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1
Strange, Cecily. "The relationship of psycho-social factors to swimming competency and attendance at swimming programs among year seven students". University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0041.
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Children in upper primary school who have not made progress along the Swimming and Water Safety Continuum may be at a greater risk in an aquatic environment because they have not developed the swimming competency, endurance and skills needed for survival in threatening aquatic situations. Three groups representing different socio-economic and geographical areas were selected to explore the relationships between psycho-social factors and the development of swimming ability among year seven students. Two groups from lower socio-economic areas were chosen. The first group was directly on the coast with easy access to the beach, while the second group was inland in the foothills of Perth. As higher socio-economic areas in Perth are generally not far from the coast only one group from a higher socio-economic coastal area was chosen. The participants were 540 year seven students, 282 of whom were males and 258 of whom were females. The primary variable of interest was the current swimming stage of year seven participants, and the differences between genders and/or locality groups. The primary research questions investigated differences between locality groups and/or genders for; a) perceived athletic competence and global self-worth, b) perceived swimming competency, confidence in deep water and importance placed on learning to swim well. c) perceived social support for sport and swimming activities and d) attendance at Interm, Vacswim and other swimming programs and aquatic venue experience. Relationships between swimming stage and the above variables were analysed. The secondary research questions investigated the most frequent reasons given by the students for not attending or discontinuing participation inVacswim, and whether there were differences between locality groups or genders. Findings indicated that the lower socio-economic groups had a significantly lower swimming stage and lower perceived self-worth than the higher socioeconomic group. Students from the lower socio-economic inland area had the lowest mean swimming stage as well as lower perceived social support for sport and swimming than either of the other two groups in the study. The two lower socioeconomic groups also attended less swimming instruction and placed less emphasis on the importance of learning to swim well than the higher socio-economic group. Despite these findings, the lower socio-economic groups did not view themselves as any less able in terms of athletic and swimming competence. However, as the two lower socio-economic groups have not progressed along the Swimming and Water Safety Continuum to the 'desirable standards' of the RLSSA (1999), these groups could be viewed as at-risk in an aquatic environment. At the same time, there was evidence that attendance at Interm along with attendance at another swimming program enabled participants to reach the 'desirable standards' of the RLSSA (1999). Girls generally had a higher swimming stage than boys in the lower socio-economic areas, attended year seven Interm and Vacswim more than boys, reported more social support for sport and swimming, and placed more emphasis on the importance of learning to swim well than boys. While many of these relationships between swimming stage and psycho-social factors have been intuitively accepted within the swimming teaching industry, we now have a better understanding of the strength and direction of these relationships.
2
Ward, Luisa Rendon. "The Petaluma Healthy Youth Swimming Haven Program for foster children| A grant proposal". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522608.
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The purpose of this project was to write a grant to implement a free swimming program for foster children 17 years and under in the City of Petaluma. The Petaluma Healthy Youth Swimming Program (PHYSH) will provide a series of six 2-week sessions over the summer to teach swimming skills and swimming safety. The program is expected to increase self-esteem and resiliency among foster children and to decrease the disproportional rates of non-intentional drowning found among impoverished children of color. A part-time Master of Social Work Program Manager will be hired to oversee the program. The City of Petaluma's Parks and Recreation Department will provide in-kind donations of two swimming pools, swimming instructors, and lifeguards. Target stores will donate swimsuits to all registered participants. It was not required that this grant be submitted or receive actual funding to meet thesis requirements.
3
Ip, Patrick, e 葉柏強. "The early development of children from different socioeconomic backgrounds: do our children need earlyintervention?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48423506.
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Background
Child development is adversely affected by the socioeconomic status of the family and community. In view of the increasing socioeconomic disparity in Hong Kong in the past decade, this proposed study aims at investigating the existence, magnitude, pattern and manifestations of socioeconomic gradients in school readiness of preschool children, as well as interpreting how these are shaped and mediated through families, institutions and the wider communities.
Objectives
1) To adapt and validate the Chinese Early Development Instrument (CEDI);
2) To investigate the socioeconomic gradients in school readiness of preschool children in relation to family SES, contextual effect, and family processes.
Methods
This study employs a cross-sectional research design comprising two stages. Stage one was a stand-alone pilot study to translate and validate the Chinese version of Early Development Instrument (CEDI). A total of 167 K3 children (4 kindergartens) from Hong Kong Island (HKI, the affluent district) and Yuen Long (YL, the disadvantaged district) were recruited.
Stage two was the main study to examine socioeconomic gradients in school readiness. 567 K3 children of 21 kindergartens from YL and HKI were recruited. Four hypotheses regarding socio-economic gradients in terms of existence, magnitude, pattern, and mediating mechanism were tested using two-level linear models.
Results
CEDI showed adequate internal consistency, with Cronbach’s alpha ranging from .70 to .95. The concurrent validity of CEDI was established using The Pearson correlations between CEDI and Hong Kong Early Child Development Scale (HKECDS), locally developed direct assessment, ranged from .39 to .66 with statistical significance (p<.05). The test-retest reliability of CEDI was analyzed, and the kappa coefficient was .89, demonstrating a good stability of CEDI.
In the main study, children from YL have a significantly lower total CEDI domain score of emotional maturity (p= .025) and language and cognitive development (p= .01) than their counterparts from HKI. Girls scored significant higher on the total CEDI scores (mean= 44.5, sd= 4.80) than their male counterparts (mean=42.52, sd=6.10), and significantly less proportion of girls than boys were classified as developmentally vulnerable in at least one CEDI domains (26.0% girls vs. 35.8% boys, p=0.12).
