Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Self-esteem in children Case studies.
Дисертації з теми "Self-esteem in children Case studies"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Self-esteem in children Case studies".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Rustige, Cindy L. "Maternal reactions, home environment, and the self-esteem of eight visually impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29210.
Повний текст джерелаАнотація:
This study investigated the relationship among maternal reactions to visual impairment, home environment, and the self-esteem of eight visually impaired children. Educational research has clearly isolated a correlation between self-esteem, academic performance, and behavior. The premise of this study was that visually impaired children who perceived their home environments as supportive and nurturing; and who had parents, particularly mothers who accepted their loss of vision, would feel better about themselves more so than visually impaired children who held predominantly negative perceptions. The study also compared children's, mothers' and teachers' perceptions of the child's self-esteem.
The subjects were 8 visually impaired children between the ages of 5 and 8, their mothers, and their integrating teachers. A questionnaire pertaining to children's self-esteem was circulated to teachers and mothers. Children were interviewed separately.
Results indicated that the climate of the home was associated with both the use of functional vision and self-esteem in visually impaired children. The findings are congruent with educational and humanistic-phenomenological theory, and support the hypothesis that children's behavior and perceptions of themselves are influenced by the reflections of 'significant others', particularly their parents.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
2
Chan, Kwok-kuen Ernest, and 陳國權. "The self-esteem of the hearing-impaired junior secondary pupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38625994.
Повний текст джерела
3
Johnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.
Повний текст джерелаАнотація:
The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.
4
Williams, Cathy E. "The effects of cognitive self-instructional strategies on children's fear of fire." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101362.
Повний текст джерелаАнотація:
Childhood fears have been considered to be part of normal development. It is when these fears develop into severe fears or phobias that they become of concern to clinicians. Children's fears have varied over the years from school related fears, to political fears, to fears of danger and death in most recent years. Of the latter category, fear of fire-getting burned emerged as the second most commonly reported fear among children. The present study examines two cognitive self-instructional strategies to test their effectiveness in reducing children's fear of fire. Cognitive strategies were the ones of choice in that they remedied many of the problems found in some of the other behavioral techniques. Either of two self-instructional strategies including a fire safety training program using self-instructions and a self-instructional fear reduction strategy were taught to second and third grade children. A major hypothesis of the study was not confirmed which maintained that children who learned self-instructional fear reduction exercises would show greater reductions in fear than children who did not learn the exercises. Although these results were not evident immediately following training, a trend toward this expectation did appear at follow-up. These findings implied that although the cognitive self-control strategy was not effective in reducing children's fear immediately, it did tend to provide for greater maintenance of behavior change over time. The present study has implications for continued investigation in the areas of childhood fear reduction and the maintenance of behavior over time.M.S.
5
Yee, Yan-yan, and 余茵茵. "An evaluation of an adventure based counseling (ABC) group in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962026.
Повний текст джерела
6
Sin, Kuen-fung, and 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
Повний текст джерела
7
Nelson, Bonnie E. "One child's use of assistive technology." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37322.
Повний текст джерелаАнотація:
This is a qualitative study of one student’s use of assistive technology in the public school system from preschool to fourth grade. The data collected for this case study include interviews, participant observation, field and diary notes, video tapes, and other documents including school records and a teacher memoir. Throughout the study, the goals were to stay open to and reflect emerging patterns rather than to fit data into previously determined categories. The report describes how Michael--with cerebral palsy that affects his speech and prevents his standing or holding a pencil--used computers, augmentative communication devices, and other electronic technology. On one level the report becomes the story of a student who moves from a separate special education facility into an elementary school where he is integrated fulltime into a fourth grade class. Discussion and conclusions explore (1) types of support he required, (2) barriers to technology use as well as problems of "abandonment" of technology acquired, (3) the effect of integration into general education on his use of technology, and (4) how providing assistive technology influences and changes teachers’ roles.Ed. D.
8
Law, Man-shing, and 羅萬成. "Social status and friendship patterns among students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957973.
Повний текст джерела
9
Ybarra, Rita. "The Effects of Interspersed Trials and Density of Reinforcement on Accuracy, Looking Away, and Self-Injurious Behavior of a Child with Autism." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2485/.
Повний текст джерелаАнотація:
This research examines the effects of task interspersal and density of reinforcement on several behaviors of an autistic 6-year-old boy during the performance of a visual matching task and two auditory matching tasks. Experiment 1 investigated the effects of interspersing high and low accuracy tasks on correct matching responses, positions of matching responses, looking away, and self-injurious behavior (SIB). The effects of interspersed trials were evaluated using an ABAB multiple treatments design. Results indicated that interspersed trials produced slightly more correct responses during the visual matching task; however, correct responses decreased during the other two tasks. The use of interspersed trials also decreased looking away from the stimuli and SIB. Experiment 2 evaluated the effects of reinforcement density apart from task interspersal. Two conditions, reinforce-corrects-only and reinforce-all-responses, were compared in Experiment 2. Correct responses increased slightly for all three tasks during the reinforce-all-responses condition. Looking away and SIB were very infrequent throughout Experiment 2.
10
Mitchell, Dove Lakindra Michelle. "Got Hair that Flows in the Wind: The Complexity of Hair and Identity among African American Female Adolescents in Foster Care." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2321.
Повний текст джерелаАнотація:
African American children are disproportionately over-represented in the child welfare system. Many of these children linger in the system and experience disconnection from their biological families, communities, cultural beliefs, values, and practices. Familial socialization and cultural exposure are essential to developing a positive ethnic identity and self-concept. For African American female adolescents, hair and hair care are critical areas for such socialization and support. This qualitative study explored the hair and hair care perceptions and experiences of African American female adolescents in foster care. The goal was to examine hair and hair's connection to, and influence on, sense of self and self-esteem for African American female adolescents in foster care.
Eleven African American female adolescents participated in individual interviews, and grounded theory was used to analyze the data. Four major themes emerged: hair care, perception of hair and identity as an African American female, societal influences on self-awareness, and influence of the foster care system. Results from the study indicated African American female adolescents in foster care identify hair as important. Participants noted hair is connected to appearance and shapes who they are and how they view themselves as African American females. Participants addressed the complexity of hair and politics associated with hair. The findings further emphasized the role of racial socialization and the importance of a supportive hair care environment. Participants also discussed their awareness of societal influences on their perception of African American women. They offered recommendations for improving the hair care experiences of African American children in foster care, for supporting positive development of identity and self-esteem, and for implementing standards of practice that will ensure these youths' cultural needs are addressed in the child welfare system.
11
Porter, Keely S. "Finding the Gifted Child's Voice in the Public Elementary School Setting| A Phenomenological Exploration." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557621.
Повний текст джерелаАнотація:
Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.
12
Johansson, Niemelä Birgitta. "Mental Health in Children Undergoing Reconstructive Surgery : Studies on Self-Esteem and Social Interaction." Doctoral thesis, Uppsala universitet, Institutionen för neurovetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9510.
