Sabinet | Teoretisering van die selfkonsep van studente wat hakkel : geesteswetenskappe
oa Litnet Akademies : &apos;n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - Teoretisering van die selfkonsep van studente wat hakkel : geesteswetenskappe
Author Karlien Conradie1 and Estelle Swart2
Source : Litnet Akademies : &apos;n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe, Volume 10, Issue 2, Aug 2013, p. 629 - 667
Keyword(s) : Belewenisse, Experiences, Hakkel, Onderrig- en leeromgewing, Psigoterapeutiese ondersteuning, Psychotherapeutic support, Self-concept, Selfkonsep, Student, Stutter, Stuttering and Teaching and learning environment
Hierdie artikel rapporteer die bevindinge van &apos;n kwalitatiewe studie wat ten doel gehad het om ondersoek in te stel na die selfkonsep van studente tussen die ouderdom van 18 en 22 jaar wat hakkel. Die doelstellings van die navorsing was om (i) die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan in terme van die verskillende dimensies van die selfkonsep, (ii) enkele determinante te identifiseer wat kan bydra tot &apos;n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer, en (iii) holistiese wyses van ondersteuning binne die psigoterapeutiese en onderrig- en leeromgewings te beskryf. Laat-adolessensie word veral gekenmerk deur betekenisvolle ontwikkeling van &apos;n persoon se selfkonsep. Adolessente se verhoogde selfbewustheid en ontvanklikheid vir evaluering deur die portuurgroep word as belangrike faktore in die verwerking van inligting ten opsigte van die self beskou. Daaruit kan afgelei word dat die selfkonsep van studente wat hakkel waarskynlik beïnvloed word deur hul bewustheid van luisteraars se reaksies. By wyse van semigestruktureerde individuele onderhoude bestaande uit oop vrae, asook &apos;n fokusgroep, is op induktiewe wyse ondersoek ingestel na die selfkonsep van studente wat hakkel. Resultate wat deur middel van die konstante vergelykende metode van data-ontleding verkry is, het geïllustreer dat die selfkonsep as uitdrukking dien van die betrokke studente se verhouding met hakkel en die verskillende dimensies daarvan. Die identifisering van enkele intra- en interpersoonlike determinante dra, tesame met die prosesse van psigiese heling en verwonding, waarskynlik by tot die vorming van die selfkonsep van studente wat hakkel. Hierdie ondersoek vul &apos;n leemte in die literatuur oor die onderwerp en bevindinge kan bydra tot die ontwikkeling van omvattende intervensie- en ondersteuningsraamwerke gerig op die positiewe integrasie van hakkel as deel van die selfkonsep.
Theorising of the self-concept of students who stutter
The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of a person who stutters. In the past, research regarding the experiences of people who stutter resulted mostly in reducing stuttering to observable symptoms within a positivistic framework. This increased search for - and focus on - the causes, "treatment" and "curing" of stuttering has probably contributed to an under-emphasis on the manner in which the person makes sense of his or her stuttering. Holistic support, however, focuses not only on dealing with stuttering, but also on the positive integration of stuttering into someone&apos;s self-concept - regardless of the pain or distress associated with it.
This study is based on the premise that people who stutter make sense of their stuttering in an individual and personal manner. Each person owns his or her stuttering uniquely. People make sense of their subjective experiences of stuttering, attach personal meanings to them, and then integrate these private constructions of meaning into their self-concept. It would seem that the person&apos;s relation with stuttering is thus expressed through his or her self-concept. In order to gain a better understanding of the functioning of a person&apos;s self-concept, it is important first to gain insight into the experiences of someone who stutters. But such experiences do not exist in isolation. Previous research highlights how experiences are embedded in diverse personal and socio-cultural contexts. Moreover, prejudice, stereotypes and listeners&apos; negative perceptions further impact the interactive nature of sense-making. The meaning that a person who stutters attaches to this kind of feedback thus would have a significant influence on his or her self-concept. The underlying relationship between someone&apos;s self-concept and stuttering seems to be complex indeed: any simplistic or reductive approach would underestimate the individual&apos;s unique experiences and interpretations. Against this backdrop the investigation of the self-concept of the person who stutters therefore seems to be relevant for researchers, lecturers, therapists and other role players. The results of this qualitative study can contribute to a greater understanding of the psychological and social experiences of university students who stutter, particularly in terms of the different dimensions of their self-concept.
Persistent Link : http://hdl.handle.net/10520/EJC141442