Dissertationen zum Thema „Guidance for children“
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Breckenridge, Danielle Leigh 1969. „Adlerian characteristics of adult only children“. Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291924.
Der volle Inhalt der QuelleGoodman, Teresa Marie 1954. „Resiliency in parentally bereaved children and adolescents“. Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278304.
Der volle Inhalt der QuelleChiu, Chiu Hing William. „Teachers' perceptions of collaboration between guidance and discipline : a case study /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347662x.
Der volle Inhalt der QuelleSt, Denis Marnie L. „An assessment of a positive perspective/highlight program on elementary school children“. Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/9805.
Der volle Inhalt der QuelleManj, Jindy. „Crime prevention for primary school aged children, towards a strategy for Nanaimo“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28442.pdf.
Der volle Inhalt der QuelleHerndon, Judith Kay 1939. „Adlerian life themes of women who experienced incest as children“. Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278428.
Der volle Inhalt der QuelleHover, Shana A. „Student perceptions regarding the importance of elementary guidance services and programs“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hovers.pdf.
Der volle Inhalt der QuellePrathyusha, Sanagavarapu. „Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving /“. View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030806.150523/index.html.
Der volle Inhalt der QuelleMcKeating, Rachel. „Video Interaction Guidance (VIG) : experiences of parents, Teaching Assistants, Educational Psychologists and children“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054492/.
Der volle Inhalt der QuelleAng, Joy S. „Occupational awareness of Singapore primary school children“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/847.
Der volle Inhalt der QuelleHorsman, Jacqueline. „USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES“. UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/57.
Der volle Inhalt der QuelleCarlisle, Katherine S. Witte James E. „An examination of a career and college awareness program and the effects on fifth grade students“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CARLISLE_KATHERINE_26.pdf.
Der volle Inhalt der QuelleLuk, Yuk Fun. „Effects of play on children's psychological adjustment from the perspectives of primary school children, class teachers and student guidance teachers“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/438.
Der volle Inhalt der QuelleSchumann, Brandy R. „Effects of Child-Centered Play Therapy and Curriculum-Based Small-Group Guidance on the Behaviors of Children Referred for Aggression in an Elementary School Setting“. Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4684/.
Der volle Inhalt der QuelleSanagavarapu, Prathyusha, of Western Sydney Nepean University und Faculty of Education. „Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving“. THESIS_FE_XXX_Sanagavarapu_P.xml, 1999. http://handle.uws.edu.au:8081/1959.7/551.
Der volle Inhalt der QuelleDoctor of Philosophy (PhD) (Education)
Moore, Sarah Alyce. „Impact of two-session model of child parent relationship training on parents of children diagnosed with adhd“. Thesis, The University of North Carolina at Charlotte, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685816.
Der volle Inhalt der QuelleThe purpose of this study was to assess the impact of a Two-session Child Parent Relationship Training on parental perception of children's problem behaviors; parental acceptance of child; parental stress; and parental attitudes, knowledge and skills about child-centered play therapy. All of the parents of children with Attention-Deficit Hyperactivity Disorder (ADHD) in grades one to five in a small southern county were eligible for the study. Sixty parents were randomly assigned to the experimental and control groups.
A two-way ANOVA with one between subjects and one within subjects effects was used to examine differences between the experimental and control groups on the VADPRS pre-test and post-test, and independent t-tests were used to compare the experimental and control groups for each of the dependent variables. The statistical analyses found no differences between the experimental and control groups with regard to parental perception of child problems, parental acceptance of child and parental attitudes about child-centered play therapy. There were differences with regard to parental stress and parental knowledge, such that parents in the experimental group reported lower levels of stress and more play therapy knowledge than the parents in the control group. These findings are promising in terms of both helping parents of children with ADHD and exploring alternative models of CPRT that could be more widely used.
Ng, Sau-man Catalina, und 吳秀敏. „Ethical decision-making in individual counseling among student guidance teachers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961897.
Der volle Inhalt der QuelleMcMahon, Mary. „Application of a systems theory framework to the career development of children and adolescents“. Thesis, Queensland University of Technology, 1994.
Den vollen Inhalt der Quelle findenChiu, Chiu Hing William, und 趙朝興. „Teachers' perceptions of collaboration between guidance anddiscipline: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962452.
Der volle Inhalt der QuelleElisens, Merrie M. „The Cognitive and Emotional Correlates of Neglect in School Age Children“. Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278331/.
Der volle Inhalt der QuelleKlingbeil, Marsha. „A comprehensive review and critique of the literature on the effects of divorce on primary level students and guidance strategies“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000klingbeilm.pdf.