Повний текст джерелаАнотація:
While the functional and anatomical aspects of reconstructive surgery in children with leg length inequality (LLI), prominent ears (PE) and cleft lip and palate (CLP) have been studied in detail, the psychological aspects of surgery have been less explored. The benefit of a changed appearance and function on self-esteem and ability to social interaction are other areas where information is lacking. The aim of this thesis is to examine, during the process of reconstructive surgery, the mental health, self-esteem and social interaction of children with defects in appearance and function. Children, aged 6-16 years, with LLI (n=27) and PE (n=31) were invited to participate in interviews and psychological assessments by filling in a battery of questionnaires and tests (depression; anxiety; self-esteem; cognitive ability; and behaviour) before Ilizarov and otoplasty surgery and one year after. Parents filled in a child symptom check list and a state and trait anxiety questionnaire. Another six adolescents with CLP and their parents participated in interactive interviews with the aim of identifying relevant psychological issues for individuals with this condition. These issues were subsequently used to create new questionnaires. Being different, the development of self-esteem and social interaction were the central themes of the questionnaires designed after the interview study. The new questionnaires were explored in a retrospective study on other adolescents (n=26) with CL/P and their parents. Beck’s Youth Inventories (BYI) was used as comparative data. The LLI group had significantly lower mental health and self-esteem scores than the control group before surgery. The leisure activity level in both patient groups was low according to parents’ report before surgery. The mental health scores of both patient groups (LLI and PE) were improved after reconstructive surgery, but self-esteem was not affected. The questionnaires for CL/P patients proved to be useful in the exploration of self-esteem from a developmental perspective and in the search for strengthening factors of social interaction. Self-esteem was average or high on group level for adolescents with CL/P compared to BYI measure. Parents rated their adolescents to have higher self-esteem than the adolescents themselves. Females had a less positive development of self-esteem, there was an interaction effect between the female and male patients’ evaluation of self-esteem by higher age. Even a minor appearance defect like PE may affect mental health negatively. There were no adverse psychological effects one year after surgery in LLI and PE patients, rather, there were signs of improved mental health. Adolescents with CL/P have an anticipated risk of more mental health problems and especially those individuals who have been bullied. Cleft teams and Child and Adolescent Psychiatric Clinics should be attentive and offer psychological support to those individuals most affected by their conditions.
13
Silverton, Toby Irene. "Psychosocial variables of eating disordered women : assertiveness, intimate relationships, interpersonal distrust, and social self-esteem." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28282.
Повний текст джерелаАнотація:
This study examined the psychosocial variables of assertiveness, intimate relationships, interpersonal distrust, and social self-esteem in eating disordered and non-eating disordered women. Assertiveness was examined between three eating disordered subgroups, namely, restricting anorexics, previously anorexic bulimics, and never anorexic bulimics, in an attempt to answer the question: Are there differences in assertiveness between these subgroups? Intimate relationships, interpersonal distrust, and social self-esteem were examined between the overall eating disordered group and the non-eating disordered group. It was expected that eating disordered women, as compared to non-eating disordered women would report more difficulty in establishing and maintaining intimate relationships, higher interpersonal distrust, and lower social self-esteem.
The subjects were 82 females (41 eating disordered and 41 non-eating disordered), aged 19 to 40 years. Eating disordered subjects were recruited from a local support group for women with eating disorders. None of the eating disordered subjects were hospitalized at the time of testing. Eating disordered subjects were classified using the DSM-III (1980) criteria for anorexia nervosa and Russell's (1979) criteria for bulimia nervosa. Non-eating disordered subjects were nursing students at a local community college. Non-eating disordered subjects were screened using the Eating Attitudes Test in order to prevent the inclusion of women with mild eating disorders into the comparison group. All subjects completed a battery of tests including: The Eating Attitudes Test; The Assertion Inventory; The Adult Self-Perception Profile; The Eating Disorder Inventory; The Social Self-Esteem Inventory; arid a demographic information sheet. All subjects were weighed and their height measured.
A one-way multivariate analysis of variance was computed for the assertiveness measures of discomfort and response probability, examining differences between the three eating disordered subgroups. No significant differences were found. Post hoc analysis between the overall eating disordered group and the non-eating disordered group revealed highly significant differences between the two groups on both assertiveness measures (ϱ<.001). An examination of the means revealed that the eating disordered group experiences more discomfort in situations requiring assertiveness, and are less likely to respond assertively in those situations. Intimate relationships, interpersonal distrust, and social self-esteem were tested using a one-way multivariate analysis of variance. Differences were tested between the eating disordered and non-eating disordered groups. Highly significant differences were found between the groups on all three measures (ϱ<.001). An examination of the means revealed that the eating disordered group have more difficulty in forming and maintaining intimate relationships, a greater degree of interpersonal distrust, and less social self-esteem. Implications of these results and suggestions for future research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
14
McLagan, Beverley May. "Self-esteem components in eating disordered women : body-image disturbance, body dissatisfaction, and cultural and individual body shape ideals." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28170.
Повний текст джерелаАнотація:
This study examined the differences between eating disordered and non-eating disordered women on self-deficits, specifically self-esteem, body-image disturbance, and body dissatisfaction. In addition, the existence of a cultural and individual ideal body shape was investigated. It was expected that eating disordered women, compared to non-eating disordered women would exhibit lower self-esteem, higher body dissatisfaction and a greater degree of body overestimation (as measured by the waist). Furthermore, it was expected that eating disordered women would choose a thinner cultural and individual ideal shape than the non-eating disordered women.
The subjects were 82 females aged 19 to 40 years. The eating disordered group was recruited from a local support group and subjects met either the DSM-III (1980) criteria for anorexia nervosa, or Russell's (1979) criteria for bulimia nervosa. None of these subjects were hospitalized at the time of testing. Non-eating disordered subjects were nursing students recruited from a local college. The Eating Attitudes Test was administered to these subjects as a screening device to ensure that no subjects were included who had a mild eating disorder. All subjects completed a test package: The Eating Attitudes Test; The Adult Self-Perception Profile; The Eating Disorder Inventory; and a demographic sheet. At a second interview, subjects completed a body-image estimation procedure (Askevold, 1975), the cultural and individual ideal questions (Perceived Body Image Scale, Manley & LePage, 1986), and were weighed and measured for height.
A one-way multivariate analysis of variance was computed for measures of self-esteem, body dissatisfaction and body-image disturbance, examining differences between the two groups. Significant differences were found for self-esteem and body dissatisfaction (p < .001), with body-image disturbance approaching significance (p < .06). An investigation of the means revealed that eating.disordered women showed less self-worth, more ineffectiveness and experienced greater body dissatisfaction, than did non-eating disordered women. While body-image disturbance was present in both groups, the eating disordered group showed a slightly greater tendency to overestimate
their waist area than did the non-eating disordered group. A Chi square analysis computed for the cultural and individual ideals revealed the eating disordered group chose a significantly thinner cultural ideal shape (p < .05) and individual ideal shape (p < .001) than the non-eating disordered group. Both groups chose a very narrow range of acceptable female shapes to represent the cultural and individual ideal body shapes. Implications for these results and suggestions for future research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
15
Robertson, Jennifer L. 1969. "The effects of an adventure education problem-based approach program on students' self-esteem and perceived problem solving ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35304.
Повний текст джерелаАнотація:
This study investigated changes in self-esteem and perceived problem solving ability of academically at-risk students participating in a program called Science of Survival. The program combined adventure education and problem based learning approaches. One hundred and fifty-five male and female students, between the ages of 16 and 24 years completed the Self-Esteem Inventory and the Problem Solving Inventory at the beginning of the semester, after an adventure experience weekend, and at the end of the semester. A group of seventy-seven first year social science students, serving as a control group, also completed the inventories on the same time schedule. Self-esteem and perceived problem solving ability scores were analyzed by two one-way (treatment versus control) repeated measures (three assessments times) ANOVAs. Correlations between the two measures were also computed. Results indicated significant (p $<$.05) interactions of group by time for both self-esteem and perceived problem solving ability and significant correlations. Further analysis showed the Explorations II program was effective at increasing self-esteem and perceived problem solving ability and that these two constructs are related. The control group did not change in self-esteem over the period, but showed a deterioration in perceived problem solving ability.
16
Cheung, Shui Ha Ruby. "Structural equation models of self-discrepancy theory : tripartite relationships of domain-specific, perspective-specific self-discrepancies to psychological maladjustment and life satisfaction with self-esteem as mediator." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/726.
Повний текст джерела
17
Kickett-Tucker, Cheryl S. "Urban Aboriginal children in sport: Experiences, perceptions and sense of self." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1258.
