Tesi sul tema "Guidance for children"
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1
Breckenridge, Danielle Leigh 1969. "Adlerian characteristics of adult only children". Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291924.
Testo completoAbstract (sommario):
This study used a questionnaire designed to identify Adlerian characteristics of adult only children. It was hypothesized that not all of the characteristics mentioned in Adlerian theory will be found in each of the only children and certain characteristics will not be evident in any of the only children used in this study. Four adult only children volunteered to participate in this study. The study found that all 15 Adlerian characteristics that were measured for were identified in this sample. Only one characteristic was reported by 100% of the participants-reliability. This study also attempted to clarify whether or not only children grew up with friends significantly older than themselves, have high educational levels, and have high aspirations pertaining to occupations. And whether or not female only children tend to marry people significantly older than themselves, have children at a later age, and have small families.
2
Goodman, Teresa Marie 1954. "Resiliency in parentally bereaved children and adolescents". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278304.
Testo completoAbstract (sommario):
The primary purpose of this study was to identify resiliency factors evident in parentally bereaved children and adolescents identified as "holis-tically well." The population for this study consisted of 7 parentally bereaved children and adolescents between the ages of 5 and 18 who were referred by the Children to Children support program for grieving youth. The instruments used in this study were specifically developed to assess holistic wellness and evidence of resiliency factors. The most prevalent resiliency factors evident in parentally bereaved children and adolescents identified as holistically well were: Constitutional Resiliency Factors of: social competence, positive personality characteristics, sense of purpose and hope, problem-solving skills, and autonomy. Resiliency Factors within the Home Environment of: caring and support, high parental expectations, and encouragement of participation in family. Resiliency Factors within the School Environment of: high academic expectations and caring and support.
3
Chiu, 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.
Testo completo
4
St, 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.
Testo completoAbstract (sommario):
The purpose of this study was to assess the effectiveness of a 10 week positive perspective/highlight program developed specifically for elementary school children. Two intact classes of grade four children took part in the study, one experimental and one control. The experimental group participated in various games and activities designed to promote positive perspectives and help the children look for positive highlights in their daily lives. Significant positive effects were found in the experimental group with respect to increased frequencies of highlights, and positive feelings about self following the intervention program. Ten categories emerged from a qualitative analysis of over 2,000 highlights that children recorded in their logbooks: human contact, play/activity, contact with nature, tasting pleasures, accomplishments, discovery, entertainment, receiving/giving, positive anticipation, and relaxation.
5
Manj, 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.
Testo completo
6
Herndon, 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.
Testo completoAbstract (sommario):
This qualitative study attempted to identify similar life themes among 10 women who reported experiencing incest as children, whose ages ranged from 26-66 years. Adlerian Lifestyle Questionnaires were administered during individual interviews and judged by three expert Adlerian judges for common life themes. Similarities of life themes were found among the subjects' family atmospheres, birth order positions, relationship of perpetrator to study subjects, subjects' goals and expectations, subjects' apperceptions regarding themselves, others, men, women, the world, and life. A composite Lifestyle Summary of study subjects revealed women who wanted to be loved (40%), expected to be hurt (60%), and mistreated (50%); perceived themselves as inferior and sensitive (40%); men as untrustworthy (60%); the world as a place where they were unprotected (50%); and life as dangerous (70%) and confusing (60%).
7
Hover, 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.
Testo completo
8
Prathyusha, 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.
Testo completo
9
McKeating, 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/.
Testo completoAbstract (sommario):
The present study examined the experiences of parents, Teaching Assistants (TAs), children and Educational Psychologists (EPs) who took part in or delivered Video Interaction Guidance (VIG). VIG is a relational intervention that uses video feedback to enhance the communication between two people. VIG is typically used by EPs to enhance the communication between a child and parent/TA. Previous literature has focused on the experiences of parents or EPs. This study uniquely included the experiences of children. This small scale qualitative study applied thematic analysis (Braun & Clarke, 2006) to explore the experiences of its participants. It used multiple case studies (N=6) which consisted of child, parent/TA and EP triads. Key findings of the study were that all participants reported having a positive affective experience of VIG. Links have been made between VIG and Containment theory (Bion, 1961) and crucially, children’s views were included in VIG to varying degrees; ranging from not included, included when judged as age appropriate and always included. The implications of this study are important for understanding how current legislation (SEND Code of Practice, 2015, United Nations, 2017) on including the views of children in all matters which affect them, is being interpreted and implemented. Implications for EPs are discussed on how to ensure children’s views are included in interventions concerning them.
10
Ang, 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.
Testo completoAbstract (sommario):
The introduction of career guidance programmes in Singapore schools had tended to predominantly focus on secondary pupils. The lack of proactive career guidance programmes for the primary school had been due to the misguided belief that children in the primary school still have an extremely long way to go before they enter the workforce, and that their career development had not yet begun. Studies have shown that children have a natural tendency to form firm impressions of occupations early in life. This has resulted in their adopting certain occupations and discarding others before they have fully explored and understood the variety of occupations available. The need for young primary school children - as future entrants to the workforce -- to keep their occupational options open is paramount given the ever-changing landscape of the future work world.
