The appraisal and enhancement of resilience modalities in middle adolescents within the school context

dc.contributor.advisorPrinsloo, Heila M.en
dc.contributor.emaillifechoice2@absamail.co.zaen
dc.contributor.postgraduateKruger, Lenetteen
dc.date.accessioned2013-09-07T19:12:26Z
dc.date.available2007-01-19en
dc.date.available2013-09-07T19:12:26Z
dc.date.created2006-05-03en
dc.date.issued2005en
dc.date.submitted2006-12-21en
dc.descriptionThesis (Phd (Educational Psychology))--University of Pretoria, 2005.en
dc.description.abstractSouth African middle adolescents are exposed to environments riddled with potential adversities which are pervading into their lives, adding to their challenges inherent to their developmental stage. Resilient behaviour requires changes with each developmental phase and varies on a continuum of less optimum resilience to optimum resilience based on the middle adolescent’s developed modalities. Middle adolescents spend a significant time in school and therefore it is an appropriate context to foster, enhance and develop emotional-; social- and cognitive resilience competencies. There are limited psychological assessment instruments for the South African population that can be used to appraise the level of resilience modalities in middle adolescents as well as ways of enhancing and developing these resilience modalities in the school context. The aim of this ethnographic study is to describe and explore the process of how to appraise, develop and enhance the modalities of resilience of the South African middle adolescent in the school context. The research is conducted from a combined qualitative and quantitative approach which is seen as complementary to each other in a dominant-less-dominant model. The purposeful sampling consists of thirty 14-year old heterogeneous and multi-cultural participants in a private inner-city school. The data collecting strategies comprise of an open-ended question, observations and the newly developed Resilience Enhancement Kit and the Resiliency Scale. The gender specific results regarding the middle adolescents’ responses in the pre- and post tests (Resiliency Scale) after administering the Resilience Enhancement Kit indicated that there was an increase in their level of resilient functioning and therefore appears to be successful in enhancing resilience modalities. There is a discrepancy in the perception of teachers and middle adolescents’ regarding their resilient functioning. It is recommended that Educational Psychologists train teachers in administering the Resiliency Enhancement Kit and scale to incorporate it in the school curriculum.en
dc.description.availabilityunrestricteden
dc.description.departmentEducational Psychologyen
dc.identifier.citationKruger, L 2005, The appraisal and enhancement of resilience modalities in middle adolescents within the school context, Phd thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/30493 >en
dc.identifier.upetdurlhttp://upetd.up.ac.za/thesis/available/etd-12212006-154822/en
dc.identifier.urihttp://hdl.handle.net/2263/30493
dc.language.isoen
dc.publisherUniversity of Pretoriaen_ZA
dc.rights© 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.en
dc.subjectAppraisalen
dc.subjectEnhancement resilienceen
dc.subjectModalitiesen
dc.subjectMiddleen
dc.subjectAdolescentsen
dc.subjectSchoolen
dc.subjectContexten
dc.subjectSouth africaen
dc.subjectPervadingen
dc.subjectUCTDen_US
dc.titleThe appraisal and enhancement of resilience modalities in middle adolescents within the school contexten
dc.typeThesisen

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