Повний текст джерелаАнотація:
The purpose of this study was to describe the sense of self for a group of urban Western Australian Aboriginal children through analysing their perspectives and experiences in school sport and physical education. A symbolic interaction inquiry paradigm complemented with qualitative data collection methods was utilised. Informal conversational interviews and nonparticipant observations were employed. Interviews were conducted with participants and those whom they reported as their significant others. Participants were also observed in the school sport setting during physical education classes and intra and inter school sport competitions. Eight Western Australian Aboriginal children who resided in an urban suburb of Perth, Western Australia and attended a coeducational state school were the participants. Upper primary students, aged 11 to 12 years were included with an equal representation of both males and females. Data were analysed in accordance with Colaizzi’s (1978) procedure. Significant participant responses were extracted and meanings were identified in order to group the meanings into various themes. It was found that Aboriginal students mostly experienced positive interactions with others in the school sport setting. They demonstrated above average sport skills and were consistently rewarded with praise from their fellow peers and teachers. Aboriginal students did not enjoy physical education since it limited their participation, social interaction with others and their enjoyment. Team sports were preferred, but females reported that they disliked coeducational sport competition. Aboriginal students reported that participating in sport (particularly team sports) made them feel happy about themselves since it provided an opportunity for them to feel proud of identifying as an Aboriginal. Opportunities for equality and acceptance from others were more accessible in the school sport domain, since feedback for performances was constant and contained positive information. Feedback was often supplied immediately after a performance and was directed to the student concerned. For some though, sport participation could also result in students experiencing shame. This occurred when a mistake was performed or when significant "others" were present and observed their participation. In all, school sport provided the opportunities for Aboriginal students to develop positive and favourable self-perceptions, particularly with regard to their Aboriginal identity.
18
Mills, Melissa Mae. "The effects of participation in a community children's choir on participents' identity an ethnographic case study /." Diss., Connect to online resource - MSU authorized users, 2008.
Знайти повний текст джерела
19
Lee, Ji Hyun. "Group Art Therapy and Self-Care for Mothers of Children with Disabilities." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641805.
Повний текст джерелаАнотація:
The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, & The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers’ stress.
A total of 44 participants from multiple regions across Korea were included, and mothers in AG (n = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.
20
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.
Повний текст джерелаАнотація:
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.
21
Toerien, Sanette. "Selfdestruktiewe gedrag by die adolessent 'n Maatskaplikewerkperspektief /." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-152407.
Повний текст джерела
22
Cale, Chris. "A Case Study Examining the Impact of Adventure Based Counseling on High School Adolescent Self-Esteem, Empathy, and Racism." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1585.
Повний текст джерелаАнотація:
This study investigated the effectiveness of Adventure Based Counseling upon high school adolescents. The goals of this study were to (a) explore the effectiveness of ABC Counseling in increasing levels of self-esteem and empathy among adolescents; (b) study the efficacy of ABC counseling in reducing perceived racial discrimination, racist attitudes, or both; and (c) investigate the correlation between self-esteem, empathy, perceived racial discrimination, and racist attitudes as related to the effects of ABC counseling. In addition, the effects of ABC counseling on the school-related variables such as discipline, attendance, and academics, as well as possible outcome differences caused by demographic variables like gender and ethnicity were measured in relation to the effects of the ABC counseling treatment. Finally, this study also gathered descriptive data from participants through survey questionnaires regarding their prior knowledge and sensitivity to other races, their perception of racism occurring at the study site, and their experience in ABC counseling.
Research indicates that adolescents struggle with and are confronted by many developmental, psychological, and social phenomena while in high school. Salient among these phenomena are self-esteem, empathy, and racism. Research shows that developmentally appropriate self-esteem and empathy have a positive effect on the well being and functioning of adolescents. Furthermore, research indicates that racism has a significant negative impact on the development of adolescents. Social Identity Theory suggests that increases in self-esteem could lead to decreases in racism (Tajfel & Turner, 1979; Tajfel, 1978, 1981, 1982). Research based on this theory indicates a possible correlation between increased empathy and a decrease in racism (Tajfel & Turner, 1979). In addition, ABC counseling has been shown to produce a positive impact on both self-esteem and empathy in adolescents (Tajfel & Turner, 1979).
A total of 108 African American, Latina/o, and Caucasian adolescents from one Southeastern high school participated in the study. Half the students received a one-day ABC counseling treatment, and half served as the control group receiving no treatment. Results of the study found significant increases for the ABC counseling group in both self-esteem and empathy, and significant decreases in perceived racial discrimination and racist attitudes. In addition, a significant reduction in discipline referrals occurred from baseline to one-month follow-up. An ancillary analysis showed significance for the variables gender and ethnicity: males experienced a significantly greater increase in self-esteem and empathy as compared to females; Latina/os had the most significant decrease in racist attitudes and highest overall scores on the same measure; African Americans possessed significantly higher perceived racial discrimination scores than Caucasians or Latina/os.
Limitations existed concerning the sample, instruments, and analysis. The sample was taken from a single high school in an affluent community; some of the instruments do not have reported reliability and validity or prior use with high school students in the study; and the absence of multicollinearity was assessed through examination of the Variance Inflation Factors (VIF) and the assumption was violated with the outcome self-esteem. These limitations necessitate caution when making generalizations using the study's results.
Similar to previous research, the ABC group experienced a significant increase in self-esteem and empathy. Participating in the program also produced significant decreases in both perceived racism and racist attitudes. The latter results support the hypothesis made by the theoretical models used in this research, but it is believed that this is the first time such an effect has received empirical support. In addition, the significant negative relationships found between self-esteem and perceived racism, and empathy and perceived racism verified the prediction that increases in self-esteem and empathy would correlate with decreases in racism.
23
Wimbush, Luke. "Female fitness: evaluating the effectiveness of a girls only physical education course on cardiorespiratoryfitness, physical activity and self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013974.
Повний текст джерела
24
Ngai, Suet-man Beatrice, and 倪雪敏. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196039X.
Повний текст джерела
25
McCabe, Dorothy Louise. "The underachieving gifted student: an evaluation of the relationship of learning style and academic self-concept to academic achievement and a case study of one gifted high school student." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40074.
Повний текст джерела
26
Slagbrand, Sylvia. "Video-self-modeling som ett pedagogiskt verktyg i särskolan : En experimentell interventions singel Case studie." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37817.
Повний текст джерела
27
Collins, Janice Marie. "Finding Leadership in the “Real World” of News: The Professional Socialization of Leadership Development and Issues of Power, Gender, Race, and Self Esteem in a College Broadcast Journalism Lab, A Case Study." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1236724544.
Повний текст джерела
28
Chung, Chiang-hon, and 叢蔣漢. "An empirical investigation of the effects of the social skills training on a group of F.2 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627140.
Повний текст джерела
29
Rayford, Debra D. "A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1334597826.
Повний текст джерела
30
Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.
Повний текст джерела
31
Van, Breda Maynard John. "Guidelines for empowering secondary school educators, in loco parentis, in addressing truancy among early adolescent learners." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/8481.
Повний текст джерелаАнотація:
Doctor EducationisThis study examined the prevalence and the nature of truancy among early adolescent learners attending secondary schools in the Education Management and Development Centre (EMDC) in the eastern metropole of the Western Cape. The main purpose of the study was to answer the following question: How can secondary school educators, in loco parentis, be equipped with the required skills and resources in order to deal with the issue of truant behaviour among early adolescent learners? A comprehensive literature review was conducted to explore the character and extent of truancy. Thereafter, various theories of child development were highlighted, followed by a synopsis comprising different dimensions of the development of the early adolescent learner. The empirical investigation was carried out through quantitative as well as qualitative research methodology. A focus group interview was conducted with six learners, offering them an opportunity to express their perceptions and experiences as truants. Interviews were conducted with principals to obtain their impressions regarding truant behaviour. Thereafter, a questionnaire, which investigated truancy related aspects such as interaction with peers, parents and caregivers' involvement in learners' school activities, educators' influence on learners' school work and learners' self-esteem regarding their schooling, was administered to three hundred learners. The quantitative investigation revealed significant aspects about truant behaviour, indicating that predominantly more male than female learners (173 male and 26 as in the case of the present study) display this type of behaviour, truants generally originate from single parent families, and that they experience their educators and learning environments as extremely negative. Finally, two in-depth case studies were conducted on two learners, one identified as a truant and the other as a non-truant respectively. The purpose of the in-depth studies was to explore possible differences in their experiential worlds. Although the qualitative data is not generalisable, the findings of the case studies have revealed significant differences in the life worlds of the two learners. Comparatively speaking, it appears that non-truant learners are significantly better adjusted on all their functioning levels than truant learners. The results of the empirical investigation were compared with relevant findings which emerged from the literature study. Based on the present investigation, the study was concluded by offering a range of recommendations to secondary school educators, in loco parentis, empowering them in addressing the phenomenon of truancy among early adolescent learners in the Western Cape with its distinctive problems.
