CHAPTERl
2. LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.7. THEORETICAL FRAMEWORK
Some of us may remain in grief for fear that if they stop longing for those they have lost, they will stop loving them. In children, loss often disrupts or undermines the development of self-confidence, self-esteem and identity (Atting, 1996:90). Some feel helpless and need to learn that they have choices in response to choice less events. Most of information about ourselves comes from others, by considering their words and actions towards us. Weber (1992:52) sees this as in accordance with the social comparison theory when he describes it as "a theory about self- concept that focuses on how comparison with others influences our beliefs".
child could have. Therefore when a child experiences cold and unwelcoming treatment, he or she is likely to develop this type of attachment behaviour and social relations.
Literature on attachment, (Pillemer & McCartney, 1991; McKay & Adlam, 2001; Santrock & Bartlett, 1986 and Louw & Edwards, 1998), proved that secure attachment allow the infant exploration and independence. With the understanding that the absence, unavailability umesponsiveness and hostility in the attachment figure could be experienced as anxiety provoking and traumatic by the child, the attachment theory help as a guide to gather the type of attachments these children had with their parents and how were they coping or going to cope in the new relationship with new caregivers and peers.
In Bowlby (1953) as quoted in Louw & Edwards (1996: 494) it was also believed that attachment should be specifically made to a mother before a child could develop attachment to others.
Because dealing with loss and bereavement is a difficult thing to cope with, the
"bereavement-theory" was used and it enabled me to understand the stages of grieving that these children were still in. In Kubler-Ross's theory she tries to make people understand the stages that the dying person undergoes. Through the understanding of these stages she believes that it make it easier to understand the dying person's feelings and how to react on them. Some of these children were taking care of their terminal ill parents and should they have been aware of the stages of dying their behaviour and feelings about the events would be sometimes different. Also the stages of grieving which were established in some children were obvious through the use of the bereavement theory. Pervin and Oliver (2001: 11) note that,
child could have. Therefore when a child experiences cold and unwelcoming treatment, he or she is likely to develop this type of attachment behaviour and social relations.
Literature on attachment, (Pillemer & McCartney, 1991; McKay & Adlam, 2001; Santrock & Bartlett, 1986 and Louw & Edwards, 1998), proved that secure attachment allow the infant exploration and independence. With the understanding that the absence, unavailability umesponsiveness and hostility in the attachment figure could be experienced as anxiety provoking and traumatic by the child, the attachment theory help as a guide to gather the type of attachments these children had with their parents and how were they coping or going to cope in the new relationship with new caregivers and peers.
In Bowlby (1953) as quoted in Louw & Edwards (1996: 494) it was also believed that attachment should be specifically made to a mother before a child could develop attachment to others.
Because dealing with loss and bereavement is a difficult thing to cope with, the
"bereavement-theory" was used and it enabled me to understand the stages of grieving that these children were still in. In Kubler-Ross's theory she tries to make people understand the stages that the dying person undergoes. Through the understanding of these stages she believes that it make it easier to understand the dying person's feelings and how to react on them. Some of these children were taking care of their terminal ill parents and should they have been aware of the stages of dying their behaviour and feelings about the events would be sometimes different. Also the stages of grieving which were established in some children were obvious through the use of the bereavement theory. Pervin and Oliver (2001: 11) note that,
Each culture has its own institutionalized and sanctioned patterns of learned behaviors, rituals and beliefs. This means that most members of a culture will have certain personality characteristics m common.
In this way bereavement theory shows how different people deal with grief and how to show respect to the dead and the rituals practiced concerning funerals and mourning.
Also because children when explaining about their coping strategies and their feelings through what they experience, they had to use some attributions. Therefore the attribution theory was used since it stipulates that it is a process that explains events and the behavioural and emotional consequences of these explanations. Heider stressed the importance of acknowledging the person's explanation and understanding of events and behaviour. He strongly believed that people act on the basis of their beliefs (Forster &
Louw-Potgieter, 1991). This also emphasises the uniqueness of people and how they perceive and attribute their experiences and feelings differently. The attribution theory allowed me to found out exactly on what did the children attribute their behaviour and events that they were experiencing happening to them.