Hypothesis testing regarding existence of socioeconomic gradient by multi-level modeling suggested a significant association between the overall developmental outcomes of children and family SES index. Testing of kindergarten’s contextual effect showed that kindergarten level variables (annual school fees, teacher education background and working experience) accounted for significant proportion of variance in the total CEDI score. Additionally, our results supported the mediating effect of family processes (i.e., frequency of parent-child interactions and management of child digital use at home) in explaining socioeconomic gradients in child developmental outcomes.
Conclusions
CEDI is a psychometric sound measurement tool for early child development and assessing school readiness in Chinese society. Using CEDI, the evidence gathered from the main study demonstrated the existence of socioeconomic gradient with a significant association between the developmental outcomes of children and family SES, and highlighted the mediating effects from kindergarten and family levels, which are potentially modifiable to bridge the gap between the rich and poor.published_or_final_version
Public Health
Master
Master of Public Health
4
Sepinwall, Amy J. "Determining parental obligations to unborn children using a social contract theory". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30114.
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I use a brand of social contract theory derived from David Gauthier to delimit precisely what might be permissible in the methods of conception and gestation of a child. More specifically, Gauthier posits a rule that is supposed to govern behavior among individuals prior to but in anticipation of the rise of social interaction. I argue that this rule can be appropriately applied to the interactions between a parent and her unborn child. I review other social contract models in an effort to show that Gauthier's is preferable to these. I also address other accounts concerned with parental obligations to the unborn, to see how these fare against Gauthier's. I conclude that, because of its breadth of applicability, as well as its plausibility, Gauthier's model is a powerful force for guiding us through these issues.
5
Child, Samantha. "Social experiences and belonging : an ethnography of children in two primary schools supporting children with social, emotional and behavioural difficulties". Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374160/.
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6
Pang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools". Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.
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7
Clark-Shim, Hyuny. "The Role of Diversity in Peer Influences on Students' Academic Engagement". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1968.
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Children's classroom engagement is important for their learning and academic achievement. Extending Kindermann's (2007) study of peer influence on adolescents' engagement to an ethnically homogeneous sample, the current study examined how different aspects of diversity affect the peer influence process. Three types of diversity were considered: ethnic diversity existing at the school level, relational diversity at the peer network level, and motivational diversity at the group level. Ethnic diversity was observed in the student body as well as among school teachers and staff. Relational diversity was measured by z-scores resulting from binomial tests reflecting how closely two pair of individuals were connected in the peer network. Finally, motivational diversity was measured as the dispersion (SD) around peer group mean engagement levels, thereby reflecting the diversity of engagement within each peer group.
The results indicated that adolescents in this ethnically diverse middle school were overall highly engaged; their engagement patterns were comparable to previous findings from homogeneous samples consisting largely of European American adolescents. Also consistent with prior findings, the mean engagement levels of students' peer group members were a significant predictor of changes in adolescents' own engagement, which suggests peer influence on adolescents' classroom engagement. Although previous literature suggests that individuals in diverse settings tend to be less well connected to one another, the adolescents in this ethnically diverse school were well connected with their peers. Unexpectedly, almost all students' peer groups were ethnically diverse.
When the impact of relational diversity was examined to see whether strongly connected individuals exerted more influence on each other than weakly connected individuals (differential influence hypothesis), the results indicated that the strength of connections among peer group members did not appear to play a significant role in the magnitude of their influences on each other's changes in engagement. Nevertheless, the present study suggested new pathways and methods to examine differential peer influences.
Finally, the impact of motivational diversity of peer groups was examined using a moderated model based on an interaction effect between peer group motivational diversity and individuals' initial engagement. The results indicated that the positive impact of peer group motivational diversity was moderated by individuals' initial engagement status, such that initially low engaged adolescents benefited from diversely engaged peer groups, whereas peer group motivational diversity had a comparatively small negative effect on initially highly engaged students.
8
Zhou, Ning, e 周寧. "Social skills and play development in young children with autism". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196527.
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The goal of the study was to investigate the contribution of early social skills to play development in preschool children with Autism (ASD). Two social skills, joint attention and imitation and their relationships with simple play and pretend play skills, were investigated. A longitudinal study with three phases of time was conducted to explore the sequence of the development of joint attention and imitation and play skills. Self-developed scales were used to measure the variables of interests and the reliabilities of the scales were established. Multiple regressions showed that imitation at Time 2 mediated the relation between joint attention at Time 1 and play skills at Time 3. The implication of the results for understanding the nature of play development and for design of early interventions for preschool children
with ASD are also discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
9
Gagnon, Suzanne. "We're swimming upstream...into the mainstream?, an overview of the social, economic, and institutional aspects of organic farming in Nova Scotia". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/MQ43307.pdf.
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Gagnon, Suzanne (Suzanne Cora) Carleton University Dissertation Geography. ""We're swimming upstream" ... into the mainstream? An overview of the social, economic, and institutional aspects of organic farming in Nova Scotia". Ottawa, 1999.
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11
Castelletto, Simona. "Processes that influence the experiences of children living with mothers that have HIV: two case studies". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007728.
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Maternal HIV-infection is considered to be a threat to the psychosocial development of AIDS-affected children. In South Africa, AIDS-affected children may be particularly vulnerable due to the unprecedented effects of the HIV/AIDS epidemic on the breakdown of family and community resources in already disadvantaged communities. The aim of this study was to explore the contextualised experiences of two children living with mothers who have HIV by conducting two case studies. Mother-child dyads were recruited from local HIV/AIDS centres and informed consent was obtained. The mothers were in the minor symptomatic phase of HIV-infection and the children were uninfected and aged between 10 and 12 years. Through semi-structured interviewing, the mothers provided background and contextual information about the children. Play techniques were used in the child interviews to encourage the introduction and exploration of issues salient to the children. Play facilitated engagement around sensitive and potentially anxiety-provoking material. A key issue for the children was their concerns about the anticipated deaths of their mothers. The children held misconceptions about the transmission of HIV/ AIDS. They feared HIV/AIDS and expected that others would have negative perceptions of them. Family processes such as secrecy and avoidance around HIV/AIDS-related issues were understood to perpetuate the children's fears and false beliefs in a broader community context that stigmatised HIV/AIDS. It was argued that the mothers' shame over HIV-infection and their need to protect their relationship with their children compromised their ability to communicate openly with their children and to offer them meaningful emotional support. Limited parental involvement was identified as the key contextual process that engendered vulnerability in the children, as they were isolated within and beyond the family. Recommendations to address the processes that engendered vulnerability in the children are discussed.