32
Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
Повний текст джерелаАнотація:
Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
33
Botha, Michelle. "Dance/movement therapy and the psychosocial well-being of learners with visual impairment : a case study." Diss., 2018. http://hdl.handle.net/10500/25746.
Повний текст джерелаАнотація:
This transformative mixed method case study investigated the influence of Dance/Movement Therapy (DMT) as a physical activity on the psychosocial well-being of learners with the visual impairment of low vision in a school for the visually impaired in Gauteng. A study of existing literature indicated a series of psychological and social dynamics which shape a person with low vision’s self-esteem and subsequent psychosocial well-being. A DMT intervention programme was designed accordingly. Through a filtering process, six female, adolescent participants with possible self-esteem challenges were identified. These participants completed the Rosenberg Self-Esteem Scale (RSES) prior to taking part in the eight 60 minute sessions of the DMT intervention programme. The RSES was completed again post-intervention. Results indicated an increase in the self-esteem levels of all six participants to various degrees. Qualitative measures, including observations schedules, process notes in a researcher’s diary and participant reflections in DMT Journey Journals supported quantitative findings.Mokgwa o, o o tswakantseng was diphetogo wa dithuto o batlisitse thotloetso ya Motantsho/ Motsamao wa pholo jaaka ikatiso ya mmele mo go itekanelong/ boitekanelong jwa tlhaloganyo ya barutwana ba ba sa boneng sentle mo sekolong sa bana ba ba sa boneng mo kgaolong/ porofinsi ya Gauteng. Dipatlisiso tsa dikwalo tse di leng teng di supa tatelano ya tlhaloganyo le loago e e farologaneng e e bopang go tlhoka go itshepa ga motho yo a neng le pono e e bokowa le tlhaloganyo le botho jwa gagwe. Ka jalo lenaneo la tseregano la DMT le ile la diriwa. Ka mokgwa wa go tlhopha, makgarebe a baša a le marataro, a a nang le mathata a go tlhoka boitshepo a ile a tlhopiwa. Ba tsaya karolo ba ba ile ba tlatsa kgotsa ba konosetsa selekano sa boitshepo sa Rosenberg (RSES) pele ba tsaya karolo mo go lenaneong la dikarolo tse robedi tsa metsotso e le 60 ya tserenanyo ya DMT. Morago ga tsereganyo selekano se ile sa tladiwa gape. Dipholo di supile kgolo e e farologaneng ya boitshepo mo go batsayakarolo botlhe ba le barataro. Ditekanyetso tsa boleng, tse di akaretsang lenaneo la ditlhokomediso, dintlha tsa tiriso tsa letsatsi le letsatsi mmatlisisi le maikutlo a batsaakarolo di totobatsa dipholo tse.dintsi mo dikwalong tsa tsela ya DMT.
Die invloed van die fisiese aktiwiteit van Dans/Bewegingsterapie op die psigososiale welstand van leerders met lae visie in ‘n skool vir gesiggestremde leerders in Gauteng is deur hierdie transformatiewe gemengde metode gevallestudie ondersoek. ‘n Studie van bestaande literatuur het ‘n reeks sielkundige en sosiale faktore wat die persoon met lae visie se self-beeld en gevolglike psigososiale welstand vorm uitgelig en ‘n Dans/Bewegingsterapie intervensieprogram is daarvolgens ontwerp. Ses vroulike adolesente deelnemers met moontlike self-beeld uitdagings is deur middel van ‘n filtreringsproses geïdentifiseer. Hierdie deelnemers het die Rosenberg Self-Esteem Scale (RSES) voor en na hulle deelname aan 8 60 minute sessies van die Dans/Bewegingsterapie intervensieprogram voltooi. Resultate het onderskeidelik ‘n toename in selfbeeldvlakke van al ses deelnemers tot in verskillende mates aangedui. Kwalitatiewe maatstawwe soos die gebruik van obserwasieskedules, prosesnotas in ‘n navorserdagboek en deelnemers se refleksies in hulle persoonlike Dans/Bewegingsterapie joernale het die kwantitatiewe bevindinge ondersteun.
Psychology of Education
M. Ed. (School Guidance and Counselling)
34
Lee, Yi-Ying, and 李奕瑩. "A Study on Self Identity and Adjustment in School Life of Foreign Spouses'' Children –Case Studies of Junior High School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68556980780274074271.
Повний текст джерелаАнотація:
碩士靜宜大學
社會工作與兒童少年福利學系碩士班
98
The purposes of the study are: 1.The family factors affect self identity of foreign spouses'' children ; 2. The school factors affect self identity of foreign spouses'' children ; 3. The correlation between self identity of foreign spouses'' children and adjustment in school life .It is a qualitative research which used in-depth interviews to collect research data.The subjects of the study are students of Lukang junior high school and their mother are from Southeast Asia and China. According to the collected data and the findings are: 1. Family life of foreign spouses'' children : (1) Low socioeconomic status , low resources of family education . (2) The main communicating language of family is Taiwanese , so the score of Chinese in school is poor . (3) The attitude of educational expectation from parents is “Allows nature to take its course”. (4) If parents pay more attention to their children , they will behave better in school work. 2. School life of foreign spouses'' children : (1) Children’s school performance is related to their intelligence and personality. (2) The encouragement and teaching of teacher would not necessarily influence children to study hard , try hard to make progress and identify themselves. (3) Peer elationships will influence children’s learning attitude, like school life and work together. (4) When children encounter problems , they wouldn''t necessarily turn to teacher or consulting office . 3. The self identity of foreign spouses'' children :(1) Children’s adjustment in school life will influence the self identity of foreign spouses'' children. (2) The different status of children will not affect their self identity According to the above findings, few recommendations are proposed for the government, the related workers in the field, the public and for future research.
35
Grobler, Regina Catherina. "Selfkonsep, tydkonsep en skolastiese prestasie." Thesis, 2012. http://hdl.handle.net/10210/6787.