11
Horsman, Jacqueline. "USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES". UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/57.
Testo completoAbstract (sommario):
The purpose of this study was to test the effects of graduated guidance procedure on teaching imitation of manual signs to students with moderate to severe disabilities. Sessions began with student initiation and were embedded across already established reinforcement routines across the student’s day. A multiple baseline across participants design was used to evaluate these effects.
12
Carlisle, 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.
Testo completo
13
Luk, 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.
Testo completo
14
Schumann, 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/.
Testo completoAbstract (sommario):
The purpose of this study was to determine the effectiveness of child-centered play therapy and curriculum-based small-group guidance on the behaviors of aggressive children in an elementary school as determined by (a) the reduction of aggressive behaviors, (b) the decrease in internalizing problems, and (c) the decrease in externalizing problems of aggressive children. Two types of behavioral instruments, the Behavioral Assessment System for Children-Teacher Rating Scale/Parent Rating Scale and the Child Behavior Checklist-Caregiver/Teacher Report Form, were used to provide multiple measures of the same construct in this matched pretest-posttest comparison group experimental designed study. Qualitative data was also collected. The population studied was comprised of 37 volunteer children identified as aggressive in kindergarten through fourth grade, ages 5-12, who qualified for counseling services at a Title I public elementary school in North Texas . Children who were referred by teachers and parents, and met the required criteria, were matched in pairs on grade level and randomly assigned to one of the two real-world setting interventions; play therapy treatment group (n=20), which received 12-15 individual child-centered play therapy sessions, or the curriculum-based small-group guidance group (n=17), consisting of 12-19 lessons. Major strengths of the study included utilizing students referred for counseling due to behavioral difficulties (students demonstrating at-risk and clinically significant aggressive behaviors) and servicing them at school, a real-world setting. Another strength was the use of 30-minute play therapy and guidance sessions, which conform to typical school practice. Twelve hypotheses were tested using two-factor mixed repeated measures and eta squared. The data of this study tentatively support the effectiveness of both modalities in decreasing the aggressive behaviors, internalizing problems, and externalizing problems of aggressive children. The data seems to indicate that school-based child-centered play therapy is as effective at improving the behaviors of aggressive children as a nationally recognized guidance curriculum program. Qualitative data from the parents and teachers of the children demonstrated clinical significance, suggesting that school-based child-centered play therapy is more noticeably effective in reducing the aggressive behaviors of children. A control group is needed to determine conclusive results and discern possible effects of maturation.
15
Sanagavarapu, Prathyusha, of Western Sydney Nepean University e 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.
Testo completoAbstract (sommario):
This thesis explores cultural specificity and universality in maternal metacognitive guidance of preschoolers’ puzzle-solving. Anglo-Australian and immigrant Indian mothers’ interactions with their 4-year-old children on a puzzle-solving task were videotaped, and the mothers were interviewed about their views on child development, adult guidance and interpretations of puzzle-solving. The nature of the metcognitive guidance was analysed with respect to task initiation, task regulation, metcognitive guidance, strategic assistance, speech styles, and forms of sustaining the child’s mindfulness. The results generally supported the notions of cultural universality and specificity in maternal metcognitive guidance. While similarities were noted in mothers’ collaboration, supportive intent and verbal strategic guidance, differences were revealed in task initiation, linguistic mediation, non-verbal strategic guidance and metacognitive modeling. The findings on metcognitive guidance as a function of gender of the child indicated similarities, suggesting that differential guidance of male and female children’s metacognitive learning may be less pronounced in the preschool years compared with later childhood years. Indian mothers guided and supported their male children’s metcognitive/strategic learning more frequently than did Australian mothers. The findings are discussed in the light of notions of socio-cultural and activity theories.Doctor of Philosophy (PhD) (Education)
16
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.
Testo completoAbstract (sommario):
The 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.
17
Ng, Sau-man Catalina, e 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.
Testo completo
18
McMahon, Mary. "Application of a systems theory framework to the career development of children and adolescents". Thesis, Queensland University of Technology, 1994.
Cerca il testo completoAbstract (sommario):
This thesis examines career development, the influences on and processes of experienced by children and adolescents in the school age groups, preschool, infant, primary, secondary and post-compulsory. Underpinning this study and guiding the data analysis is a systems theory framework of career development developed by the researcher.
The study will also examine the effectiveness of the systems theory framework in illustrating and accounting for the career development of the subjects. The data was gathered through focus group interviews and a questionnaire or picture card activity. All subjects participated in a focus group interview, while the subjects from the primary, secondary and post-compulsory school age groups completed the questionnaire, and the infant school and preschool age groups completed the picture card activity. The data was analysed to determine the subjects' understanding and experience of career development, the influences affecting their career development, and the applicability of the systems theory framework to their career development.