Der volle Inhalt der QuelleTrinneer, Anne. „Teaching children about Internet safety: An evaluation of the effectiveness of an interactive computer game“. Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27303.
Der volle Inhalt der QuelleTwiggs, Jennifer. „A time-limited group intervention to promote social competance in children referred to a child guidance clinic“. Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17409.
Der volle Inhalt der QuellePoor peer relationships and low self-esteem are common attributes of children referred to a Child Guidance Clinic. Peer relationships and self-esteem exert a synergistic effect on one another, both acting as bidirectional sources of stress or support ('protective factors' or 'risk factors'). While positive peer relationships are important for healthy social, cognitive and psychological development, poor relationships in childhood predate adult adjustment problems. In particular, peer relationships and the social bonds that maintain self-esteem play a role in the development, symptomatology, course and outcome of childhood depression. Thus, intervening on the level of peer relationships and self-esteem may be an important aspect of a comprehensive treatment programme for children which considers the impact of the broader social environment on a child's psychological development. Literature suggests that cognitively-based 'social-skills training' or 'social-competence promotion' programmes can significantly improve sociometric status and self-esteem, and that groups are an appropriate modality for working with children. This study described and evaluated an 8 session group intervention which targeted interpersonal relationships through: (i) building self-esteem; (ii) teaching social skills; and (iii) developing interpersonal cognitive problem-solving skills. 2 girls and 5 boys aged 8-9 years with poor peer relationships participated in the intervention. Activities designed to teach circumscribed aspects of relevant social skills formed the basis of the programme, which was applied flexibly in order to meet the changing needs of the group. In order to evaluate outcome of the intervention, qualitative and quantitative data were collected from various sources and used to support clinical assessments. Individual benefits were assessed by evaluating the response of one child against the background of the group as a whole. The measures used to evaluate outcome were: (i) a 'Party List' - a sociometric technique for collecting data about friendship choices; (ii) the Piers-Harris Children's Self Concept Scale; (iii) standard semi-structured interviews with class teachers to obtain descriptions of social and academic adjustment and peer relationships; (iv) ratings of videotaped sequences of behaviour designed to assess changes in interactive behaviour; (v) a clinical assessment of group process (which provided a qualitative assessment of individual and group functioning, and an ongoing evaluation of group process). In general, statistical measures indicated mildly positive results of variable significance. Qualitative results suggested that the intervention effected variable improvements in self-concept and general adjustment of all the children, and improvement in the peer relationships of the target child. Teachers and parents expressed positive attitudes to the intervention, and clinically trained research assistants noted distinct positive changes in the behaviour of the target child. The accuracy and conclusiveness of these results was tempered by various problems which are discussed. It could not be concluded that changes noted were due to the intervention alone, or were more effective than any other intervention or than no intervention at all. Although results were modest, the improvements made by one child were judged to be clinically significant. This type of intervention offered some advantages in that it: (i) was relatively cost effective; (ii) lends itself to development for use in the community by non-psychologists; and (iii) minimizes some of the problems inherent in long-term individual therapy or pharmacotherapy with a child. It was proposed that this form of intervention might be particularly useful as part of multimodal intervention programme, and may have implications as a preventative intervention technique.
Wohlford, Christine A. „Identifying Risk Factors Associated with Early Childhood Caries in Children Under Three Years of Age“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274823503.
Der volle Inhalt der QuelleKramschuster, Jenny. „Self-concept and the influence of cross-age mentoring relationships and the implications for developmental guidance curriculum“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kramschusterj.pdf.
Der volle Inhalt der QuelleCollins, Luke C. „Exploring empowerment in conversation : delivering video interaction guidance to families of children who are deaf or hard of hearing“. Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13406/.
Der volle Inhalt der QuelleMcCaffrey, Jacqueline Michelle. „Patchwork families : a grounded theory of how video interaction guidance facilitates foster-carers' relationships with children in their care“. Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20444/.
Der volle Inhalt der QuelleWilson, Brittany. „Child Centered Play Therapy with Children Exhibiting Aggressive Behaviors“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849767/.
Der volle Inhalt der QuellePhillips, Joanna Grace. „The Effects of a Brief In-service Course on Teacher's Skill in Building Cooperation in Three to Five Year Old Children“. Thesis, University of Canterbury. Health Sciences, 2014. http://hdl.handle.net/10092/9585.
Der volle Inhalt der QuelleMoore, Kathy Wida. „Using large group guidance to teach social skills to sixth-grade students“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1085940319.