12
Wong, Tung-kwong. "Aspects of habitual physical activity in Hong Kong primary school children /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263466.
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13
Martin, Cherie. "Relatedness and Autonomy Aspects of Self-Concept in 8- to 12-Year-Old Children". DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/2482.
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The purpose of this study was to look at age-associated changes in relatedness and autonomy in 8- to 12-year-olds. A psychosocial and attachment theory perspective was taken to help explain the integration of relatedness and autonomy issues. The influence of gender, parent involvement, and selected demographic variables was also considered. The sample included 94 children . This excluded those with single fathers or stepmothers. Instruments used were (a) the relatedness, autonomy, and parent involvement portions of the Rochester Assessment Package for Schools (Wellborn & Connell, 1987); (b) an ageappropriate revision of the Eriksonian Psychosocial Stage Inventory (Jones & Anderson, 1992); (c) a revision of Hansburg's (1972) Separation Anxiety Test (SAT) to obtain attachment classification (Resnick, 1994), and (d) the Klagsbrun-Bowlby (1976) method of evaluating responses to separation anxiety from the Separation Anxiety Test. Results of this study indicate that relatedness and autonomy aspects of self-concept can be differentiated and were shown to vary by age and gender. Age-related biosocial shifts in self-concept were found that corresponded to cognitive and social developmental changes in middle childhood. Significant gender differences were found in self-concept and response to separation anxiety as well as in the way that the proposed biosocial shifts were experienced . The attachment classifications obtained by the Resnick Separation Anxiety Test instrument produced theoretically valid results and were relatively stable across age and gender . The Klagsbrun-Bowlby measure of responses to separation anxiety did show significant age and gender differences, indicating t hat these two instruments may be looking at two different aspects of the attachment system. Parental involvement and maternal education showed positive influences on relatedness, autonomy, and psychosocial development scores and their influence varied by gender. Socioeconomic status interacted with gender in its influence on autonomy. The results of this study indicate that middle childhood is an important time in the development of selfconcept. Awareness of the needs of preadolescent children as they begin to form attitudes regarding self and others is valuable in identifying and modifying risk factors for behavior problems
14
Diamantopoulou, Sofia. "Behavioral and Cognitive Aspects of Poor Peer Relations in Children". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis Acta Universitatis Upsaliensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7762.
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15
Terlektsi, Maria Emmanouela. "Imaginative writing of deaf children". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/876/.
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This thesis explores the issue of imaginative writing of deaf children. Thirty deaf children aged 9-11 years were recruited form Hearing Impaired Units and mainstream schools. Thirty hearing children were matched on academic performance (according to teachers) and chronological age and recruited from the same classes as the deaf children. Three sets of imaginative stories were collected from the above groups at three points during one academic year. A mixed methodology was employed in order to investigate imaginative writing of deaf children. For the evaluation of children’s stories an “Imagination Story Scale” was developed based both on the literature review and on the in-depth analyses of four children’s imaginative stories. The scale consists of four categorised divisions (story structure, story plot, linguistic imagination, originality) and one additional division (overall assessment). Assessments of both deaf and hearing children’s stories using the scale revealed little variation between deaf and hearing children’s scores in the scale, indicating that deaf children do have imagination and are able to express it in writing. However, differences were observed between the scores for the different topics (for both groups of children) suggesting that the topic of the stories influenced their scores. Imaginative writing of deaf children was not predicted by: age, gender, degree of hearing loss, type of communication used at home, or use of activities to promote children’s imagination either in the classroom or at home. Teachers’ opinions of deaf children’s imagination were explored through interviews. The Teachers of the Deaf tended to under-estimate deaf children’s ability to demonstrate imagination in their writing by comparison with the stories that the deaf children produced.
16
Kellas, Marlen Joyce, e Lynette Christine Wheeler. "Bereavement support groups for elementary school-aged children: The impact on grief related problematic behaviors". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1538.
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Jacobson, Judy Rick. "Psychological and social effects of infant heart transplant on families". CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/501.
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Hartley, E. "The institutional treatment of juvenile delinquency : aspects of the English reformatory and industrial school movement in the nineteenth century". Thesis, University of Leicester, 1986. http://hdl.handle.net/2381/35643.
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This thesis studies the significance of the reformatory as a nineteenth century institution whose purpose was to reduce and eventually eliminate Juvenile crime. It examines in particular the reformatory school and the long-term industrial school (together with its products the truant and day industrial school). It is argued that the growth and development of these schools was governed by the dynamic interaction of social pressures and institutional responses, but the Home Office's position between these two forces was often a formative influence in its own right. Some of the traditional interpretations of reformatory history are reviewed critically, particularly the view that reformatory and industrial schools were the creations of wide-ranging fears about juvenile criminality, and that Home Office Schools were no longer seen as socially relevant by the end of the nineteenth century. There are two fundamental themes. The first is concerned with the ideological underpinning of the industrial and reformatory school movement, both at its inception and during its development in the second half of the century. The theory and practice of the institutions forms the second theme, and a detailed study of daily regimes is integral to an attempt to assess how legal and social changes were interpreted and acted upon in the schools. The final part of the thesis suggests that toward the end of the nineteenth century Home Office Schools adapted in a variety of ways to the changing demands made upon them, and continued to function as significant agents in society's attempts to remodel the characters of its non-conforming children.