The findings established that career development is
experienced and understood by subjects of all school age
groups, and that a complex array of influences affect
their career development. Differences between school age
groups and gender were highlighted. Further, the findings
established that the systems theory framework is an
appropriate method of illustrating and accounting for the
career development of children and adolescents.
As a result of this study, it is recommended that career
education be included in the school curriculum from
preschool to the post-compulsory school years, that age
and gender appropriate materials and approaches be
developed, and that parents and members of the broader
school community be included in career education
programs. Further, it is recommended that the systems
theory framework be used as a method of teaching about
career development. In conclusion, the study has
successfully addressed the research question by clearly
establishing the influences on and processes of career
development experienced by the children and adolescents
in the study, and the relevance of the systems theory
framework to their career development.
19
Chiu, Chiu Hing William, e 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.
Testo completo
20
Elisens, 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/.
Testo completoAbstract (sommario):
The purpose of this study was to examine the cognitive and emotional functioning of neglected, physically abused, and clinical control children between six and thirteen years of age who were referred for testing at the Dallas Child Guidance Clinic.
21
Klingbeil, 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.
Testo completo
22
Trinneer, 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.
Testo completoAbstract (sommario):
The effectiveness of an interactive computer game designed to alert children to dangers on the Internet and to encourage them to develop their own guidelines for Internet safety is assessed. Pre- and post-test data were collected from a treatment (n = 181) and comparison group (n = 157) of Grade 6 and 7 students from 8 elementary schools in and around a large Western Canadian city. Reported frequencies of risky online behaviours, Internet safety-related attitudes, and number of Internet safety guidelines were measured in a questionnaire format. Initial frequencies of risky online behaviours and attitudes were quite low, making it difficult to demonstrate change due to playing the computer game. Subjects who had played the game, however, wrote more Internet safety guidelines than did those who had not. These positive results for the safety guidelines provide promising initial evidence that this computer game can be used effectively as part of an Internet safety program in schools. Methodological limitations are discussed to provide direction for future research in this area.
23
Twiggs, 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.
Testo completoAbstract (sommario):
Bibliography: pages 45-49.Poor 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.
24
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.
Testo completo
25
Kramschuster, 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.
Testo completo
26
Collins, 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/.
Testo completoAbstract (sommario):
Introduction: This work explored the concept of ‘empowerment’ in health care. A concept map of ‘empowerment’ was generated based on theories of linguistic analysis to locate aspects of empowerment in conversational data. The process of empowerment was understood within the theory of transformative learning as ‘perspective change’. A ten phase model of the transformative learning process was used to provide evidence of perspective transformation. The empowerment process was explored through the delivery of the intervention Video Interaction Guidance to 16 hearing families of pre-lingual deaf children. Methods: The parents of the deaf children and the intervention guide engaged in conversations reviewing video clips of the parent and child in interaction. These conversations were processed through a corpus analysis software programme to discern key extracts of the participants’ conversational data. These extracts were to subject to discourse analysis to find evidence of transformative learning. Analysis: Transformative learning was observed in 10 families. Transcript extracts representing the model of transformative learning were variable. Principles of conversation analysis were applied to explore the learning process in interaction. Participant speech was tagged to assess their level of engagement. Outcomes: The corpus analysis-driven tagging process offers an original approach to representing the key content of large sets of interview data but in this work, was limited in showing how the interaction created opportunities for learning. Transformative learning processes were variable and the ten phase model could not be characterised in terms of discourse features alone. The intervention encouraged critical reflection but warrants directed focus to achieve learning. The participants were effective in acting as co-collaborators in the intervention process. Discussion and concluding remarks: Models of empowerment must focus on the process, of the ways in which the guide and the participant create learning opportunities and evidence of this must be multimodal. Patient-centred interventions should be supported by an open, communicative relationship with the health service provider.
27
McCaffrey, 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/.
Testo completoAbstract (sommario):
Video Interaction Guidance (VIG) has been used with a range of different client groups to support positive interactions (Kennedy, Landor and Todd, 2011). There has been little research into how this intervention might work with foster-carers of primary school-aged children who are in Local Authority care. Using Grounded Theory Methodology (Corbin and Strauss, 2008), interview data from 7 foster-carers of primary-school aged children who had taken part in a video-feedback intervention, VIG, was analysed. Data was collected prior to and subsequent to the intervention. The theory that developed from this analysis, The Patchwork Explanatory Model, elucidated the complexity of the lives of the foster-carers through identification of relational factors that affected effective interactions between them and the children in their care. These include; the child’s attributes, foster-carer’s beliefs, child behaviour, the child and carer’s histories, foster-carer’s capacity to reflect, other people and the foster-carer’s affective state. Processes that are inherent to the delivery of VIG that are found to be important are that it is a strength-based intervention where time is given for foster-carers to micro-analyse moments of attuned interaction. The underlying mechanisms are that of conscious awareness of the foster-carer’s skills and mentalisation. Foster-carers felt validated by the intervention; their perceptions of the behaviour of the children in their care was normalised either because it had changed or was seen differently; and they reported changes in their own behaviour. An unexpected finding was that foster-carer’s perceptions of trauma appeared reduced. The theoretical explanatory model created also explains different responses to the same intervention with a further underlying mechanism of self-protection. Self-protection is actively carried out by foster-carers to reduce the current and future risk of trauma or feeling overwhelmed. It can affect the beliefs held by the foster-carer and interactions of the foster-carer and these can influence the foster-carer’s ability to mentalise so that they can be less effective in their reflections of their own and the child’s actions with a consequent impact on the perceived quality of the relationship.
