Absent or missing fathers and male sexual difficulties : their manifestations in dream symbolism and interpretation
- Authors: Fatman, Joseph Mzimkulu
- Date: 1989
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:21171 , http://hdl.handle.net/10962/6717
- Description: This thesis uses the individual case method in order to demonstrate the effects of paternal deprivation including variations in patterns of inadequate fathering on a male's psychological and sexual development. More specifically, it shows that father absence is a highly significant factor in the development of serious male psychological and social difficulties. Much of the material in the text concerns the impact of father absence on male 'sex-role' development. It is, as such further concerned with showing that paternal deprivation can lead to conflicts and rigidities in the individual's sex-role adjustment, which, in turn, are frequently related to deficits in emotional, cognitive and interpersonal functioning. Due consideration is given to such family characteristics as the mother's response to the father's absence which generally manifests as pathological and debilitating intrusiveness on the affected son's masculine identity. Other family features considered are the role of older male siblings and father substitutes e.g. stepfathers in the amelioration or exacerbation of these difficulties. An assumption is made that where such substitutes are competent father absence per se can have no more than a limited influence on the son's sex role development and vice versa. Some dreams from the case are presented for the purpose of viewing how the considered difficulties manifest in dream symbolism. Attention is paid also to the question as to whether such dreams can provide any useful clues toward an understanding of the nature, type and psychological situatedness of the affected people. Consequently, a discussion of a psychotherapy attempt is made to show that a competent understanding and interpretation of such symbolism will have an invaluable healing benefit on these difficulties.
- Full Text:
- Date Issued: 1989
- Authors: Fatman, Joseph Mzimkulu
- Date: 1989
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:21171 , http://hdl.handle.net/10962/6717
- Description: This thesis uses the individual case method in order to demonstrate the effects of paternal deprivation including variations in patterns of inadequate fathering on a male's psychological and sexual development. More specifically, it shows that father absence is a highly significant factor in the development of serious male psychological and social difficulties. Much of the material in the text concerns the impact of father absence on male 'sex-role' development. It is, as such further concerned with showing that paternal deprivation can lead to conflicts and rigidities in the individual's sex-role adjustment, which, in turn, are frequently related to deficits in emotional, cognitive and interpersonal functioning. Due consideration is given to such family characteristics as the mother's response to the father's absence which generally manifests as pathological and debilitating intrusiveness on the affected son's masculine identity. Other family features considered are the role of older male siblings and father substitutes e.g. stepfathers in the amelioration or exacerbation of these difficulties. An assumption is made that where such substitutes are competent father absence per se can have no more than a limited influence on the son's sex role development and vice versa. Some dreams from the case are presented for the purpose of viewing how the considered difficulties manifest in dream symbolism. Attention is paid also to the question as to whether such dreams can provide any useful clues toward an understanding of the nature, type and psychological situatedness of the affected people. Consequently, a discussion of a psychotherapy attempt is made to show that a competent understanding and interpretation of such symbolism will have an invaluable healing benefit on these difficulties.
- Full Text:
- Date Issued: 1989
Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims
- Authors: Macrae, Claire Elisabeth
- Date: 1989
- Subjects: Education, Secondary English Secondary -- Study and teaching -- South Africa Education Secondary -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1357 , http://hdl.handle.net/10962/d1001423
- Description: This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
- Full Text:
- Date Issued: 1989
- Authors: Macrae, Claire Elisabeth
- Date: 1989
- Subjects: Education, Secondary English Secondary -- Study and teaching -- South Africa Education Secondary -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1357 , http://hdl.handle.net/10962/d1001423
- Description: This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
- Full Text:
- Date Issued: 1989
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