19
Pang, Lau Seung-man Bessie, e 龐劉湘文. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627085.
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20
Leadbitter, Kathy. "Unpacking Joint Attention : Instrumental and Interpersonal Aspects of Social Communication in Verbal Children with Autism". Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531702.
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21
Pruefe, Jenny Maria. "Seeking certainty in an uncertain world : psychosocial aspects of renal replacement therapies in children and adolescents". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607822.
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22
Thayer, Nancy Lynn. "Children's Conception of the Social and Moral Dilemmas Associated with Drug Use". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4852.
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The use and abuse of drugs among adolescents and adults has prompted a renewed national concern about drug abuse. Educational programs have attempted to provided factual information and create negative attitudes about drug use so that students will decide not to use drugs. Studies have revealed, however, that the drug programs have not been effective in reducing drug use. The present research addresses two primary questions: 1) Are there developmental differences in young persons' perceptions of social and moral dilemmas associated with drug use? and 2) Are gender and race associated with social and moral reasoning about drug use? Semi-structured interviewers were conducted with 32 fourth and 32 eleventh grade students. The interview posed two vignettes about drug-related behavior, including helping behavior. In addition, the interview probed respondents' conceptions of the problems associated with drug use and of the treatment that users and dealers should receive. Content analysis produced 40 codes which reached the reliability criterion of 60 percent agreement. The Kappas ranged from .57 to .91 (m = .66). Chi square tests were conducted, using the variables of race, sex and the thematic categories associated with each question. Of the 26 tests of significance conducted on the variables, two were significant for grade, two were significant for gender and one was significant for race. Eleventh grade students were more likely to specifically reject some category of help than the fourth grade students (x2 = 4.48,p < .05, df = 1). Fourth grade students were more likely to consider teachers as a source of help (x2 = 3.48,p < .06, df= 1). Female students were more likely to acknowledge risk to themselves due to helping (x2 = 4.27,p < .04, df= I). Caucasian students were more likely to acknowledge that there may be risks to the helpee due to helping (x2 = 3.52,p < .06, df= 1). Male students were more likely to want punishment and control of drug dealers (x2 = 5.32,p < .05, df= 1). In general, the :findings indicate that there are fewer developmental, gender and race differences in children's perception of drug use and associated dilemmas than might be expected. Students' descriptions did reveal that they are thinking and reasoning about the information given to them.
23
Christensen-Needham, Vicki. "Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education". Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5014.
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This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and talented children. It addresses the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Quantitative data was collected in the form of questionnaires to collect information from a range of participants and to identify potential participants for individual interviews. More in-depth qualitative data were collected through semi-structured interviews conducted with four teachers.
The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and talented children. Teachers expressed positive attitudes towards gifted and talented children while acknowledging their lack of personal knowledge about gifted and talented education. The findings also identified teachers‘ frustrations at barriers affecting their ability to support gifted and talented children‘s social and emotional needs in their classroom programmes, including, limited personal knowledge and skills, lack of professional development, lack of time to spend with gifted and talented children, and school directed priorities for meeting the needs of other children.
The findings of this study have implications for teachers wanting to support gifted and talented children, educators interested in the social and emotional needs of gifted and talented children, and those responsible for gifted and talented education (GATE) programmes and GATE professional development. It would seem that it is highly desirable for all teachers to have professional development in gifted and talented education, in order to better understand social and emotional aspects, and thereby provide a more supportive environment where gifted and talented children can learn and grow.
24
Arca, Genevieve Cordero. "The impact of siblings and parenting style on social skill development in young adult females". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1892.
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25
Fraser, Kathryn. "The role of professional caregivers : supporting children in local authority care". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/36733/.
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Children looked after by local authorities are considered to be some of the most vulnerable in society, often having experienced histories of abuse, neglect, conflict within their family of origin or other traumas. As a consequence, substitute care e.g. foster care or residential care is often used as a therapeutic intervention. The focus of this thesis is the role that professional caregivers play in supporting children in local authority care. Chapter I provides a critique of the research exploring the efficacy of therapeutic interventions designed to facilitate the attachment relationship between looked after children and their professional caregiver. Due to controversy surrounding the therapeutic application of attachment theory and a number of methodological limitations, a limited evidence-base was found. The clinical implications and directions for future research are discussed. Chapter II investigates Residential Children’s Workers experience of caring for looked after children, from a psychological perspective. Results revealed that their role and relationship with the children in their care, is affected by their emotional and psychological ability to cope with push and pull factors within a complex system. The clinical implications are discussed, and recommendations for future research made. Chapter III explores a reflective account of the author’s experience of both working clinically and carrying out research in this field. As many of the ideas were generated whilst conducting the doctoral research, the author applies the proposed model from the empirical paper to the reflections. Chapter III is written in a first person account.
26
Beetge, Lijahne. "Themes related to children living with HIV/AIDS". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21549.