28
Wilson, Brittany. "Child Centered Play Therapy with Children Exhibiting Aggressive Behaviors". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849767/.
Testo completoAbstract (sommario):
Aggressive behaviors in childhood currently serve as the leading cause of counselor referrals within the United States. Children exhibiting maladaptive aggressive symptomology are at an increased risk for highly externalized and problematic behaviors across the lifespan. Emotional self-regulation and empathy are two constructs currently believed to be closely related to aggression, but a lack of research exploring these variables currently exists in the counseling literature. In this study I examined the effect of child-centered play therapy (CCPT), is a manualized, developmentally responsive, and nondirective intervention, on these variables. Participants were 71 students from four Title 1 elementary schools in the southwest U.S. referred by teachers for aggressive behavior (12 females, 59 males; age range 5-10 years with mean age 6.28. The sample consisted of 52.1% (n = 37) children identified as African American, 21.1% (n = 15) as Latina/Latino, 19.7% (n = 14) as Caucasian, and 7% as multiracial (n = 5). Participants were randomly assigned to 8 weeks of a twice-weekly CCPT experimental group (n = 36) or a waitlist control group (n = 35). Results of descriptive discriminant analyses (DDA) of the Social Emotional Assets and Resilience Scale and the Children’s Aggression Scale scores revealed that parents perceived children’s group membership in CCPT as significant and reasonably predictive of improvement in children’s aggression, self-regulation, and empathy. However, teachers did not perceive a statistically significant difference between the two groups with respect to these variables. These results suggest the relevancy of CCPT for parents in providing children with a developmentally responsive intervention to reduce aggressive behaviors and support their healthy development.
29
Phillips, 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.
Testo completoAbstract (sommario):
Research has demonstrated that young children with problem behaviours are at risk of developing anti-social attitudes and behaviours that will follow them throughout their schooling and into their adult years. Effective intervention can alter this developmental trajectory. This needs to include the involvement of early childhood teachers because even
early childhood teachers report that children’s inappropriate behaviours are one of the major challenges they face in the classroom. However, many early childhood teachers are unaware of the evidence-based practices that have the potential to decrease problem behaviour. The aim of this study was to uncover the current behaviour management strategies used by teachers at a preschool and to examine the effects of training early childhood teachers in the effective use positive teaching strategies to increase appropriate behaviour and decrease inappropriate behaviour in three and a half to five year old children. A variety of methodologies were employed in this study including direct observations, use of the Canterbury Social Development Scale and reflective teacher questionnaires. The study found that teachers’ initial understandings of simple strategies such as contingent praise and attention were limited and that they would benefit from an in-service training programme. After implementing the training it was found that all teachers increased their ordinary and
descriptive praise statements and they increased in their contingent responses following requests. These changes were maintained above Baseline levels for all teachers. The number
of discouragements remained consistent across all phases. An increase in teacher praise was accompanied by an increase in appropriate child behaviour and a decrease in inappropriate
child behaviour. Though this study was successful in changing both teacher and child behaviour it also raised a number of important implications, including issues of the maintenance of behaviour change and the importance of feedback and the use of one-on-one coaching when conducting professional development in behaviour management at the
preschool level.
30
Moore, 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.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Ohio State University, 2004.Title 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).
31
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.
Testo completoAbstract (sommario):
The purpose of this study was to determine whether the career development process was the same for hearing-impaired and normally-hearing adolescents. Subjects included 71 deaf and 318 nonhandicapped adolescents and their parents. A literature-based causal model of career maturity (Model 1) was developed that was designed to explain career maturity in terms of background variables, family characteristics, and individual characteristics. The inclusion of these variables was based on family systems theory, social learning theory, and the empirical literature on the career maturity of nonhandicapped adolescents.
The regression of career maturity on the eight predictor variables in Model 1 explained about 20% of the variance in career maturity for the hearing group, and 28% for the deaf. Family cohesion was the strongest predictor of career maturity for both groups.
Despite several similar patterns of influence among the variables, a number of relationships among the variables differed for the two groups. Furthermore, differences were noted between the groups in terms of the total effects for some of the eight predictor variables such as age and achievement.
A second model was developed to describe the career development of the deaf. Model 2 included all of the variables in Model 1 as well as five additional variables specific to the experiences of the deaf. Model 2 explained 31% of the variance in the career maturity of the deaf subjects. The increase in variance explained was not great enough to be considered significant. The degree of the subject's hearing loss and the degree of mother-child communication were influential in describing the career development process for the deaf in Model 2.
