ACTIVITY 1 1.1 Give the type of conflict experienced by Boitumelo according to the extacl? Motivale your answer. \( (1+2)(3) \) 1.2Describe FOUR positive effects of conflict Boitumelo had experienced personally. (4×1) (4) 1.3 Analyse THREE possible ways in which Boitumelo could use effective communication to navigate successfully through her change in circumstances. \( (3 \times 3)(9) \) 1.4 Evaluate ONE strategies Boitumelo could apply to manage the conflict she experienced ( \( 1 \times 4 \) ) (4) [20] ACTIVITY 2 2.1 Identify if Boitumelo is experiencing eustress or distress? Motivato your answer. (1+2) (3) 2.2 Discuss THREE emotionally challenging ways in which the fransition between school and post-school destination could be experienced by young schoolleavers. \( (3 \times 2)(6) \) 2.3 Asses Boitumelo' ability to cope with the type of stress you mentioned above. \( (1+2)(3) \) 2.4 Critically discuss TWO adaptation strategies Grade 12 learners can apply to cope with change experienced during life after schoo:. \( (2 \times 4)(8) \) [20]

### ACTIVITY 1 #### 1.1 Type of Conflict Experienced by Boitumelo Boitumelo experiences an **intrapersonal conflict** (conflict within oneself). This type of conflict occurs when an individual faces competing internal demands, values, or emotions. In her case, she is torn between her personal expectations and the external demands of her new circumstances. For example, if she is struggling with decisions about her future path, the conflict arises from comparing her own desires against what is expected by family or society. This internal struggle is characteristic of intrapersonal conflict. \[ \text{Internal struggle} \quad \rightarrow \quad \text{Intrapersonal conflict} \] #### 1.2 Four Positive Effects of Conflict Experienced by Boitumelo 1. **Enhanced Self-Awareness:** Conflict forces her to reflect on her values, strengths, and weaknesses, leading to a clearer understanding of her identity. 2. **Development of Problem-Solving Skills:** By facing challenges, she learns to analyze problems critically and to devise effective solutions. 3. **Improved Resilience:** Working through the conflict helps her develop coping strategies and the ability to bounce back from setbacks. 4. **Growth in Emotional Intelligence:** The experience encourages her to better recognize and manage her emotions, thereby improving her interpersonal interactions. \[ (4 \times 1) \quad \rightarrow \quad 4 \text{ positive outcomes} \] #### 1.3 Three Ways Boitumelo Could Use Effective Communication 1. **Active Listening:** By giving her full attention when others speak, she can better understand alternative perspectives, which could provide clarity and reduce misunderstandings. 2. **Assertive Expression of Needs and Feelings:** Articulating her thoughts and emotions clearly and respectfully can help her negotiate changes and express concerns without aggression. 3. **Feedback Seeking:** Asking for constructive feedback from trusted peers or mentors enables her to adjust her approach and build confidence in her decisions. \[ (3 \times 3) \quad \rightarrow \quad 9 \text{ points of analysis} \] #### 1.4 One Strategy to Manage the Conflict One effective strategy Boitumelo could apply is to **engage in structured reflection and planning**. She could use techniques like journaling or mind mapping to break down the conflict into manageable parts, identify triggers, and plan steps to address them. This strategy creates a concrete plan that helps reduce uncertainty and supports long-term personal and professional growth. \[ (1 \times 4) \quad \rightarrow \quad 4 \text{ points evaluation} \] --- ### ACTIVITY 2 #### 2.1 Eustress or Distress? Boitumelo is likely experiencing **distress**. Distress is the negative form of stress that can cause anxiety, lowered performance, and overwhelm. Given her internal conflict and the significant life change, the stress does not motivate her positively (as eustress would) but rather creates challenges in decision-making and emotional wellbeing. \[ (1+2) \quad \rightarrow \quad 3 \text{ points justification} \] #### 2.2 Three Emotionally Challenging Ways for School-Leavers in Transition 1. **Uncertainty About the Future:** Leaving the familiar school environment creates anxiety about what comes next, including career choices and personal independence. 2. **Loss of Established Social Networks:** The transition may involve separation from close friends and teachers, leading to feelings of isolation or loneliness. 3. **Increased Responsibility and Pressure:** Young school-leavers might feel overwhelmed by new expectations such as managing finances, making independent decisions, and adjusting to adult roles. \[ (3 \times 2) \quad \rightarrow \quad 6 \text{ points discussion} \] #### 2.3 Assessment of Boitumelo's Ability to Cope Boitumelo’s ability to cope with distress appears to be moderate. Although she faces significant internal conflict, her willingness to reflect on her feelings and seek effective communication strategies indicates resilience. However, the emotional challenges she encounters suggest that additional support and adaptive strategies might be necessary to fully manage her distress over time. \[ (1+2) \quad \rightarrow \quad 3 \text{ points assessment} \] #### 2.4 Two Adaptation Strategies for Grade 12 Learners 1. **Developing a Growth Mindset:** Learners can benefit from embracing challenges as opportunities to learn rather than as insurmountable obstacles. This mindset helps them view change as a natural part of growth, thereby reducing the negative impact of stress. 2. **Building a Robust Support Network:** Establishing connections with family, peers, mentors, or counselors offers emotional and practical support. A strong network provides encouragement, advice, and reassurance during the transitional period from school to post-school life. \[ (2 \times 4) \quad \rightarrow \quad 8 \text{ points discussion} \]