Повний текст джерелаАнотація:
D.Ed.Societal structures are undergoing drastic changes at present. In the modern technological community, increasing pressure is placed on the child to achieve, particularly in the scholastic field. The urgent need for higher scholastic achievement makes greater demands on both the educator (parent and teacher) and the child. A positive self-concept can provide the motivation which could lead to higher scholastic achievement, but the way in which the child plans and uses his time, and works towards future success, may be of the utmost importance for high average scholastic achievement. Against this background, the aim of this research was to investigate selfconcept and time-concept within an educational context. The study probed the issue of whether there is a difference between the self -concept and time-concept of pupils with a high average scholastic achievement and those of pupils with a low average. Further, the possible relationship between the self-concept and the time-concept of these pupils was investigated. To achieve this goal, the research was based on seven sub-goals. The first three of these goals were realised by investigating a theoretical framework regarding the self-concept and time-concept of pupils within an educational context, and also by educationally founding self-concept, time-concept and scholastic achievement. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. Standard six, eight and ten pupils who were enrolled at an Afrikaans-medium and an English-medium high school in the Roodepoort area falling under the ex-Transvaal Education Department, as well as such pupils at an English-medium high school in the Johannesburg area, falling under the ex-Department of Education and Training, were involved in the investigation. A structured questionnaire in Afrikaans and English was developed on the basis of the above-mentioned self-concept and time-concept by adapting and refining already existing instruments. In accordance with the fourth sub-goal, this questionnaire, consisting of two instruments, was used to investigate the pupils' self-concept (instrument one) and timeconcept (instrument two). The approach followed for analysing and interpreting the data entails six steps. The data on self-concept and time-concept were analysed separately in steps 1, 4 and 5. In step 1 the validity and reliability of the measuring instruments were investigated. First order factor analytical procedures and item analyses were applied respectively in this regard. In each case only one variable (scale), namely self-concept and time-concept, was identified in this way. In step 2 the calculation of the correlation between the average percentage of the previous examination (biographical information) and the calculated average percentage (from information in Annexure C) was done on the basis of the data obtained from the Afrikaans-medium high school. This calculation was aimed at using the data from the questionnaire (obtained from the one English-medium high school that failed to provide the information required in Annexure C) for further statistical analyses. Step 3 entailed the determination of the cut-off points for pupils with a high average and those with a low average in scholastic achievement. Two groups of pupils were thus identified, namely the group of pupils with a high average scholastic achievement and the groups of pupils with a low average. The variables (number of factors) of self-concept and time-concept that could be used in the further analyses of the data, were identified by means of a prime factor analysis (PFA1), together with a Doblimin rotation method identified in step 4. The variables of self-concept and time-concept were subsequently used to conduct multi-variable and single variable analyses according to step 5 on the data of the pupils. These analyses were aimed at establishing whether there was a difference between the self-concept and the time-concept of the pupils with a high average and those of the pupils with a low average in scholastic achievement. The Hotelling T 2 test and MANOVA were used to test multi-variable hypotheses. The Student's t-test, ANOVA and the Scheffe test were used to test the single variable hypotheses. In step 6 of the analyses a canonical correlation analysis was performed on the data to establish whether there were statistically significant relationships between the self-concept and the time-concept of the pupils with a high average scholastic achievement. The same procedure was followed to determine whether there were statistically significant relationships between the self-concept and the time-concept of the pupils with a low average scholastic achievement. The findings obtained from all these analyses are stated briefly: There is, in fact, a difference between the self-concept and time-concept of pupils with a high average scholastic achievement and those with a low average. With regard to self-concept, the pupils with a high average have a more positive academic self, a better relationship with family and relatives, a more supportive religious orientation and a better attitude towards values than the pupils with a low average in scholastic achievement. With regard to time-concept, the pupils with a high average are more future-oriented, more conscientious in their time management, experience less anxiety about the future and are less focused on the present than the pupils with a low average in scholastic achievement. With regard to the relationships between the self-concept and the timeconcept of the pupils, the findings include the following: * Pupils with a high average scholastic achievement - there is a relationship between academic self, relationship with family and - relatives, social relations, religious orientation, physical self, negative experience of frustration, attitude towards values and future orientation, conscientious time management, negative in anxiety about the future, independent utilisation of time and contentment with the present and the past. Pupils with a low average scholastic achievement - there is a relationship between academic self, relationship with family and relatives, social relations, religious orientation, physical self, attitude towards values and future orientation, conscientious time management, time-consciousness, focus on the present, independent utilisation of time and contentment with the present and the past. On the whole, it would therefore appear that two variables of the timeconcept, namely anxiety about the future and focus on the present, can give rise to an inability to achieve a high scholastic average. It could therefore be in the interest of the child that the educators (parents and teachers) should make every effort to foster a positive selfconcept and a future-oriented time-concept in the child. The emphasis should be placed on planning and working towards a future goal. In addition, it should also be stressed that the enjoyment of the moment should be exchanged for future success.
36
Santiago, Leoni Esplin. "An exploration of the effects of karate training on young children in Kwanonqaba, Mossel Bay." Diss., 2020. http://hdl.handle.net/10500/27172.
Повний текст джерелаАнотація:
Constant exposure to community violence has very detrimental and pervasive effects on children. These effects range from behavioural, cognitive and neuro-developmental problems to a variety of psychiatric disorders. The purpose of this study was to investigate whether
Karate programs can be used in violent communities to help children circumvent these detrimental effects of exposure to violence. This study adopted a qualitative research approach and the epistemological framework used was social constructivism. Group interviews were conducted with the research participants. The case study method was
chosen, and thematic analysis was used as the method of analysis of the children’s stories.
These stories were reconstructed in terms of themes. The themes that emerged included: anxiety, fear, discipline, respect for self, others and authority. After exposure to a traditional karate program for a period of time, the participants’ attitudes towards violence changed.
They believed that violence was a last resort and that there were better ways to deal with conflict. They began developing more self-discipline, not just in the dojo but in other areas of their lives as well. The participants learnt to respect others, as well as themselves and their
instructors, teachers, parents and friends. They also felt less afraid to be in their community and developed more self-confidence. Karate programmes can be used in violent communities to help prevent the negative outcomes in children associated with exposure to violence.
These programmes can be used in conjunction with other developmental programmes to help improve the outcomes of these children.Psychology
M.A. (Psychology)
37
Badenhorst, Beryl Anne. "Exploring the psychosocial problems of children residing in shelters for abused women and the children in the Cape Metropolitan are : a gestalt approach." Diss., 2010. http://hdl.handle.net/10500/3835.
Повний текст джерелаАнотація:
The aim of this study was to explore and describe the psychosocial problems perceived (their phenomenological field) by children in middle childhood, living in shelters in the Cape Metropolitan Area.
The psychosocial problems included poor self regulation as a result of disturbances in the contact cycle, restrictions in shelters negatively impacting the holistic sense of self, barriers hindering relationships with significant others and the continuation of violence into the participants‟ broader field. The experience of multiple losses and persistence of violent behavior within and without the shelter context was a thread that ran through this study.
Current literature provided an overview of the theoretical underpinnings of this study which included the key tenets of Gestalt therapy theory, core Gestalt principles, the child living in a shelter and development in middle childhood. A qualitative research approach with a case study of ten children from three shelters was implemented.Social Work
M. Diac. (Play Therapy)
38
Badenhorst, Charlotte Henrietta. "Psigiese lewensaktualisering van die afknouer in die primere skool." Diss., 2013. http://hdl.handle.net/10500/10590.
Повний текст джерелаАнотація:
Text in AfrikaansDie doelstelling van hierdie kwalitatiewe navorsing was om die leerder in die primêre skool, wat ander afknou, se psigiese lewensaktualisering te verken en te beskryf. Om hierdie doelstelling te bereik, is bepaalde doelwitte gestel. Deur middel van ’n literatuurstudie is ondersoek ingestel na die ontwikkeling van die leerder in die middelkinderjare. Voorts is die konsep van afknouery ondersoek, om sodoende ‘n psigiese beeld te kan skep van die leerder wat ander afknou. Projeksiemedia is in drie gevallestudies gebruik om empiriese inligting rakende die doel van die navorsing te bekom. Temas is uit die projeksiemedia geïdentifiseer en teen die bestaande literatuur geverifieer. Tydens die bespreking van die inligting wat uit die projeksiemedia verkry is, is gevolgtrekkings en aanbevelings gemaak. Daar is gepoog om die bevindinge nie te veralgemeen nie, omdat dit ‘n kwalitatiewe studie was.
The aim of this qualitative study was to explore and describe the psychological life actualization of the learner in primary school who bullies others. To achieve this goal, specific objectives were set. The development of the learner in middle childhood was examined by means of a literature investigation. Furthermore, the concept of bullying was investigated, thus creating a psychological image of the learner who bullies others. Projection media were used in three case studies to obtain empirical information regarding the objective of the research. Themes from the projection media were identified and verified against the existing literature. During the discussion of the information acquired from the projection media, conclusions and recommendations were made. An attempt was made not to generalize the findings, because this was a qualitative study.