The results suggest that there are similarities and differences in the development of career maturity for deaf and hearing adolescents. The process is more reliant upon background characteristics, such as age, for the hearing. For the deaf, family variables intervene to influence career maturity to a greater extent than for the hearing. For both groups, higher family cohesion scores were associated with greater career maturity. The inclusion of deaf-specific variables contributed to the explanatory power of the basic model, although not to a significant degree.Ph. D.
32
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.
Testo completoAbstract (sommario):
Background: Clinical networks are evolving across the United Kingdom (UK), as a means to address inequities in access to specialist care for children and young people with Juvenile Idiopathic Arthritis (JIA). There is recognition that establishing clinical networks, and educating and training health professionals has been challenging. This study therefore explored the experiences of those involved to understand this area further. The aim of this study was to produce an educational framework to guide medical professionals in this process. Methods: Focus groups and one-to-one interviews were used to explore experiences of health professionals, young people with JIA and their families. Participants were recruited from paediatric and adolescent rheumatology specialist centres, clinical networks and charities across the UK. Data was analysed using coding, memoing and mapping techniques to identify issues and features relating to the support required. The findings provided the content for an educational framework. Results: Seventy-two participants took part in 9 focus groups and 12 one-to-one interviews. Five tertiary centres and their networks were studied, 4 in England and 1 in Scotland. Networks were constantly evolving and no one network or ‘link’ within a network was the same. Different network structures gave rise to different roles and responsibilities, educational needs and training opportunities. Crucially professional and organisational boundaries have impeded the effective implementation of organisational change. Conclusions: This thesis has documented key issues and mapped out the support required for medical professionals establishing and maintaining clinical networks to deliver optimal care for children and young people with JIA. The support required is complex and context specific. There are many questions still to be answered. However, I hope my observations, theories and educational framework development provides the basis for future research and begins to facilitate change to improve care for children and young people with JIA.
33
Tucker, 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/.
Testo completoAbstract (sommario):
Childhood poverty is a prevalent concern in the United States and is associated with poor psychological and academic outcomes. Psychosocial stressors associated with life in poverty may interrupt the development of a positive self-concept, ultimately hampering the academic achievement of children in poverty. As the therapeutic objectives of child-centered play therapy (CCPT) support the development of an increasingly positive self-concept, I explored the impact of CCPT on the academic achievement of children in poverty. Participants were composed of 55 students between the ages of 4-7 years old from seven Title 1 elementary schools in the southern United States. Of the 55 study participants, 12 (22%) were female and 43 (78%) were male. Regarding participant ethnicity, 7 (13%) were African American, 1 (2%) was Asian American, 5 (9%) were multi-racial, 35 (64%) were Latino, 6 (11%) were Caucasian, and 1 (2%) did not report ethnicity. Participants were randomly assigned to either a 16 session CCPT treatment group (n = 25) or a waitlist control group (n = 30). A mixed between-within ANOVA was conducted to evaluate improvement in academic achievement scores between treatment and control groups across time. Results indicated a statistically significant interaction effect on the Early Achievement Composite Score of the Young Children's Achievement Test (p = .042). The standardized difference between groups was Cohen's d = .53 indicating a medium effect size. Overall, findings from this study support CCPT as an effective intervention to promote improvements in the academic achievement of children in poverty.
34
Van, 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.
Testo completo
35
Roth, 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.
Testo completoAbstract (sommario):
This study compared two prompting procedures that are used to teach children with autism in discrete trial: graduated guidance and system of least prompts. A modified alternating treatment design (ABCBC) was used to compare four children's acquisition of object labels taught by a system of least prompts and taught by graduated guidance. Two children were taught with the system of least prompts procedure first and the graduated guidance training procedure second. The other two children were taught with the graduated guidance procedure first, and the system of least prompts training procedure second. Each treatment phase involved three consecutive daily training sessions with 100 training trials each session. Probes were done each session on object labels taught by the current method up to that point All four children performed better when taught by a system of least prompts rather than when taught by graduated guidance. More object labels were acquired and maintained in the system of least prompts condition. These results indicate that the system of least prompts may be superior to graduated guidance when used in a discrete trial format.
36
Enroth, 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.
Testo completoAbstract (sommario):
Abstract Aim This study aimed to determine what is known from the existing literature about parental guidance during occupational therapy to promote the participation of children with autism spectrum disorder (ASD) in everyday activities. Method The scoping review methodology was used to gather existing information on the topic. The following databases were used for searches: The Allied and Complementary Medicine Database (AMED), Cumulative Index to Nursing and Allied Health Literature (CINAHL), and MEDLINE. Results Ten studies were included in this study, as they met the inclusion and exclusion criteria. The results of the selected studies were thematically organised. Three key elements emerged from the results that promoted the participation of children with ASD in everyday life activities: increased knowledge and awareness of parents; new practices and changes in everyday life; supporting and strengthening parenting. Conclusion The findings of this study suggest that parents have a central role to play in promoting child participation. Parental guidance is an ideal way to promote the participation of ASD children in everyday activities, as parents are involved in children’s daily lives and influence children’s natural environments. The results of this study can be utilized in occupational therapy practice for the implementation of interventions. Keywords: ASD, children with ASD, daily activities, involvement, occupational therapy, parental guidance
37
Brenana, Stacy Lyn, e Deborah Gayle McTee. "School-to-career curriculum". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
Testo completoAbstract (sommario):
The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
38
Thompson, 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.