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Assignment (MA)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: This review examines themes related to children, especially children under the age of fifteen, living with HIV/Aids. For review purposes themes include defining children living with HIV/Aids as a vulnerable population, the psychological impact of HIV/Aids on children, children’s coping with and perceptions of HIV/Aids. The global HIV/Aids pandemic has caused major worldwide social change. The impact, especially the psychological impact of HIV/Aids on children appears to be vast and at times disastrous in nature. HIV/Aids is estimated to affect the lives of several generations of children and the impact of the pandemic will therefore characterize their communities for decades to come as the numbers of affected and infected children are on the increase. It has been noted by research done that children living with HIV/Aids become impoverished, their insecurities worsen and their psychosocial and psychological problems increase. In addition their educational and work opportunities decline, their nurturing and support systems disintegrate, and child mortality rates rise. The necessity of psychological support for children affected and infected by HIV/Aids is directly linked to the rights of children listed in the United Nations Convention on the Rights of the Child and the South African Constitution. Research reviewed points out that a child’s physical and psychological health is intertwined and therefore a child cannot be physically healthy without also being psychologically secure. Research reviewed also points out that it is of the utmost importance that the voices of children who live with HIV/Aids are heard, their involvement in decision making and planning related to HIV/Aids is allowed and that their needs are met, especially their psychological needs in relation to the pandemic. Overall the literature reviewed in the past four years (2003-2006) highlights the significantly under-investigated, under-researched themes such as psychological aspects related to children living with HIV/Aids, both in South Africa and internationally. These aspects surrounding HIV/Aids, as previously mentioned, also seem to be the least tangible and the most difficult for adults to address or comprehend fully and yet they impinge on all aspects of developing children - hence the identified need in this area for adequate research and psychological support, such as program implementation.
AFRIKAANSE OPSOMMING: Hierdie literatuuroorsig bied ’n ondersoek na die wêreldwye sosiale verandering en uitwerking wat die globale HIV/vigs-pandemie tot gevolg het. Daar word veral gelet op temas wat verwantskap hou met kinders, veral kinders vyftien jaar oud en jonger wat leef met HIV/vigs. Temas sluit in die definiëring van kinders as weerloos, kinders se hantering van HIV/vigs, hulle persepsies van HIV/vigs en hulle sielkundige behoeftes en ander aspekte met betrekking tot HIV/vigs. Die trefkrag van HIV/vigs blyk omvattend en by tye rampspoedig te wees. Na beraming beïnvloed HIV/vigs verskeie geslagte van kinders en die uitwerking van die pandemie sal dus dekades lank nog deel vorm van hulle gemeenskappe soos die aantal kinders wat geïnfekteer en geaffekteer is, toeneem. Navorsing toon dat kinders wat met HIV/vigs leef, verarm. Verder vererger hulle onsekerhede en hulle psigososiale en sielkundige probleme neem toe. Ook neem die kinders se opvoedkundige en werkgeleenthede af, hulle versorgings- en ondersteuningsnetwerke disintegreer en sterftesyfers neem toe. Die noodsaaklikheid van sielkundige ondersteuning vir kinders wat deur HIV/vigs geïnfekteer en geaffekteer is, word direk in verband gebring met die regte van kinders soos gelys in die Verenigde Nasies se Konvensie oor die Regte van die Kind en die Suid-Afrikaanse Grondwet. Die literatuuroorsig toon dat ‘n kind se fisieke en sielkundige gesondheid ten nouste met mekaar verband hou en daarom kan ’n kind nie fisiek gesond wees sonder om ook sielkundig geborge te wees nie. Verder dui navorsing ook op die kardinale belang daarvan dat kinders wat leef met HIV/vigs se stemme gehoor word, hulle betrokkenheid by besluitneming en beplanning verseker word en al hulle behoeftes bevredig word, veral hulle sielkundige behoeftes wat met die pandemie verband hou. Oor die algemeen beklemtoon die literatuuroorsig wat oor die afgelope vier jaar strek (2003-2006) dat daar nie voldoende navorsing gedoen is met betrekking tot temas wat verwantskap hou met kinders en HIV/vigs nie, nie alleen in Suid-Afrika nie, maar ook internasionaal. Hierdie bevindings is kommerwekkend veral omdat Suid-Afrika ‘n land is met onrusbarende groot getalle kinders wat deur HIV/vigs geïnfekteer is. Dit wil ook voorkom of hierdie aspekte wat te make het met kinders en HIV/vigs nie baie duidelik is vir volwassenes nie en ook die moeilikste is om te hanteer of ten volle te verstaan, hoewel dit alle aspekte van die kind se ontwikkeling raak. Vandaar die behoefte op hierdie gebied aan voldoende navorsing en sielkundige ondersteuning, soos program implementering.
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Hart, Robert Gerald Scott. "Using video self-modelling to teach new skills to children with social interaction and and communication difficulties". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1274/.
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Video self-modelling (VSM) is a behavioural intervention in which an observer views a short video of him/herself engaged in adaptive behaviour, in order to learn the behaviour and reproduce it more frequently, fluently or appropriately. While the past three decades have seen research in different domains of applied psychology which attests to the potential benefits of VSM in a variety of settings, including special education, it has received scant attention within the UK educational psychology community. An exploratory study was conducted to see if and how VSM could be integrated into the work of an Educational Psychologist working as an external consultant. VSM interventions were undertaken with two 10-year-old boys with social interaction and communication difficulties. One of these focused on developing anger management skills, and the other on improving writing performance. A mixed-methods approach was used with qualitative information from post-intervention participant and staff interviews being used in addition to experimental outcome measures. Post-intervention behaviour changes were observed in both cases, with fewer negative behavioural incidents, and more words written, respectively, however qualitative feedback raised questions about the effectiveness of VSM for one of the cases. Limitations of the research are discussed, as is the suitability of VSM as an addition to the repertoire of Educational Psychologists’ interventions.
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Taylor, Shelly Ann, e n/a. "Social functioning of children and adolescents with ADHD : communication functioning and social problem solving as possible underlying mechanisms". University of Otago. Department of Psychology, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090819.110407.