Der volle Inhalt der QuelleTitle from first page of PDF file. Document formatted into pages; contains xiv, 132 p. : ill. (some col.). Advisor: Paul Granello, College of Education. Includes bibliographical references (p. 125-132).
King, Suzanne. „Modeling the career maturity of hearing and hearing-impaired adolescents“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80294.
Der volle Inhalt der QuellePh. D.
Brennan, Mary. „Establishing clinical networks to deliver optimal care for children and young people with Juvenile Idiopathic Arthritis : guidance for medical professionals“. Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3457.
Der volle Inhalt der QuelleTucker, Sarah K. „The Impact of Child-Centered Play Therapy on Academic Achievement of Children in Poverty“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703300/.
Der volle Inhalt der QuelleVan, der Vyver Amanda. „Die effek van 'n beroepsvoorligtingsprogram op die loopbaanvolwassenheid van leerders van histories-benadeelde gemeenskappe in Suid-Afrika“. Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1259.
Der volle Inhalt der QuelleRoth, Sally Renee. „A comparison of graduated guidance and a system of least prompts when teaching children with autism in a discrete trial format“. Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2742.
Der volle Inhalt der QuelleEnroth, Petra. „Parental guidance in occupational therapy: Promoting the participation of children with autism spectrum disorder in everyday life activities - a scoping review“. Thesis, Jönköping University, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52061.
Der volle Inhalt der QuelleBrenana, Stacy Lyn, und Deborah Gayle McTee. „School-to-career curriculum“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
Der volle Inhalt der QuelleThompson, Margaret J. J. „The development of community service for young children in the New Forest : joint work by a child guidance clinic with health visitors“. Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394976.
Der volle Inhalt der QuelleMosley, Mattie Jacks. „The Relationships Among a Reading Guidance Program and the Reading Attitudes, Reading Achievement, and Reading Behavior of Fifth Grade Children in a North Louisiana School“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc278242/.
Der volle Inhalt der QuelleTaylor, LaKaavia. „Social-Emotional Competencies of African American Children: Impact of Child-Centered Play Therapy“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849602/.
Der volle Inhalt der QuelleSchmitt, Rachel Calkins Oxnard. „The effects of a self-monitoring and video self-modeling intervention to increase on-task behavior for children with attention-deficit/hyperactivity disorder“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378379.
Der volle Inhalt der QuelleSource: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3758. Adviser: Thomas J. Huberty.
Long, Hamp James. „A congregational model for improving positive self-esteem of Black children ages, ten through eighteen, in two Baptist churches“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/AAIDP14678.
Der volle Inhalt der QuellePaz, Michael. „The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062908/.
Der volle Inhalt der QuelleGarza, Yvonne. „Effects of Culturally Responsive Child-centered Play Therapy Compared to Curriculum-based Small Group Counseling with Elementary-age Hispanic Children Experiencing Externalizing and Internalizing Behavior Problems: a Preliminary Study“. Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4707/.
Der volle Inhalt der QuelleTrotter, Kay Sudekum. „The Efficacy of Equine Assisted Group Counseling with At-Risk Children and Adolescents“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5489/.
Der volle Inhalt der QuelleGromski, Danya. „Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG)“. Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3400.
Der volle Inhalt der QuelleWilliams, E. Marion, und n/a. „An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles“. University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.
Der volle Inhalt der QuelleTaylor, Amelia Fay. „A study of the effectiveness of self-video interventions on parent-child interaction and children's verbal communication skills and the experience of video interaction guidance for parents of children with communication difficulties“. Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2251.
Der volle Inhalt der QuelleMalin, Beckerdal, und Svensson Maria. „Maktförhållanden i barnlitteratur : En analys av maktförhållanden mellan vuxna och barn i fyra barnböcker“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49386.
Der volle Inhalt der QuelleHallqvist, Sofia, und Maria Nyström. „Vägen till väl underbyggda val - om studie- och yrkesvägledning som tar sin början i de tidiga skolåren“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78668.
Der volle Inhalt der QuelleThe main purpose of this study was to describe the importance of educational and vocational guidance activities for children, seven to twelve years old. Qualitative interviews were conducted with six guidance counselors engaged in this type of activities or counselors that provides support to educators working with these matters. The result showed that the respondents believe that the work must be started early preferably already the first year in primary school to achieve the objectives of the national steering documents. The conditions interviewees felt necessary for the early guidance to be conducted are both individual and structural, such as economical factors. Conclusion drawn was that educational and vocational guidance activities that start in primary school and follows students' cognitive development can help the students increase their ability to make informed choices in the future.