Testo completo
39
Mosley, 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/.
Testo completoAbstract (sommario):
The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.
40
Taylor, 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/.
Testo completoAbstract (sommario):
African American children experience risks due to heightened socio-environmental problems and responding to negative racial messages in their environments. Child Centered Play Therapy (CCPT) is one viable intervention for the development of social emotional competence among African American children to help mediate adverse conditions. I sought to explore the effects of CCPT on the social emotional competencies of African American children utilizing Social Emotional Assets and Resilience Scale-Parent & Teacher (SEARS-P; SEARS-T) reports. Thirty-seven African American participants with a mean age of 6.68 years were recruited from four suburban elementary schools in the southwest U.S. Twenty participants were randomly assigned to the intervention group receiving a mean of 13.3 CCPT sessions over 8 weeks, and 17 participants were assigned to the waitlist control group. Factorial ANOVA results indicated that parents reported statistically and practically significant improvement for children who participated in CCPT in overall social-emotional competencies. Follow-up analysis revealed statistical and practical improvement in children’s empathy, as well as practical improvement in self-regulation/responsibility and social competence. Teacher-reported results indicated practical but non-statistically significant improvement in overall social-emotional competencies for children who participated in CCPT, including statistical and practical improvement in children’s responsibility, as well as practical improvement in self-regulation, social competence, and empathy. Thus, CCPT showed promise as a culturally responsive treatment intervention to improve African American children’s social-emotional competencies
41
Schmitt, 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.
Testo completoAbstract (sommario):
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2009.Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3758. Adviser: Thomas J. Huberty.
42
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.
Testo completoAbstract (sommario):
This work seeks to construct and implement in two Baptist churches a viable congregational model for doing youth ministry, which can be used to improve positive self-esteem in Black children, ages ten thru eighteen.
Positive self-esteem is examined in the congregational settings by posing and answering six (6) questions: What is Self-Esteem? Who is God? Who am I? Who are you? Who are we in Christ? and What ought we do? These six (6) questions form the essence of positive self-esteem.
The model uses family relationships between adult presenters and the intended youth, adult presentations on Christian identity and action in the congregation, field trips, Black history materials in the homes, and visual aids as the vehicles to accomplish the improvement in the positive self-esteem of the youth.
The model responds to the threat to positive self-esteem of many of the youth as evidenced by racism and discrimination in American society, the presence of several indicators of negative or low self-esteem, problems in the very institutions that influence positive self-esteem, and adult perceptions of the social environment. It is based on the premise that the church must provide the family with the tools to help our children survive in this society. This will be accomplished by preparing our youth to affirm positive actions that build and affirm positive self-esteem and to reject the negative actions that counter it. This project seeks to use the extended family system and the conjugal family system of the children in their quest for positive self-esteem because of its potential as a positive influence.
Finally, this work seeks to place the responsibility of the children in the hands of the entire church family, which is called to actively work to nurture them in this crucial and critical time in their lives.
43
Paz, 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/.
Testo completoAbstract (sommario):
There is a paucity of research regarding language use among bilingual clients, particularly with Latino children. In order to provide culturally sensitive counseling for bilingual, Spanish-speaking, Latino children it is important to understand their experience of language use. The purpose of this study was to investigate how second generation, bilingual, Mexican American, 5th grade students experience language use in the two languages with which they communicate. I employed a phenomenological method to data collection and analysis and conducted semi-structured individual and group interviews with three boys and five girls (N = 8). Analysis of the individual and group interviews yielded four main structures: (a) dominant language determined perception of developing dual selves, (b) speaking two languages useful in language brokering and upward mobility, (c) dominant language determined experience of language use, and (d) language use and aspects of the complementarity principle. Findings from this study suggest that bilingual Latino children experience language brokering for their parents as difficult, speaking two languages as useful regarding upward mobility, and that their dominant language influences various aspects of their daily experiences such as with whom and where they use each language. Limitations to this research include insufficient time building rapport with participants and challenges related to unexplored dimensions of bilingualism in the counseling research literature. An overarching implication for future research, clinical practice, and counselor education is that bilingualism, language use, and the depth of experience of Latino children are largely understudied topics.
44
Garza, 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/.
Testo completoAbstract (sommario):
This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.
45
Trotter, 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/.
