Psigofortologie by die leergestremde leerder

[摘要] English: The purpose of this study was an investigation of the dynamics of psychofortologicalfactors in learning disabled learners in order to make a contribution totheir vocational preparation and adjustment in the outside world. The advancementof the learning disabled learner's psycho-fortological functioning for successfulfunctioning after school leaving is therefore the primary focus of the study. Theinvestigation is directed towards the psycho-development of the learners whoexperience problems, as well as towards the prevention of problems in adulthood.The rationale of the study is to be found in the investigated functioning aspects: i.e.,psycho-fortological factors such as coping, assertiveness, fortitude and sense ofcoherence which are important for functioning in the workplace. The field of studyof psycho-fortology focusses upon the psychologically healthy individual, morespecifically, the individual who remains psychologicallyand physically healthy in spiteof stress and crisis situations. Aspects discussed are the learning disabledadolescent, learning disability, the demands made by school leaving and the taskand terrain of the special school.An investigation was done into the connection between the learner's psychofortologicalfunctioning, namely, his/her coping skills, assertiveness, sense ofcoherence and fortitude and his/her functioning. The aspect of assertiveness wasanalysed to determine to what degree anxiety, associated with social situations, isproblematic for the learning disabled learner. The empirical investigation consisted of a quantitative and a qualitativecomponent. In the quantitative investigation the following scales were used tooperationalise the psycho-fortological constructs: the fortitude questionnaire ofPretorius (1998), the assertivenessquestionnaire of Gambrill and Richey (1975), thesense of coherence questionnaire of Antonovsky (1987) and the COPEquestionnaireof Carver, Scheier and Weintraub (1989). A functioning index was drawn up by theinvestigator herself. Reliable indices were procured for all the scales. The findingsof the quantitative investigation indicate that the learning disabled learner's gradeand age correlate with his/her functioning and with the psycho-fortological aspectssenseof coherence and assertiveness: the higher the grade (and age), the lower thelevel of functioning and the more negative the psycho-fortological indices, and viceversa. In the present investigation it was also found that the specific psychofortologicalindices comprehensibility (sense of coherence) initiating personalcontact (assertiveness) as well as the learner's self-appraisal (fortitude) show ahigh correlation with the index of the learner's functioning. It appeared that a highlevel of functioning is connected to a positive self-appraisal (fortitude), the ability toconduct oneself assertively and a good grasp of the stress situation.The results of the qualitative investigation to a high degree support the findings ofthe quantitive investigation. The considerable deficiencies associated by thequantitative investigation with low functioning, namely, limitations regarding selfappraisal,sense of coherence, comprehensibility of the stress situation andassertivenessare confirmed by the qualitative investigation. From the results of thequalitative investigation it became evident that certain aspects, namely, constructinga positive and realistic future perspective through the experience of success,independent assertive conduct, a realistic, positive self-image and effective problemsolving skills had to be included in a psycho-development programme.A psycho-development progamme was drawn up on the basis of the results of theempirical investigation as a contribution to the advancement of the psychologicalstrengths of the learning disabled learner in particular, as well as of senior learnersin general.

[发布机构] University of the Free State