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Children and young people with ADHD often experience social difficulties, which are associated with poor psychological, behavioural, and academic outcomes. As yet, underlying mechanisms of poor social functioning are unknown. The social functioning of fifty-two children (M = 14.13 years) who had been diagnosed with ADHD four years previously and their matched controls were assessed using several measures: the ratings of parents/guardians and teachers, and children's self-reports; a conversation task; the Otago Social Dilemma Test. Analyses were conducted for the whole sample plus a Socially-Impaired subgroup (clinically significant social problems), and a Persistent-ADHD subgroup (continued to meet DSM-IV ADHD criteria).
First we compared the social functioning of children in the ADHD group with that of children in the control group by analysing the questionnaire responses of parents/guardians, teachers, and children's self-reports. Children in the ADHD group and Socially-Impaired sub-group were rated as experiencing more social problems and having fewer social skills than control children, across all informants. Children also estimated their own popularity, and despite experiencing social difficulties, no differences in children's popularity ratings were observed between children in the ADHD group and control group.
Given that children in the ADHD group showed social difficulties, we investigated whether these deficits were driven by children's conversation skills. Children engaged in a 15-minute conversation with an adult confederate. The frequency of conversation skills were coded and analysed. Across all groups, ADHD children asked more questions, were less likely to offer extended information in response to a question, and were more likely to make at least one unco-operative statement. The number of extended verbal responses accounted for a significant amount of the variance in participants' social skills. Overall, however, the conversations of children with and without ADHD were remarkably similar. It appears, therefore, that it may be language style that influences social difficulties.
Next we investigated a second mechanism that might account for social difficulties observed in children with ADHD; social problem solving skills. Children completed the Otago Social Dilemma Test, which involved viewing vignettes of social dilemmas and generating possible solutions to these problems. Children in the ADHD group provided poorer descriptions and showed less understanding of the problems portrayed. Although the ADHD participants were able to generate a similar number of solutions to the social problems as the children in the Control group, they made poorer decisions about what was the 'best solution'. ADHD participants' choice for best solution significantly added to a model of their social problems, even after IQ and severity of inattentive symptoms had been added.
Taken together, the present study supports research showing that children with ADHD experience social difficulties, but they may lack insight into the effect of their behaviour on their status among peers. Children's conversation and their problem solving abilities may be factors influencing poor social functioning. Interventions that focus on teaching children to recognise social cues and generate appropriate solutions to social dilemmas may be beneficial.
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Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten". CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.
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Jones, Lynne. "The impact of HIV/AIDS on children in Swaziland : opportunities for, and constraints on, scaling up interventions". Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:9049bceb-9ae7-48d0-b501-78c9ef45446d.
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This research focuses on vulnerable children in Swaziland, the country with the highest level of adult HIV prevalence in the world, where nearly 25 percent of children will be orphaned by 2010. It investigates the experiences of relatively poor urban children growing up in the epidemic and the coping strategies the children and their adult carers adopt. Through the lens of both children and adult carers, it explores the ways sexual knowledge is gained and used by older children in the context of HIV/AIDS as well as the experience of coping with widespread bereavement. In this way, it adds to the literature on childhoods in the 'South' and the increasing recognition of the heterogeneity of children's lived experiences. Rather than being seen as passive, the agency of both vulnerable children and their adult carers emerges as they seek to improve their livelihoods. The way this agency connects with government, NGO and community structures is revealed by showing the opportunities for and constraints on gaining access to education and health-care. The interwoven roles of government, international donors, NGOs and civil society is explored by assessing the relative merits of supporting vulnerable children by either welfare assistance to poor families or new forms of 'community' care structures or institutionalised residential care. The critical importance of relationships and power relations between key actors in different organisations and the effect this has on implementation of interventions for children is discussed as well as the relevance of these findings to vulnerable children in other settings.
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Freedenfeld, Robert N. (Robert Neil). "Child Physical Abuse: An Analysis of Social Cognition and Object Relations". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278451/.
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Rybak, Celina. "Tourette's Syndrome from a social work perspective : an exploratory study". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22710.
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Tourette's syndrome (TS) is a chronic movement disorder characterized by motor and vocal tics. This report looks at TS through the eyes of three families and two adults diagnosed with the syndrome. The social and psychological reactions and adjustment to the disorder are examined. Three approaches were used to explore the issues: a literature review; field notes and unstructured biographical interviews. Social and psychological reactions include: depression, withdrawal and suicidal ideation. Unresponsiveness on the part of the health care and social service systems contributed to feelings of anger, powerlessness, guilt and shame. The families' and individuals' ability to lobby for services was an important factor in enhancing adjustment. TS is a multi-faceted disorder; it serves as a paradigm for issues and problems that are best served by a multi-disciplinary approach. Services must be coordinated; a case management approach would facilitate efficient coordination and delivery of services.
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Casper, Brett Joseph. "Youth's Perceptions of Social and Cultural Dimensions of Drug Use". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4720.
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This study explores youth's perceptions and understanding of the social phenomenon of drugs in our society. Sixty-four students (32 fourth graders and 32 eleventh graders), selected from schools in the Portland Public School District participated individually in a one hour interview where they responded to open ended questions that probed for their perceptions of drug use. Participants were also asked to describe their feelings regarding anti-drug messages they view in the media and their comments regarding the "Just Say NO" program. The tape-recorded interviews were transcribed and half were used to develop a code that captured recurring themes in the data. Using the code book, five trained individuals coded the 64 transcripts. Reliability, assessed by computing Cohen's Kappa on half the interviews, ranged from .62 to .75, with an average reliability of .69. Seventeen themes derived from the content analysis were discussed which confirm the dramatic impact the peer group has on drug use as well as demonstrate age differences associated with perceptions of anti-drug messages. One hundred percent of the participants noted that there are peer influences promoting drug use. Eleventh graders were more likely than fourth graders to note that drugs are used as a means to escape, overcome constraints or for pleasurable stimulation. Fourth graders were more positive in their responses to the anti-drug commercials and the "Just Say NO" campaign. This research provides information regarding the perceptions of young people that can potentially broaden the dialogue of program planners as well as increase the effectiveness of anti-drug programs and messages.
