilitation, as well as implicate recommendations with regard to training and further research. Advisors/Committee Members: Mrs R Ferreira (advisor), Dr L Ebersöhn (advisor).

Subjects/Keywords: Facilitator; Facilitation; Clients; Counselling; Career; Approach; Asset-based; Investigating; Application; Skills; Principles; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2006). Investigating the application of the asset-based approach in career facilitation . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12202006-143552/

Chicago Manual of Style (16^th Edition):

author], [No. “Investigating the application of the asset-based approach in career facilitation .” 2006. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-12202006-143552/.

MLA Handbook (7^th Edition):

author], [No. “Investigating the application of the asset-based approach in career facilitation .” 2006. Web. 12 Dec 2019.

Vancouver:

author] [. Investigating the application of the asset-based approach in career facilitation . [Internet] [Masters thesis]. University of Pretoria; 2006. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-12202006-143552/.

Council of Science Editors:

author] [. Investigating the application of the asset-based approach in career facilitation . [Masters Thesis]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-12202006-143552/

University of Pretoria

27. [No author]. A phenomenological study of the experience of assets that support learning .

Degree: 2009, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07022009-115527/

► The asset-based approach has been studied within the South African context. Up to now, primary school learners’ meaning of the experienced phenomenon, “assets for learning… (more)

Subjects/Keywords: Identification of assets; Asset-based approach; Learning support; Constructivist; Interpretive; Phenomenology; Phenomenon; Essence of experience; Qualitative research; Explore; Assets; Learners; Learning; Barriers to learning; UCTD

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2009). A phenomenological study of the experience of assets that support learning . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07022009-115527/

Chicago Manual of Style (16^th Edition):

author], [No. “A phenomenological study of the experience of assets that support learning .” 2009. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-07022009-115527/.

MLA Handbook (7^th Edition):

author], [No. “A phenomenological study of the experience of assets that support learning .” 2009. Web. 12 Dec 2019.

Vancouver:

author] [. A phenomenological study of the experience of assets that support learning . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-07022009-115527/.

Council of Science Editors:

author] [. A phenomenological study of the experience of assets that support learning . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-07022009-115527/

University of Pretoria

28. [No author]. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans) .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-04282012-175412/

► Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro… (more)

▼ Divorce is a potentially destructive reality in society. According to the bio-ecological model of Bronfenbrenner, the development of the child takes place within two micro family systems when a family is reconstituted following divorce: the primary micro family system, where the child resides permanently with his/her biological parent who has parental rights and responsibilities, as well as the secondary micro family system of the other biological parent who also has parental rights and responsibilities, where the child visits periodically. Challenges that the child faces in the context of the reconstituted family thus include shared membership of the two micro family systems and the complexity of the mesosystem. Resilience can be defined as a process of the inborn ability to achieve positive outcomes and to adjust successfully despite challenges and adverse living conditions. The purpose of the study was twofold: firstly, to achieve understanding of the way in which middle-adolescents of divorced parents, in moving between the two micro family systems of their reconstituted families, utilise their resilience to develop optimally in spite of a probably dysfunctional relationship between their biological parents at the mesosystemic level and secondly, to contribute to the fields of knowledge on resilience and bio-ecological theory in order to enhance educational psychology praxis with regard to the adaptation of adolescents of divorced parents in reconstituted families. The study was qualitative, and conducted in the interpretive paradigm. A multiple case study with a purposeful sampling of four participants was used. Unstructured narrative conversations were conducted, which included a resilience-based therapeutic intervention to facilitate sensitisation regarding personal strengths and assets in accordance with the assetbased approach. The format of the data description and analysis was defined by the narrative way of working. The participants’ utilisation of resilience qualities was evaluated in accordance with a definition of resilience which had been newly constructed by means of a synthesis of the bio-ecological model, positive psychology and the focuses of the first three waves of resilience research. The findings of the study indicated that the way in which middle-adolescents utilise their resilience depends on a therapeutic process (a personal, controlled process) as well as the nature of the mesosystem in their developmental context (a factor that can only be controlled by the divorced biological parents). In respect of a therapeutic process, the utilisation of the middle-adolescents’ resilience depends on their emotional security to make conscious choices to mobilise their resilience and consequently change their behaviour in order to cope effectively with difficult family circumstances in both their micro-family systems. In respect of the nature of the mesosystem, the utilisation of the middle-adolescents’ resilience depends on the effectiveness of the relationship between their divorced biological parents… Advisors/Committee Members: Bouwer, Cecilia, 1946- (advisor).