Psychology of Education
M. Ed. (Voorligting)
39
Rowlands, Trudi. "The utilization of assistive technology to enhance educational support for all learners in a mainstream school." Thesis, 2015. http://hdl.handle.net/10500/20316.
Повний текст джерелаАнотація:
This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT).
The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school.
The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study.
Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected.
Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class.
Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies.
Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing.Inclusive Education
D. Ed. (Inclusive Education)
40
Masemene, Kgaogelo Johanna. "Exploring environmental literacy components in promoting sustainable behavior : a case study of rural primary schools in Moutse, Sekhukhune district, Limpopo." Diss., 2020. http://hdl.handle.net/10500/27054.
Повний текст джерелаАнотація:
Abstracts in English, Sotho and ShonaEnvironmental Education (EE) in formal education was introduced because of environmental degradation globally, with the aim of developing an environmentally literate citizenry. However, the ultimate goal of EE, that of developing an environmentally literate citizenry, remains a dream while the planet continues to deteriorate. This study explored the environmental literacy level of both teachers and leaners, with a focus on rural primary schools. The study examined the effectiveness of the components of knowledge, attitude and skills in developing environmental literacy in schools. The study further explored how these components promote practices and lifestyle changes towards sustainable behaviour. A qualitative multiple case study design, guided by the interpretivist paradigm, was employed to conveniently sample three cases consisting of 3 teachers and 18 learners. Data was generated through observations, document analysis, as well as face to face and focus group interviews from purposefully sampled Grade 7 educators and learners. The findings revealed both nominal and functional environmental literacy levels amongst teachers and learners. These findings are attributed to a lack of teacher’s expertise in teaching EE content for the development of environmental literacy, the content integration approach of EE in the Department of Basic Education’s Continuous Assessment Policy System (CAPS) curriculum, the focus of the CAPS curriculum on mostly, the knowledge component of EE and a lack of a framework on how EE content should be taught. Lastly, the findings can also be attributed to the rural context in which the study took place, which poses challenges to sustainability lifestyles and practices. The study recommends reorientation of the curriculum to include environmental science as a subject in an integrated curriculum. The findings also recommend the inclusion of environmental policy in schools to guide lifestyle and practices towards sustainable behaviour.
Thutotikologo lefapheng la thuto e hlamilwe ka lebaka la go tlhagala ga tikologo lefaseng ka bophara ka maikemišetšo a go aga setšhaba seo se rutegilego mabapi le tša tikologo. Efeela maikemišetšo a magolo a thutotikologo e sa ntše e le toro mola seemo sa tikologo lefaseng ka bophara se tšwela pele le go hlagala. Maikemišetšo a sengwalwa se ke go nyakišiša maemo a thutotikologo ya barutiši le barutwana, go lebeletšwe kudu dikolo tša fasana tša dinaga magaeng. Sengwalwa se nyakišiša dikarolo tše tharo tša maemo a thutotikologo, e lego tsebo, maikutlo le bokgoni, le gore di hlohleletša bjang thutotikologo, ga mmogo le netefatšo ya maitshwaro le bophelo bjoo bo hlohleletšago tlhokomelo ya tikologo. Qualitative multiple case study design yeo e hlahlilwego ke intepretive paradigm e somišitswe go kgetha dikheisi tše tharo, moo barutiši ba bararo le barutwana ba lesome seswai ba tšerego dinyakišišong tše. Dintlha tša dinyakišišo di kgobokeditšwe ka go tšea temogo ya tikologo le diphaphoši tša dikolo, tshekatsheko ya melaotheo le dipoledišano magareng ga barutiši le barutwana ba mphato wa bo šupa. Dinyakišišo di humana seemo sa fase le sa magareng dithutong tša maemo a tikologo dikolong. Seemo se sa thuto ya tikologo se fegwa godimo ga tlhokego ya bokgoni le tsebo ya barutiši go ruta dithuto tša tikologo, molaotheo wa dithuto sekolong o lebeletše feela lefapha la tsebo, mola o sa bontšhe gore tsebo yeo e swanetše e rutwe bjang. Gape go humanega gore maemo a bophelo dinaga magaeng a fa mathata netefatšatšong ya bophelo le maitshwaro ao a hloleletšago tlhokomelo ya tikologo. Thuto ye e šišinya mpshafatšo ya lenaneothuto le kelo ka go tsenya thuto ya mahlale a tikologo go lenaneothuto le kelo yeo e kopanego. Dinyakišišo di šišinya gape go akaretša leano la tikologo dikolong go hlahla mokgwa wa bophelo le setlwaedi go mekgwa ya tsheketšo.
Pfundo ya zwa mupo kha pfunzo dzi funzwaho zwikoloni yo vha hone nga murahu ha u vhona uri mupo u khou tshinyala nga zwivhuhulu u mona na Ḭifhasi Ḭothe, tshipikwa hu u bveledza vhadzulapo vho funzeaho kha zwa mupo. Fhedzi ha, zwi kha ḓi tou vha muḬoro musi Ḭifhasi Ḭi tshi khou bvelaphanda na u tshinyala. Ngudo/pfunzo iyi yo kona u bveledza vhadzulapo vho funzeaho siani Ḭa zwa mupo kha vhoṱhe, vhadededzi na vhagudiswa. Ngudo iyi yosedzesa kha zwikolo zwa murole wa fhasi kha vhupoha mahayani. Ngudo iyi yo ṱolisisa zwiitisi zwihulwane zwo ṱu ṱuwedzaho vhuvha iyi tevhelaho savhuvha na vhukoni ha u bveledzisa pfuzo ya mupo zwikoloni. Maitele mandzhi a ṱhoḓisiso o rangelwaphanḓa nga vhasedzulusi vhane vha ṱoḓou ḓivhesa shango samusi Ḭo ḓisendeka kana u ṱuṱuwendzwa nga vhupfiwa ha muthu ene muṋe, vho vha hone u itela u sumbhedza milandu miraru ine ya khou kwana vhadededzi vhararu na vhagudiswa vha fumalo. Ngudo iyi yo bvelaphanda na u ṱoḓisisa uri zwiitisi izwi zwi ṱuṱuwendza hani zwithu zwine zwa tshinyadza mupo na u shandukisa matshilele na u tikedza vhudifari. Ngudo i sengulusahao mafhungo o fhambanaho nga vhunzhi, yo rangwa phanḓa nga vhaṱo ḓisisi vhane vha na divhithela Ḭa u pfesesa zwine zwa khou itea dzangoni nga vhuphara, vho vha vho runwa u leludza kha u tia ṱhoḓisiso ya tsedzuluso tharu. Mafhungo o kuvhanganywaho o wanuluswa nga u tou sedza fhedzi, nga u sengulusa manwalwa, u vhudzisa vhathu vho tou livhana navho zwifhaṱuwo, na nga u fara nyambedzano thwi na vhadededzi vha murole wa gireidi ya sumbe na vhagudiswa vhahone. Tsedzuluso dzo wana zwauri ngudo/pfunzo ya zwa mupo a i khou tou dzhieleswa nṱha na u vhonala zwavhu ḓikha vhadededzi na vhagudiswa. Mawanwa a tsedzuluso a khou tou ombedzela uri vhagudisi a vha na vhukoni ha u funza vhana divhamupo kha silabasi ya CAPS. Zwi tou vha khagala u ri zwikolo zwa mahayani zwi na thaidzo nnzhi dza u londota mupo na vhudifari. Ngudo I khou themendela u shandukiswa ha kufunzele na u katelwa ha ngudo ya mufhe sat hero ine ya vha na u ṱumekanya vhupo hoṱhe ha ngudo ya bwa mufhe. Mawanwa a khou ita na u themendela uri hu une na u fatelwa ha ndayotelwa ya mufhe zwikoloni u itela u eletshedza kutshilele na maitele uri hu vhe na vhuḓifani bavhuḓi kha mufhe.