Testo completoAbstract (sommario):
The purpose of this study was to determine the efficacy of equine assisted group counseling as compared to in-school curriculum group guidance/counseling. Research examined externalizing, internalizing, maladaptive, and adaptive behaviors of elementary and middle school students who were considered at-risk of academic or social failure. Two types of behavior instruments, the Behavioral Assessment System for Children (BASC)-Self-Rating, Parent-Rating, and Teacher-Rating Scales; and the Animal Assisted Therapy-Psychosocial Session Form (AAT-PSF), were used in a pretest-posttest comparison group quasi experimental design. Results of the paired sample t-test analysis of the BASC Self-Report indicated that the equine assisted counseling group showed statistically significant improvement in five behavior areas, and the in-school curriculum group guidance/counseling group showed statistically significant improvement in four areas, with only one behavior area the same as the equine assisted counseling group. Results of the paired sample t-test analysis of the BASC Parent-Report indicated that the equine assisted counseling group showed statistically significant improvement in twelve behavior areas, whereas the in-school curriculum group guidance/counseling showed statistically significant improvement in only one behavior area. Results of the paired sample t-test analysis of the BASC Teacher-Report indicated that the equine assisted counseling group showed no statistically significant improvement; however the in-school curriculum group guidance/counseling group showed statistically significant improvement in one area. An ANCOVA comparison of equine assisted counseling group verses in-school curriculum guidance/counseling group using the BASC Self, Parent, and Teacher-Reports indicated that the equine assisted counseling group showed statistically significant improvement in seven behavior areas that the in-school curriculum guidance/counseling group did not. Results of the repeated measures ANOVA of the AAT-PSF (equine assisted counseling group only) showed statistically significant improvement in all 3-scale scores: 1) overall total behaviors; 2) increased positive behaviors; and 3) decreased negative behaviors.
46
Gromski, 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.
Testo completoAbstract (sommario):
Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention leading to positive behaviour change when used with parents and their children. The aim of this paper is to explore the processes of Video Interaction Guidance (VIG). Utilising a case study methodology it explores some of the key processes within the video intervention through in-depth analysis of shared review sessions. It also examines what parents and EPs perceive as significant and helpful within the process of VIG. Results reveal that the interplay between the visual image and the nature and content of discussions appears to be qualitatively different when parents are more actively engaged in video review sessions. Parents perceived the intervention in different ways, which appeared to correspond with their level of engagement in shared review sessions. The limitations of the study and suggestions for future research are discussed and the direct implications are dealt with in the overall conclusion in Paper 2 (pg. 93). Abstract Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention that leads to positive behaviour change when used with parents and their children. This paper aims to evaluate the perceived impact of VIG when used with four parents and their children. Utilising a mixed methods case study methodology, it explores parents’ views of their experiences of the video intervention and examines whether any changes are maintained over time. Findings indicate that parents perceived some positive attitudinal and emotional changes. However, it was not clear that any changes were maintained over time and whether they could be solely attributed to the impact of VIG but were perhaps a result of a combination of other factors. A number of common themes emerged across cases that related to barriers and enablers of successful outcomes in VIG as perceived by parents and EPs. The direct implications of this study, suggestions for further research, and for Educational Psychology are discussed.
47
Williams, E. Marion, e 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.
Testo completoAbstract (sommario):
As a means of addressing observed inadequacies in school
curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial
withdrawal centre for counsellor-selected gifted children.
The Learning Enrichment Centre (L.E.C.) aimed to -
1) meet the needs of enrolled gifted students by -
a) providing appropriate learning experiences; and
b) providing an administrative arrangement (partial withdrawal)
which afforded them the opportunity to interact
with like minds;
2) meet the needs of the system by -
a) developing and evaluating units of work for gifted
students;
b) conducting workshops, seminars and in-service days for
teachers.
In 1984 the L.E.C. curriculum was designed and implemented in
accordance with Maker's model of curriculum modification for gifted
students (Maker, 1982). This model outlines a set of principles which
Maker claims, recognize the characteristics and needs of gifted
students and guide the development of a qualitatively different
curriculum. In making decisions about design and implementation of
Maker's curriculum modifications, factors related to the setting, the
teachers and the students were considered.
The overall purpose of the Study was to assist teachers in making
rational decisions about future L.E.C. provision. In particular the
Study was to collect information on the worth of the program - its
relative strengths and weaknesses - and the influence on the curriculum
of the administrative arrangement.
The program was evaluated by ascertaining levels of satisfaction
typically expressed by the students.
Of secondary concern was whether the organisational arrangement
of partial withdrawal had inhibited or enhanced the program's
intentions. It was acknowledged that unfavourable attitudes of
parents, classroom teachers or peers could conceivably alter students'
receptivity of the program.
In Term 4, two parallel questionnaires, one addressing the
L.E.C., the other the regular classroom, were administered to the
students. By comparing responses on matching items, levels of
satisfaction with the L.E.C. curriculum were determined. Selected
items on the L.E.C. instrument were further to reveal how students
felt about the administrative provision and whether classroom teachers
and peers were perceived to be supportive.
Subsequent to program completion, a questionnaire was mailed to
parents bo ascertain their support for the program by asking them how
their child's emotional behaviour had changed as a result of LEC
attendance. Also they were to indicate whether they preferred that
enrichment occur in the regular classroom or partial withdrawal
setting.
