An examination of the relationship between psychologically controlling parenting and antisocial behavior of emerging adults in the Faculty of Community and health Science (CHS)

Magister Artium (Child and Family Studies) - MA(CFS)Parents are important in the socialization of children to develop into adjusted adults. Parenting is a developmental process and encourages the child to become an independent adult in society, an adult who is pro-social rather than anti-social. The main aim of parenting is to control the behavior of the child, but as the child matures the approach is more of monitoring and supervision rather than control. The aim of this study is to establish the prevalence of parental psychological control during the phase of emerging adulthood and this will be associated with the anti-social behavior of emerging adults. A quantitative methodological approach was used to conduct the study. A sample of 382 participants aged 18 to 25 years were randomly stratified across the departments in the Faculty of Community and Health Sciences (CHS). The Parental Psychological Control (Barber, 1996) and the Anti-Social Behavior (Achenbach and Edelbrock, 1987) questionnaires were used to collect the data. The data were analyzed by means of the Statistical Package for Social Sciences (SPSS). Results show a significant positive relationship between perceived psychologically controlling parenting and antisocial behavior of emerging adults. Furthermore, antisocial behavior is also positively predicted by both mother and father psychological control, with mothers being significantly more psychologically controlling than fathers. When comparing males and females, males engaged significantly more in antisocial activities than females; males also found fathers to be more psychologically controlling. Implications for further research are suggested.South Afric

Young South African adults perceptions of parent psychological control and antisocial behaviour

We extended prior research by investigating perceptions of parental psychological control as a contributor to young adults’ antisocial behavior in a sample of 382 South African university students aged between 18 and 25 years. Barber’s (1996) measure of parental psychological control and the Youth Self-Report (Achenbach & Edelbrock, 1987) questionnaires were administered for data collection. A positive relationship was found between parental psychological control and the antisocial behavior of young adults. Additionally, the results of the hierarchical regression analysis suggest that maternal psychological control, compared to paternal psychological control, was a stronger predictor of antisocial behavior.Web of Scienc

A case study for intergenerational transference of parenting in genadendal: Developing guidelines

Philosophiae Doctor - PhDParenting practices are known to influence the development of children and family functioning. However, the extent to which these generational influences stretch, and the continuities brought forth between generations has not been adequately studied. Therefore, this study aimed to explore intergenerational parenting in Genadendal for the purpose of developing guidelines for parents and practitioners. The concept of parenting was extensively unpacked to understand the intergenerational transmitted parenting factors being transferred from one generation to the next, in order to examine the parenting styles, parenting practices, parenting traits, and how these are transmitted over generations

Social resilience, structural vulnerability and capabilities in Genadendal, South Africa

The town Genadendal or Genaal as it is called by the residents, is situated in the Western Cape, and was founded by the Moravian Church in 1837. The Faculty of Community and Health Sciences at the University of the Western Cape (UWC) has had a longstanding relationship with the Genadendal community through UWC’s community engagement activities

Intrinsic vs. extrinsic evaluation measures for referring expression generation

In this paper we present research in which we apply (i) the kind of intrinsic evaluation metrics that are characteristic of current comparative HLT evaluation, and (ii) extrinsic, human task-performance evaluations more in keeping with NLG traditions, to 15 systems implementing a language generation task. We analyse the evaluation results and find that there are no significant correlations between intrinsic and extrinsic evaluation measures for this task.peer-reviewe

'n Verkennende ondersoek na kennis– en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase–onderwysers

MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014The South African Department of Basic Education and Department of Higher Education and Training (2011a) made a call for the development of mathematics knowledge and practice standards in the foundation phase to serve as guidelines for the preparation of foundation phase teachers in the different higher education institutions. The purpose of the study in hand was to develop draft knowledge and practice standards in the number domain for the preparation of foundation phase teachers (referred to as mathematics knowledge and practice standards). These standards have to be refined and improved in further studies and should in the end serve as knowledge and practice standards for the preparation of foundation phase teachers in South Africa. Through a conceptual qualitative research methodology the researcher purposefully collected documents and analysed them through content analysis. The data-gathering process took place in three phases. During the first phase, policy documents with regard to general standards for teacher preparation, written school curriculum documents and mathematical standards for the preparation of foundation phase teachers in South Africa, the United States of America, Australia and the Netherlands were gathered. The second phase involved the purposeful gathering of articles, research reports and teacher preparation textbooks with regard to the preparation of foundation phase teachers to teach the number domain. During the first and second phases of data gathering, the documents were analysed according to mathematical knowledge for teaching as described by Ball, Thames and Phelps (2008) and the first draft of mathematical knowledge and practice standards was compiled. During the third data-gathering phase, critical evaluation reports were gathered from experts in the field of mathematics education (including researchers at universities and practising foundation phase teachers). The critical evaluation includes gaps/shortcomings in the draft mathematics knowledge and practice standards, as well as comments with regard to the clarity, applicability and functionality of the document. The draft mathematics knowledge and practice standards (MKPSs) for the preparation of foundation phase teachers include: Standard 1: Common content knowledge – The foundation phase teacher has a clear understanding of the common content knowledge of the number domain. Standard 2: Specialised content knowledge – The foundation phase teacher has a clear understanding of the specialised content of the number domain. Standard 3: Knowledge at the mathematical horizon – The foundation phase teacher understands how mathematical themes in the number domain relate to other themes in the different foundation phase year groups and in other phases. Standard 4: Knowledge of content and teaching – The foundation phase teacher is able to plan lessons and knows how to teach the number domain. Standard 5: Knowledge of content and learners – The foundation phase teacher knows the foundation phase learners and knows how they learn the number domain. Standard 6: Knowledge of content and the curriculum – The foundation phase teacher understands the South African school curriculum, as well as international trends in the school curriculum concerning the number domain. Those experts in the field of mathematics education in the foundation phase who participated in the study all indicated that the mathematics knowledge and practice standards in the number domain have the potential to boost the preparation of foundation phase teachers in South Africa.Master

SKOLLIES IN MY SKOOL - MENINGS WAT SAAK MAAK/SKOLLIES IN MY SCHOOL – OPINIONS THAT MATTER

There is considerable concern about the increasing phenomenon of school gangs on the Cape Flats. This article emanated from a larger research study undertaken over a three-year period (2016-2018) by Social Work students from the University of the Western Cape. The objective was to explore and describe the experiences of school learners about youth in gangs, and to develop appropriate interventions. This article presents the findings of the 2016 study. A qualitative approach, utilising an exploratory and descriptive design, was used. Individual interviews were conducted with 400 learners from eight schools on the Cape Flats using purposive and convenient sampling. Six main themes are presented that emerged from thematic data analysis. These include poverty and unemployment, unsafe spaces in townships, substance abuse, the power of gangs, peer pressure and bullies as well as family relationships and family dynamics. Ethics approval to conduct the study was obtained from the research ethics committee of the University

CONTENT ALERTS

This article cites 56 articles, 44 of which can be accessed fre