Educational Studies
M. Ed. (Environmental Education)
41
Eylon, Dafna. "Empowerment : a multi-level process." Thesis, 1993. http://hdl.handle.net/2429/1231.
Повний текст джерелаАнотація:
The term "empowerment" is frequently used by organizational researchers, management practitioners, and consultants. However, despite the popularity of the term, there is a lack of empirical work and no generally accepted definition. As part of a thorough multi-disciplinary literature review, fourteen different conceptualizations for the term empowerment were discovered and classified into four categories: Micro (intra-psychic), Meso (relational-interactive), Macro (structural), and Misnomer (bogus). As a result of this work, both a new definition and a multi-level process model of empowerment are offered. Empowerment is defined here as an enhancing and energizing context specific process that expands an individual's power and feelings of trust, is usually facilitated by another, and results in increased levels of self-esteem, self-efficacy and other characteristics related to personal growth and control, which eventually lead to outcomes such as performance and satisfaction. The proposed multi-level process model postulates that the process of empowerment is driven by changes in information, responsibility, and active belief, and mediated by intra-psychic factors. This model was empirically tested in a between-subject, pre-test, post-test simulation design. Over a period of three weeks 135 graduate students completed a novel application of in-basket exercises, within which an empowerment manipulation was embedded. This manipulation included increasing information, responsibility, and active belief for the empowered manipulation and decreasing these three components for the disempowered manipulation. Multivariate analysis of variance revealed that, as predicted, the manipulation had a significant impact on the three mediating intra-psychic factors (self-efficacy, self-esteem, and locus of control) and an analysis of variance found significant results in the predicted direction on the dependent variable of job satisfaction. Regression analyses revealed the predicted mediation relationship between the intra-psychic variables and the dependent variable of job satisfaction. However, none of the analyses yielded significant results for the performance measures (initiative, sensitivity, planning and organizing, delegation, administrative control, problem analysis, judgement, and decisiveness). Several potential explanations are offered for these results, including a motivational interpretation which focuses on participant's motivation directionality. Theoretical and practical implications for these results are discussed as well as directions for future research.
42
De, Villiers Heilletje Maria Margaretha. "Invloed van ʼn pendelhuwelik op die jong kind in die gesin." Diss., 2014. http://hdl.handle.net/10500/18262.
Повний текст джерелаАнотація:
Text in AfrikaansPendelhuwelike is aan die toeneem en het verskeie invloede op die jong kind in die gesin. Die primêre doel van die studie was om emosionele en sosiale intelligensie as basis te gebruik om die invloed van ʼn pendelhuwelik op ʼn jong kind tussen 7 en 11 jaar te bepaal. ʼn Gemengde navorsingsontwerp is as empiriese ondersoek gedoen. Vyf deelnemers het deelgeneem in drie sessies elk. Die data-insamelingsinstrumente was: waarneming en veldnotas; projeksiemedia; ʼn vraelys, en ʼn semi-gestruktureerde onderhoud met elk van die betrokke moeders. Die meting van emosionele en sosiale ontwikkeling met behulp van die vraelys toon dat, ongeag van die afwesigheid van die deelnemers se vaders, en die konflikte, vrese en behoeftes wat hulle ervaar volgens die projeksiemedia, die deelnemers se emosionele en sosiale ontwikkeling oorwegend gemiddeld tot hoog is. Die uitkomste bied hopelik ʼn insiggewende bydrae hoe pendelhuwelike vyf jong kinders se emosionele en sosiale ontwikkeling beïnvloed het.
Commuter marriages are increasing and have various influences on the young child in the family. The primary aim of this study was to determine the influences of a commuter marriage on a young child between 7 and 11 years, using emotional and social intelligence as a basis. A mixed method empirical research design was used. Three sessions were conducted with five participants individually to obtain data through: observations and field notes, projection media, a questionnaire, and a semi-structured interview with each mother. The measurement of emotional and social development through the use of the questionnaire shows that, despite the absence of the participants’ fathers, and the conflicts, fears and needs they experienced according to the projection media, the participants’ emotional and social development are predominantly average to high. The study hopefully provides a significant contribution to the understanding of how commuter marriages influenced five young children’s emotional and social development.
Psychology of Education
M. Ed. (Voorligting)
43
Conrady, Lara Lee 1977. "A phenomenological case study of mentoring outcomes : benefiting the mentor in student development, self-esteem, and identity formation." 2007. http://hdl.handle.net/2152/15892.
Повний текст джерелаАнотація:
This qualitative study sought to provide a list of outcomes that mentors have as a result of being involved in a service-learning course over the course of one academic semester. The service learning course, Leadership in the Community, requires the enrollees to serve as a mentor to a local middle school student. Specifically, this study examined the mentoring outcomes of student development, self-esteem, and personal reflection. Data included semistructured interviews, researcher observations, Rosenberg Self-Esteem Scale (RSE), mentor journals, and personal reflection papers. Twenty-one participants were included in this study. An analysis of the data sources illustrated how each participant experiences mentoring and its outcomes and was informed using literature on mentoring, self-esteem, student development, and service-learning including: Maslow (1976), Chickering and Reisser (1993), Boyer (1990), Kram (1985), and Rosenberg (1965). In summary, this study's purpose was to identify mentoring outcomes and how participation in a service- learning course can contribute to changes in student development, self-esteem levels, and personal reflection. This study found that participants enrolled in the course for specific reasons, which included (a) forming relationships, (b) providing hope and promoting personal development, and (c) modeling goal setting. In regards to self-esteem development, the Leadership in the Community course provided the participants with a positive support system, a forum for sharing personal accomplishments, and an outlet to serve the local community by serving as a mentor. The participants displayed the ability to personally reflect about themselves and their mentoring experience in classroom interactions, mentor journals, interviews, and personal reflection papers. Themes and patterns noted in the participants' personal reflection were reflections about (a) personal growth, (b) identity formation, (c) past experiences, and (d) experiences with their classmates. This study suggests that service-learning courses that require mentoring as an enrollment requirement provides participants with an opportunity to develop as a student and as a person by contributing to the local community, increasing self-esteem, and reflecting upon one's past experiences. This study also makes a contribution to the literature by examining the mentoring relationship from the mentor's perspective. This departure from the existing literature on the mentoring relationship provides a new perspective for future research.text
44
Stevens, Michelle Sharon. "Accommodation of Grade R learners with cerebral palsy by teachers and practitioners : a case study of two special schools." Diss., 2018. http://hdl.handle.net/10500/24832.
Повний текст джерелаАнотація:
The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices.
Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child.
My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design.
The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development.Inclusive Education
M. Ed. (Inclusive Education)
45
Jones, Vivian Olivia Shaw Kenneth Louis Aspinwall Leslie. "Cognitive processes during problem solving of middle school students with different levels of mathematics anxiety and self-esteem case studies /." 2006. http://etd.lib.fsu.edu/theses/available/07072006-195753.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Florida State University, 2006.Advisors: Kenneth Shaw, Leslie Aspinwall, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 14, 2006). Document formatted into pages; contains xii, 129 pages. Includes bibliographical references.
46
Cody, Patricia Anne. "Therapeutic horsemanship and children adopted from foster care : a case study analysis using mixed methods." Thesis, 2007. http://hdl.handle.net/2152/29585.
