South African Journal of Psychology

Given the nature and the extent of the problem, the psychological and developmental implications of the street child phenomenon in South Africa needs to be more closely examined. Current research on street children presents us with a paradox — with evidence of developmental risk and vulnerability on the one hand and of resourcefulness, adaptability and coping on the other. This paradoxical evidence is reviewed from the perspective of physical, emotional, social and cognitive/educational development. Implications for intervention are explored. In particular, the issue of what defines developmental vulnerability or resilience in more specific terms is identified as a research necessity if more focused intervention priorities are to be determined.

Diabetes is a chronic, complex disease involving numerous pathophysiological features. There is a paucity of studies relating to psychological factors. The available research is not conclusive and in addition is largely quantitative in nature. The aim of this investigation was to gain an understanding of the life-world of people with diabetes and to acquire insight into the demanding aspects of their lives. The research procedure involved interviewing subjects who suffer from diabetes. A pilot study was conducted in order to test a number of open-ended questions. On the basis of these results, a set of semi-structured questions was formulated for the main study. The main study involved interviews with 13 subjects aged between 20 and 45 years who belonged to a diabetic organization and who volunteered for the investigation. The interviews were recorded on audiotape and later transcribed. Five of the protocols obtained were analyzed according to the method outlined by Giorgi and they produced an encompassing description of the life-world of a diabetic. The themes which emerged included the appearance of the first symptoms and their effect on people with diabetes, the impact of the diagnosis, the emerging pattern of the life-world of people with diabetes and the prospects for the future. The phenomenological approach proved valuable in highlighting many aspects of diabetes. Recommendations are made which may be of benefit to people with diabetes and their families.

In this article, the author reviews three traditions of cognitive assessment: the structural approach (based on factor analytic research), the information-processing approach, and the dynamic approach (based on learning theory). The theoretical background of each assessment approach is sketched and the advantages and disadvantages of each discussed. The author then proposes an integrated two-factor cognitive theory which accommodates all three traditions. Using this theory as a basis, he proposes a design for a test battery which would be appropriate for use in a multicultural context and would identify individuals likely to benefit from developmental opportunities.

The Psychiatric Symptom Index (PSI) was originally developed and validated on a large sample of Chicago residents as a 29-item self-report measure of psychological distress (Ilfeld, 1976b). It has a number of advantages that make it suitable for use in community surveys: relative brevity, a clear and meaningful multidimensional structure, and promising initial evidence for reliability and validity. Since there appears to have been little cross-validation of the PSI, the present study set out to assess its reliability and factorial validity in a large, nationally representative sample of white South Africans (N = 782). The findings indicated good internal consistency reliability, and excellent factorial validity for the four subscales of anger, anxiety, depression, and cognitive disturbance. The PSI scales also showed an appropriate degree of independence from each other except for depression and anxiety where the intercorrelation was somewhat high. It was found that shorter depression and anxiety subscales would be adequately reliable and reduce this overlap. Finally, normative data are reported for use with white South African samples.

The aim of the present research is to explore empirical predictors of students' performance in the Psychology I course at the University of the Witwatersrand, Johannesburg (Wits), within the context of procedural, distributive and interactional fairness. The research is divided into two studies: the first is an archival study examining the use of individual school subject results and the Arts Faculty Ratings (based on school results) as predictors. The second study focuses on the predictive validity of the Arts Faculty Ratings as well as that of various psychometric aptitude tests. In both studies the sample was divided into two groups whereby Group I consisted of primarily white students who had attended private or government schools and were not regarded as educationally disadvantaged; Group 2 comprised of black students who attended Department of Education and Training (DET) schools and were regarded as educationally disadvantaged. Results from both studies show that the Arts Faculty Ratings consistently provide a statistically significant predictor of academic performance in the Wits Psychology I course for educationally non-disadvantaged students. A far less clear picture emerged for the educationally disadvantaged group. The Arts Faculty Rating correlated significantly with overall success in first-year Psychology in the first study, while the Conceptual Reasoning Test was found to be the best predictor for this group in the second study. The implications of the studies for student selection are discussed within a social justice paradigm and future research directions are suggested.

Universities in South Africa are faced with the problem of finding admissions criteria, other than high school grades, that are both fair and valid for black applicants severely disadvantaged by an inferior school education. The use of traditional intellectual assessments and aptitude tests (such as the Scholastic Aptitude Test) for disadvantaged and minority students remains controversial as a fair assessment, in that these tests do not take account of potential for change. In this study, therefore, a measure of students' cognitive modifiability, assessed by means of an Interactive Assessment model, was added as a moderator of the traditional intellectual assessment in predicting first-year university success. Cognitive modifiability significantly moderated the predictive validity of the traditional intellectual assessment for a sample of disadvantaged black students enrolled in the first year Bachelor of Arts degree at the University of the Witwatersrand. The higher the level of cognitive modifiability, the less effective were traditional methods for predicting academic success and vice versa. The implications of these findings are discussed.

The present study investigated the attitudes of students towards premarital sex. The sample consisted of 90 students residing on campus at the University of Transkei. The Sexual Attitude Inventory (Eysenck, 1971) was used to collect data. The findings suggested a positive attitude of both males and females towards premarital sex. No significant gender-related differences were found in the attitude of the sample towards premarital sex.

Models of the stages by which the acquisition of reading skills normally proceeds have been proposed by Frith (1985) and Seymour (1987). Based on these developmental models, a battery of psycholinguistic tests appropriate for English-speaking South African children was devised to identify the processing strategies which a child has and has not acquired. The procedure yields both qualitative and quantitative information and allows comparison of dyslexic children with average readers of similar Reading Age. Two cases of developmental dyslexia are discussed to illustrate different patterns of performance on the assessment. These patterns of performance are interpreted in the context of current models of the development of reading skills.