Subjects/Keywords: Personal characteristics; Proximal processes; Mesosystem; Bio-ecological model; Asset-based approach; Egskeiding; Karaktertrekke; Waves of resilience research; Middel-adolessente; Divorce; Hersaamgestelde gesin; Reconstituted family; Resilience; Middle adolescent; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2012). Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04282012-175412/

Chicago Manual of Style (16^th Edition):

author], [No. “Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans) .” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-04282012-175412/.

MLA Handbook (7^th Edition):

author], [No. “Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans) .” 2012. Web. 12 Dec 2019.

Vancouver:

author] [. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-04282012-175412/.

Council of Science Editors:

author] [. Die benutting van veerkrag deur middel-adolessente in ’n hersaamgestelde gesin (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-04282012-175412/

University of Pretoria

29. [No author]. A case study of teachers implementation of asset-based psychosocial support .

Degree: 2011, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-05172011-104344/

► The purpose of this study was to explore and describe teachers’ implementation of asset-based psychosocial support in a school community to promote resilience in vulnerable… (more)

Subjects/Keywords: Star-pilot project; Teachers; Implementation; Resilience; Asset-based approach; Basic physiological needs; School community; Social support; Emotional support; Vulnerable families; Vulnerable children; Psychosocial support; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2011). A case study of teachers implementation of asset-based psychosocial support . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05172011-104344/

Chicago Manual of Style (16^th Edition):

author], [No. “A case study of teachers implementation of asset-based psychosocial support .” 2011. Masters Thesis, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-05172011-104344/.

MLA Handbook (7^th Edition):

author], [No. “A case study of teachers implementation of asset-based psychosocial support .” 2011. Web. 12 Dec 2019.

Vancouver:

author] [. A case study of teachers implementation of asset-based psychosocial support . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-05172011-104344/.

Council of Science Editors:

author] [. A case study of teachers implementation of asset-based psychosocial support . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-05172011-104344/

University of Pretoria

30. [No author]. Teachers’ implementation of an asset-based intervention for school-based psychosocial support .

Degree: 2011, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-06022011-161318/

► Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed… (more)

▼ Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan,… Advisors/Committee Members: Ebersohn, L. (Liesel) (advisor), Ferreira, Ronel (advisor), Eloff, Irma F (advisor).

Subjects/Keywords: Positive psychology; Protective resources; Psychosocial support; Resilience; School-community context; Assets and resources; Community; Barriers; Pastoral role of teachers; Asset-based approach; UCTD

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2011). Teachers’ implementation of an asset-based intervention for school-based psychosocial support . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06022011-161318/

Chicago Manual of Style (16^th Edition):

author], [No. “Teachers’ implementation of an asset-based intervention for school-based psychosocial support .” 2011. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-06022011-161318/.

MLA Handbook (7^th Edition):

author], [No. “Teachers’ implementation of an asset-based intervention for school-based psychosocial support .” 2011. Web. 12 Dec 2019.

Vancouver:

author] [. Teachers’ implementation of an asset-based intervention for school-based psychosocial support . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-06022011-161318/.

Council of Science Editors:

author] [. Teachers’ implementation of an asset-based intervention for school-based psychosocial support . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-06022011-161318/

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Open Access Theses and Dissertations