To confirm the students' impressions of classroom teacher support
and interest, parents were requested to comment on their understanding
of it.
Student responses indicated that they found their LEC experiences
to be particularly interesting and enjoyable, and the LEC teachers to
be kind, helpful, friendly and fair. These perceptions differed
significantly from their perceptions of school. Elements of the Maker
model which were consistently most valued by the group were the
Process modifications, 'Freedom of Choice' and 'Higher Levels of
Thinking'.
Parents proved to be supportive of the LEC program.
Although some would have preferred classroom enrichment
to partial withdrawal, they felt that schools could not
currently provide it.
It was the students' viewpoint that interactions
with peers and classroom teachers were not adversely affected
by their LEC participation. Classroom teachers were seen
to be generally supportive and interested - a perception
incidentally not shared by parents and LEC teachers.
Perceived positive attitudes towards their LEC involvement
most likely enhanced student satisfaction with the program.
The evaluation unequivocally indicated that the
LEC program based on Maker's model appealed to the students.
Though withdrawal from class possibly contributed to program
satisfaction, the level of satisfaction was very high
and could not be attributed solely to hidden curriculum
efects (the organisational arrangement).
The Study concluded that use of the Maker model
as a guide for developing LEC curricula should continue
but that parent and classroom teacher attitudes towards
the administrative arrangement should be regularly monitored
as they appeared to have the potential to enhance or
reduce students' receptivity of the program.
As a result of Study, various procedures for the
conduct of future evaluations were recommended.
48
Taylor, 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.
Testo completoAbstract (sommario):
It is widely believed that positive parent-child interaction fosters child development. Interventions involving participants viewing videos of their own interactions (self- video interventions) can support the development of interaction skills. The systematic literature review focused on the effectiveness of self-video interventions on parent- child interaction and the verbal communication skills of children. The study focused on nine published, empirical studies. Findings suggested some positive outcomes relating to parents‘ interaction skills and aspects of children‘s expressive and receptive language skills. Whilst there is some evidence that self-video interventions can have a positive effect on parent-child interactions and children‘s verbal communication skills, less is known about the parental experience of self-video interventions (Lomas, 2011). One specific self-video intervention, video interaction guidance (VIG) was then investigated in a practitioner research project. The project aimed to uncover the parental experience of VIG. Three participants took part in one cycle of VIG and one interview with the researcher who was a trainee VIG guider. Interview data were analysed using Interpretive Phenomenological Analysis (IPA). The findings indicated parents valued the opportunity for reflection using video and they felt empowered to make positive changes in their relationships with their children through one cycle of VIG. The findings also raised questions about parents‘ experiences of control and feelings of being judged during VIG. Participants felt the VIG experience involved a degree of professional judgement of their parenting skills and their children‘s verbal communication skills. This is discussed within the wider socio-cultural context of practitioner-client relationships. Understanding of the function of the relationship between the guider and the VIG client was identified as a key area for future research.
49
Malin, Beckerdal, e 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.
Testo completoAbstract (sommario):
Reading and analysing different types of texts is a way for teachers to deal with the content of the school's values and mission. The aim of the study is to examine power relations between adults and children from the aspects of adult presence, adult guidance, and children's response, and whether the books follow the discourse of their time as regards power relations between adults and children. By making teachers aware of power relations in children's literature, we hope to be able to conduct a discussion with pupils about whether or not the power relationship complies with the school's values and mission. In the study four children's books are analysed: Bill i klämman, Emil i Lönneberga, Harry Potter och De Vises Sten and Guldmysteriet.The methods of critical discourse analysis and text analysis were used to analyse power relations between the characters in the books. The analysis shows that the two older books do not reflect power relations in keeping with their own historical time, whereas the two modern books do reflect their time. The analysis also shows that power relations between adults and children cannot be generalized, and that it is not always desirable for power relations in children's literature to decpit reality.
50
Hallqvist, Sofia, e 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.
Testo completoAbstract (sommario):
Syftet med denna studie var att beskriva betydelsen av studie- och yrkesvägledande aktiviteter med barn i åldrarna sju till tolv år. Kvalitativa intervjuer genomfördes med sex examinerade studie- och yrkesvägledare som bedriver studie- och yrkesvägledningsverksamhet med barn i grundskolans år 1-6 eller fungerar som stöd till pedagoger som arbetar med studie- och yrkesorienterande verksamhet med barn i dessa åldrar. Resultatet visade att intervjupersonerna anser att arbetet måste påbörjas tidigt, helst redan i grundskolans första år, för att målen så som de skrivs fram i de nationella styrdokumenten ska kunna uppnås. De förutsättningar intervjupersonerna menade krävs för att tidig vägledning ska kunna bedrivas är av såväl strukturell som av individuell art. Slutsatsen som drogs var att studie- och yrkesvägledande aktiviteter som påbörjas i grundskolans tidigare år och som följer elevernas kognitiva utveckling kan medverka till att eleverna ökar sina förutsättningar att göra väl underbyggda val i framtiden.The 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.