"Discourse analysis theory" was also the most important theory that was considered to be
used since it suggests that in order to get meaning of what is spoken or written it is through discourse. Potter and Wetherell (1995:80-81) contend "the discourse analysis is concerned with what people do with their talk and writing and also with the sorts of resources that people draw on in the course of these practices". In addition to this is how the narratives and texts are interpreted and treated in order to meaningfully construct the knowledge.
Each culture has its own institutionalized and sanctioned patterns of learned behaviors, rituals and beliefs. This means that most members of a culture will have certain personality characteristics m common.
In this way bereavement theory shows how different people deal with grief and how to show respect to the dead and the rituals practiced concerning funerals and mourning.
Also because children when explaining about their coping strategies and their feelings through what they experience, they had to use some attributions. Therefore the attribution theory was used since it stipulates that it is a process that explains events and the behavioural and emotional consequences of these explanations. Heider stressed the importance of acknowledging the person's explanation and understanding of events and behaviour. He strongly believed that people act on the basis of their beliefs (Forster &
Louw-Potgieter, 1991). This also emphasises the uniqueness of people and how they perceive and attribute their experiences and feelings differently. The attribution theory allowed me to found out exactly on what did the children attribute their behaviour and events that they were experiencing happening to them.
"Discourse analysis theory" was also the most important theory that was considered to be
used since it suggests that in order to get meaning of what is spoken or written it is through discourse. Potter and Wetherell (1995:80-81) contend "the discourse analysis is concerned with what people do with their talk and writing and also with the sorts of resources that people draw on in the course of these practices". In addition to this is how the narratives and texts are interpreted and treated in order to meaningfully construct the knowledge.
It is through the discourse that we construct knowledge. Knowledge is not passively received but it is built up and developed to higher levels by engaging in challenging experiences, activities and discussions. Therefore the "constructivist theory" enabled me to understand that throughout the interaction with orphans, knowledge would be developed and learned through social engagement. Since the constructivism theory suggests that students are active learners and are able to set goals, recognize and solve their problems, this theory was going to help [md out the possibilities in these children in doing what it suggests.
"De-constructivism" that is, looking for gaps and silences, was obvious in some of the
children's responses where they were trying by all means to be strong. Some were saying that loss did not affect their studies whereas in normal circumstances a person, who is emotionally and psychologically disturbed, is likely to perform badly academically (Wong & Duffy, 2000; Gaudery & Spielberger, 1971; Milling, 2001). Positive parental involvement or an adult involvement results in positive educational outcomes and therefore parents act as motivational agencies to their children in whichever way they provide that motivation for instance, rewards or praise. De-constructivism helped to find out the real motivational factors in these children. Also through de-constructivism self perception, that is, knowing yourself was attained by some of the children where they tend to fake their emotions. The aim of using all these theories concurrently was to try to be genuine in understanding how the children felt and to be sure that they also genuinely express their emotions. Weber (1992: 55) supports this idea by referring to the self- It is through the discourse that we construct knowledge. Knowledge is not passively received but it is built up and developed to higher levels by engaging in challenging experiences, activities and discussions. Therefore the "constructivist theory" enabled me to understand that throughout the interaction with orphans, knowledge would be developed and learned through social engagement. Since the constructivism theory suggests that students are active learners and are able to set goals, recognize and solve their problems, this theory was going to help [md out the possibilities in these children in doing what it suggests.
"De-constructivism" that is, looking for gaps and silences, was obvious in some of the
children's responses where they were trying by all means to be strong. Some were saying that loss did not affect their studies whereas in normal circumstances a person, who is emotionally and psychologically disturbed, is likely to perform badly academically (Wong & Duffy, 2000; Gaudery & Spielberger, 1971; Milling, 2001). Positive parental involvement or an adult involvement results in positive educational outcomes and therefore parents act as motivational agencies to their children in whichever way they provide that motivation for instance, rewards or praise. De-constructivism helped to find out the real motivational factors in these children. Also through de-constructivism self perception, that is, knowing yourself was attained by some of the children where they tend to fake their emotions. The aim of using all these theories concurrently was to try to be genuine in understanding how the children felt and to be sure that they also genuinely express their emotions. Weber (1992: 55) supports this idea by referring to the self-
perception theory as "the theory that suggests that in making self-attributions we consult our present and remembered actions and try to perceive and explain".
perception theory as "the theory that suggests that in making self-attributions we consult our present and remembered actions and try to perceive and explain".