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Öjmyr-Joelsson, Maria. "Children with high and intermediate imperforate anus : aspects of care and psychosocial effects of the malformation /". Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-531-3/.
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Dinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.
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Hu, Bo. "Education for migrant children : policy implementation in the changing urban education system in China". Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.
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This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives, which grants local governments and schools scope to act with discretion. Non-implementation of sufficient funding and school access policy result from self-interested and habitual decisions of local governments. Implementation of equal opportunity policy is affected by the workings of the exam-oriented education system in China. Social integration policy appears to be well-implemented due to effective school support available to migrant children and good intergroup relationship between migrant and urban children. The findings imply that further policy reform is needed to improve the educational opportunities of migrant children. In particular, special attention should be focused on those policy areas not effectively implemented and more support should be directed to those migrant children who are more disadvantaged.
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Tracy, Elizabeth Catherine. "The effects of host factors and environmental factors on immunization compliance in two year old children". Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276885.
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Descriptive research was conducted to describe the relationships among host and environmental factors and immunization compliance in two year old children. Secondary data was collected from a sample of 306 well baby clinic records in a public health department in a Southwestern state. Results revealed statistically significant differences between the compliant and noncompliant groups for income and number of children living at home. Higher income, higher maternal age, fewer number of children, and races other than of Spanish origin were significantly correlated with children who received all immunizations at the appropriate age. Significant relationships were found between children who received all immunizations at the public health department versus children who received immunizations from both a public and private provider. Compliant children made more visits for immunizations and fewer other visits than noncompliant children. These factors can assist in identifying children at highest risk for failure to receive immunization on time.
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Thannhauser, Jennifer, e University of Lethbridge Faculty of Education. "The psychosocial experiences of individuals diagnosed with early-onset MS". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2005, 2005. http://hdl.handle.net/10133/284.
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This qualitative study explored the psychosocial experiences of children and adolescents with early-onset multiple sclerosis. In particular, an emphasis was placed on examing peer relationships and social behaviours in relation to these experiences. MS is a chronic neurological disease primarily affecting young adults. However, a proportion of MS patients have onset during childhood and adolescence. Very little is know about the psychosocial impact of MS on these children and adolescents. In particular, youth with MS may be at risk for negative peer experiences due to their chronic illness. Previous research suggested that negative peer experiences increase the risk of poor psychosocial development. In addition, research suggested that the social behaviours of these youth also impact the nature of their experiences with peers. Ultimately, this research aimed to provide insight into the psychoscial experiences of youth with MS and the role of their peer relationships. Six linked parent-youth pairs, from the MS Clinic in Calgary, AB, participated in semi-structured interviews to identify the issues that are pertinent to the participants' own experiences. Constant comparison analysis was then used to summarize the rante of psychosocial experiences in the adolescent participants. Data analysis was derived from grounded theory, which provided a framework for examining and categorizing interview data into themes. The categories were then constructed logically and systematically into a theoretical model which represented the data. Through this innovative grounded theory, a theoretical paradigm for understanding the psychosocial experiences of adolescents with MS was developed. The theory was comprised of two core categories: "the grief experience" and "dynamic relationships', each with several sub-categories. There were two primary conclusions drawn from the theory. The first reflected the significance of grief in understanding psychosocial experiences in adolescents with MS. The second identified that peer relationships play a variety of roles in this grief process. The second identified that peer relationships play a variety of roles in this grief process. The results of this study have many implications for the role of counsellors in the treatments of adolescents with MS. This model can act as a foundation for guiding therapeutic treatment of adolescents with MS. This model can act as a foundation for guiding therapeutic treatment and promoting future research in the area of psychosocial development in children and adolescents with early-onset MS.xiv, 181 leaves ; 28 cm.
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Luk, Yin-ching, e 陸燕青. "Evidence-based psychosocial intervention for families with childhood cancer patients". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44625698.
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Herder, Clare Louise. "Relation of abuse and placement histories to pathology development in middle childhood males". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1944.
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Kunda, Rosaria. "Vulnerable children, schooling and the feminisation of the AIDS pandemic in Zambia". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4874_1189597212.
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This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children.
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Maruyama, Mika. "The Effects of Animals on Children's Development of Perspective-Taking Abilities". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/159.
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Although attention to the effects of child-animal interactions on children's development has increased in the last three decades, developmental psychology has not attended to the importance of the effects of animals on children's development. There is a need to consider the possible impacts of animals as significant social partners for children's socioemotional development. The current study, through survey questionnaires and interview methods, investigated whether interacting with animals, especially when children have responsibilities for the welfare of pets and perhaps have formed strong attachments with pets, will promote children's socio-emotional development, specifically their abilities to take the perspective of others. Sixty-five students who attended the local humane society's summer camp program, and students who participated in a monthly humane education program as part of their after school program were invited to participate in the study. All participants completed seven surveys and one telephone or face-to-face interview that were designed to measure their attitudes toward animals and humans, as well as their abilities to take the perspective of others. A linear regression analysis, Chi-Square test, and correlation coefficient test were conducted to assess the quality of interaction with pets on children's humane attitudes toward animals and humans, empathy, as well as their perspective taking abilities. It was found that students who showed stronger attachment toward their pets showed more humane attitudes toward animals and toward humans than students who showed weaker attachment toward their pets. Additionally, it was found that students who showed stronger attachment with their pets had higher levels of social cognitive development (i.e., perspective taking abilities) than students who showed weaker attachment with their pets. Also, significant correlations among variables, such as students' knowledge of animal care, attitudes toward animals and humans, attachment with pets, perspective taking abilities, were found. Lastly, students whose parents show more effective guidance on pet care have more advanced skills of thinking and solving problems in flexible manner than students who do not receive any or less guidance on pet care at home. Findings from the current study suggest the importance of humane education programs as well as effective parental guidance in pet care at home to promote students' knowledge of animal care and humane attitudes toward animals, which influence students' ability to take perspective of others. Promoting such knowledge and attitudes of children may help to promote their empathy and ability to take perspective of others. Having such abilities will alternately help children to have high interpersonal skills, which is a key to have a more successful life in society.