Повний текст джерелаАнотація:
The purpose of this study was to explore the potential benefits of a therapeutic horsemanship program for children adopted from foster care and their adoptive mothers. Standardized measures, open-ended interviews and surveys were administered to determine effects on external child behavior, child self-esteem and parenting stress. The Child Behavior Checklist was administered to measure behavioral challenges in the children in this sample. There were no statistically significant changes on any of the CBCL scales. Qualitative data from the mothers, Instructors and researcher observations show some affect on behavior. The Culture Free Self-Esteem Inventory-3 was administered to measure self-esteem of the nine children in the sample. The decrease on the Global Self-Esteem Quotient of the CFSEI-3 was statistically significant using. Of the nine children, only three of them scored in the clinical range at pre-test. Of these three, two moved into the normal range and the third improved her score to be very close to the normal range. Qualitative data from the mothers, Instructors and researcher observations support this finding. The Total Stress score of the Parenting Stress Index -- Short Form for the mothers in the sample did not show a statistically significant decrease. Six of the nine mothers' pre-test and post-test scores were in the clinical range and only three had decreased post-test scores. The Qualitative data obtained through interviews, surveys and observations did not support a direct impact of the program on stress levels but rather an impact on level of support. Many mothers reported that they liked spending time with the other mothers to share resources and discuss their children. The data collected in this study does not provide sufficient evidence to make any causal statements about therapeutic horsemanship programs and children adopted from foster care. It does, however, provide support for the need for future research. The findings from this study have implications for meeting the needs of a variety of children adopted from foster and their adoptive parents.text
47
Ismail, Sadika. "Self-esteem, graduateness skills and attributes and career adaptability of the young adult in the school-to-work transition phase." Diss., 2015. http://hdl.handle.net/10500/20299.
Повний текст джерелаАнотація:
This research focuses on the relationship between self-esteem, graduateness skills and
attributes and career adaptability among young adults in the school-to-work transition phase
to assist them in dealing with the transitions they are faced with during the school-to-work
transition phase in the hopes of making them more career adaptable and employable. A
cross-sectional quantitative research approach was followed, and a non-probability
convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young
emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South
Africa participated in the study. A canonical correlation analysis indicated a significant overall
relationship between the graduateness/self-esteem canonical variate and the career
adaptability canonical variate. Hierarchical regression analyses indicated that the
relationship between graduateness skills and attributes and career adaptability was
moderated by self-esteem. Tests for mean differences revealed that males and females
differed significantly regarding their personal self-esteem and lie items. Recommendations
are suggested for use by human resource professionals in terms of career development
practices.Human Resource Management
M. Com. (Human Resource Management)
48
Obulutsa, Thomas Austin. "Self-esteem and employee burnout as predictors of employee turnover intention among professional counsellors in Nairobi, Kenya." Thesis, 2016. http://hdl.handle.net/10500/22598.
Повний текст джерелаАнотація:
Text in EnglishStaff turnover affects employees, employers and their clients. When counsellors leave a particular employment context, relationships have to be modified or terminated, and in some instances, clients have to start counselling afresh. This study focused on testing whether self-esteem and burnout can be predictors of voluntary turnover. Relating the three variables of self-esteem, employee burnout, and employee turnover intentions among counsellors reveals a dearth in literature and research. This study utilised qualitative and quantitative data. A sample of 200 counsellors received questionnaires to collect quantitative data and 162 questionnaires were analysed. The Intentions-To-Stay Questionnaire by Roodt (2004) measured turnover intention, the Maslach Burnout Inventory (Maslach & Jackson, 1981) measured Burnout and the Rosenberg Self-esteem scale (Rosenberg, 1965) measured self-esteem. Qualitative data collection utilised the focus group interview. 23 participants for one group interview were selected using Convenience sampling. Significant relationship was found between self-esteem and age, gender, marital status, duration of work, academic qualification and job status. Results indicated that the emotional exhaustion subscale has statistically significant relationships with age, academic qualification, marital status and employment status. The depersonalization subscale indicated a statistically significant relationship with age, gender, marital status and employment status. The personal accomplishment subscale indicated statistically significant relationship with gender, academic qualification, marital status, duration of employment and employment status. A statistically significant relationship was found between turnover intention and age, marital status, highest academic qualification of participant and employment status. Further, a statistically significant relationship was found between turnover intention and burnout but not between turnover intention and self-esteem. This analysis confirmed burnout as a predictor variable and self-esteem as not. Study findings revealed three categories of reasons influencing turnover among counsellors; namely diversification reasons, growth and development reasons, and remunerative reasons. Counsellor narratives of burnout revealed three major themes namely: exhaustion, work settings, characteristics, and sources of stress. Workplace and institutional interventions were categorized into two namely developmental and normative. An integrated model of clinical supervision for responding to burnout and turnover intention was presented as part of the discussion.
Psychology
D.Phil. (Psychology)
49
Albon, Jennifer. "Socio-economic and demographic factors influencing immunisation access in children of self-settled Mozambican refugees and South African children in the Agincourt sub-district, Mpumalanga, South Africa." Thesis, 2011. http://hdl.handle.net/10413/4993.
Повний текст джерелаАнотація:
Immunisations are one of the most important interventions to decrease mortality and provide
a foundation for a successful health system. Eliminating disparities in immunisation access is
needed to meet immunisation coverage goals. Although migrants have been identified as
influencing recent measles outbreaks in South Africa, research on access to immunisations is
lacking for migrants in the country. Numerous barriers to accessing health care have been
reported for international migrants in South Africa despite official policies of equal access.
Children of Mozambican refugees may be a vulnerable group and not being immunised
because of their migration status or other socio-economic and demographic factors.
This study aims to determine immunisation rates in rural South Africa and identify socioeconomic
and demographic factors influencing immunisation access including being a child
of a refugee. All children under 5 years during 2003 and 2006 censuses in the Agincourt subdistrict,
Mpumalanga, South Africa (N=17,532) are included in this retrospective, nested
cross-sectional multivariate analysis of immunisation access community level data.
Immunisation rates are approximately 85% for the first immunisation but rates for subsequent
dosing decreased and only 5% of children of appropriate age obtained all immunisations on
the South African immunisation schedule. Children of former Mozambican refugees were
significantly more likely to be immunised than South African children (OR=1.59, p=0.018)
controlling for other socio-economic and demographic characteristics. Children who lived in a
village with a clinic (OR=1.43, p=0.015), children with older mothers (OR=1.02, p=0.028),
and children in households with higher wealth (OR=1.13, p=0.033) were also more likely to
be immunised. Strategies for increasing immunisation access should focus on delivery of
services to villages without health care facilities, providing support and outreach to poorer
and younger mothers, and ensuring continuing engagement with the immunisation
programme.
This study adds to the sparse existing research on predictors of immunisation access in South
Africa as well as health care access for refugees in South Africa. This research shows that
health care access can be higher for international migrants than the host population.
Policymakers can use this research to target vulnerable groups to decrease disparities.Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2011.
50
Armstrong, Ruth Elizabeth. "The effect of music therapy on self-reported affect in hospitalised paediatric patients : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy." 2009. http://hdl.handle.net/10179/1208.
Повний текст джерелаАнотація:
The present research examines the effect of music therapy on the affect of hospitalised children. It took place on a paediatric ward of a New Zealand public hospital. This study aimed to investigate the role of music therapy in addressing patients’ psychosocial needs. Literature on the impact of hospitalisation, and on the use of music therapy in hospitals and paediatrics was reviewed. The research involved an audit of the therapist’s clinical notes from music therapy sessions over the course of seven months. The clinical notes included measurements of children’s mood from the beginning and end of sessions, using McGrath’s (1990) Affective Facial Scale. It was hypothesised that mood measures following music therapy would be higher than pre-music therapy scores. Statistical analysis of the facial scale data did not show a significant difference between ‘before’ and ‘after’ measures. These results were discussed with regard to a ceiling effect (this is, the measurements indicated patients were at the happy end of the scale before the music therapy session, so there was little room on the scale for mood to improve following music therapy). The measurement of emotion did not prove to be straightforward. The hospital environment may have influenced the patients’ responses in a number of ways. These environmental influences are discussed with reference to examples from the clinical notes. The usefulness of facial scales in this context is discussed, as well as other limitations of the research. Suggestions for future research include the use of other mood measures, and the inclusion of measurements of parental mood and how this affects the child.