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Jamieson, Ellen Marie. "An exploration of the effects of sexual abuse on foster children's social development as measured by attachment constructs". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1257.
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This study explored the relationship between child sexual abuse and its impact on foster children's social development as measured by attachment constructs. The study addressed issues relating to direct practice with children who have been sexually abused and are receiving services in the foster care system. The study used a positivist paradigm with a quasi-experimental approach and a qualitative component, and surveyed foster parents' perceptions of their foster child's attachment.
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Westover, Frances Marie. "Group intervention to modify undesirable behavior in children who have experienced parental loss". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1172.
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This study uses a cognitive group intervention approach in an attempt to alter anti-social behavior in elementary school children who experienced parental loss. The findings demonstrate improvement in some behaviors and worsening in others.
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Curdt-Christiansen, Xiao Lan. "Understanding the patterns of language use of Chinese children in a Montreal community school". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54221.pdf.
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Ravert, Russell D. (Russell Douglas). "Hospitalized School-Age Children: Psychosocial Issues and Use of a Live, Closed-Circuit Television Program". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500433/.
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This descriptive study utilized semi-structured interviews and observations to examine the experiences of hospitalized school-age children, and explore the potential of a live, closed-circuit television program as a psychosocial intervention. Among findings, Phase I data from 16 subjects indicates a) concern with painful medical procedures, particularly intraveneous (IV) injections, b) a desire for more information, especially concerning medical equipment, c) a variety of responses to social issues among subjects, d) the importance of activities, and e) the central role of the hospital playroom. Phase II data indicates that live, closed-circuit television can provide ambulatory and room-bound children opportunities for making choices, social interaction, participation, and information on their environment. Conclusions and implications are included.
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Hutton, Plum. "Investigation into the prevalence of sensory processing difficulties in children identified as having behavioural, emotional or social difficulties at school". Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/42131/.
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The incidence of sensory processing difficulties (SPDs) was investigated for pupils (aged 4-10 years old) with behavioural, emotional or social difficulties (BESD). Teachers provided a measure of BESD using The Strengths and Difficulties Questionnaire. Parents completed The Short Sensory Profile (SSP) and teachers completed The Sensory Profile, School Companion (SC). Data were analysed for 144 children. When total scores were calculated for the sensory measures, parents and teachers rated that 55% and 44% of the sample respectively, had sensory processing difficulties. Both parents and teachers demonstrated concerns about difficulties with overactivity, poor listening and concentration skills. Associations were found between SPDs and some background factors including anxiety and poor peer relations. When individual cases were examined, it was found that children were often rated as having difficulties at school but not at home or visa versa. The implications of this finding are discussed in relation to previous studies that have purely relied on the Short Sensory Profile, a brief parental measure of SPDs. It was cautiously concluded that the data suggest that within the BESD sample it was possible to identify a subgroup of children who may also have difficulties with sensory processing. It is suggested that it may be helpful for there to be an increased awareness of possible sensory difficulties for some BESD children among educational psychologists.
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Wan, Nam-sing Anton, e 溫南聲. "A study of social workers' use of play in children & youth centres". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250622.
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Misri, Anita P. "A feminist interpretation of the implications and consequences of new reproductive technologies /". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28032.
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The development of pre-conception and post-conception reproductive technologies has substantial implications and consequences for women. To better establish the impact of the eugenic and sexist traditions which support the elimination of disability/defect and the propagation of "designer babies," a survey of literature outlining the scientific, feminist, legal, cultural, and social perspectives regarding new reproductive technologies was undertaken. Three conclusions of this review are that while new reproductive technologies are not responsible for the environment which fosters bias and intolerance towards oppressed members of society, they have created eugenic demands by supporting genetic perfection; they have informally displaced women's rights to bodily autonomy in favour of the fetus' or potential future person's rights by supporting fetal personhood; and they have perpetuated sexism within the Indian community in Canada by supporting patriarchal institutions.
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Steenveld, Clint Michael. "An interpretive use of drawings to explore the lived experiences of orphaned children living with HIV/AIDS in South Africa". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1004374.
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Against the backdrop of the growing problem of AIDS orphans in South Africa and greater sub-Saharan Africa, this qualitative enquiry examines the lives of three South African orphaned children living with HIV / AIDS in a children's home in Cape Town. It aims to generate rich, child-centred descriptions of some of the significant experiences of the children's lives. Drawings, dialogue and narrative were employed to generate the primary data. This was supplemented by collateral interviews and other relevant records, e.g. medical and biographical. Existential-phenomenological theory informed the approach to data collection and analysis. Each child produced a series often to twelve impromptu drawings over a period often weeks. These drawings and transcripts of the children's verbal descriptions of their drawings were extensively analysed. Significant themes for each participant as well as themes common to all three were identified. Some of the central themes emerging include loss, abandonment, death, disease awareness and coping. The children's ability to develop adaptive coping mechanisms and resilience in the face of traumatic loss and terminal illness was a particularly outstanding feature of the findings. Recommendations are made regarding future research to address the lack of qualitative, child-focused investigations as well as appropriate interventions for addressing the psychosocial needs of orphaned children living with HIV/AIDS.