11 |
Terapie met die junior-primêre kind wat skeidingsangs ervaarHefer, Elizabeth 02 1900 (has links)
Text in Afrikaans / Skeidingsangs is 'n angsversteuring by kinders weens die onvermoe om van die
moeder te skei. Skeidingsangs is by die meeste jong kinders 'n realiteit wanneer
hulle van hul moeders geskei word. Die intensiteit van die angservaring van die
kind by skeiding word meestal onderskat.
Skeidingsangs manifesteer by skooltoetrede. Dit is die kind se eerste formele
toetrede tot die leefwereld waar eise aan horn gestel word. Skeidingsangs het
'n negatiewe invloed op die kind se totale leefwereld, sy relasies, skolastiese funksionering
en sosiale verhoudinge.
Vir die doel van hierdie navorsing word daar gefokus op die junior-primere leerling
(Sub A tot Standerd een). Daar is geen differensiasie ten opsigte van geslag
nie. 'n Diagnoseringslys, die idiografiese navorsings- en diagnoseringsmodel en
pedoterapieprogram (Jacobs: 1980, 1981) is gebruik vir diagnose en terapie van
skeidingsangs. Die effektiwiteit en bruikbaarheid van die terapeutiese tegnieke
en riglyne vir die ko-terapeute is empiries getoets vanuit 'n sielkundig opvoedkundige
perspektief. / Separation anxiety is an anxiety disorder in children as a result of their inability to
separate from their mothers. The intensity of the anxiety experience in the child
is generally underestimated.
Separation anxiety manifests itself when the child enters school. This experience
presents in the child's formal entry into the field of experience where personal individual
demands are made. Separation anxiety presents a negative influence on
the total field of experience, his relations to it, encompassing scholastic
functioning and social relationships.
The research is focused on the junior primary pupil (Sub A up to Stan de rd 1).
There is no differentiation regarding sex. A list of diagnosis, the idiographic research
and diagnostic model, and the pedotherapy programme (Jacobs: 1980, ·
1981) are all used, to diagnose separation anxiety and for the treatment of this
condition. The effectiveness and usefulness of these therapeutic techniques and
guidelines for the co-therapists were empirically tested from a psychological educational
point of view. / Psychology of Education / M. Ed. (Voorligting)
|
12 |
Great expectations : the relations between expectancies for success and academic achievementMoore, Caryl 04 1900 (has links)
The main aims of this broad exploratory study were (a) to gain insights as to the
possible interrelations between Unisa students' expectations for success and a
variety of significant variables (such as their academic performance, self-perceptions,
confidence, motivation, self-determination, others' expectancies, locus of control and
attributions relating to previous performance), and (b) to discover possible
differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail'
groups; and 'realistic' and 'unrealistic' groups).
The results of 61 hypotheses are compared with a variety of theoretical
suggestions and past findings. It was found that, on the whole, the various groups,
inter alia, expected to succeed, were confident about the accuracy of their
expectations, perceived themselves to work hard, considered themselves to have
considerable ability and to be above class average. Despite this rosy outlook many
students failed the examinations. Two of the most striking findings of this study were
that (a) those who failed overestimated their future performance to a significantly
greater extent than those who passed, and (b) overestimations were negatively
correlated with achievement. In contrast to theory and numerous research findings,
the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed
that overoptimistic expectancies and self-perceptions appear to be maladaptive in an
academic context. Indeed, the findings suggest that accurate or even underoptimistic
self-assessments may be more conducive to academic success. It is proposed that
overoptimism may reflect ignorance of standards required, of adequate study
methods, or may result in inappropriate preparation. In light of the findings, the
implications and possible benefits and dangers of overoptimistic expectations and
self-perceptions are discussed.
The subjects are 715 third year Unisa psychology students, who are more
heterogeneous than most other university students as they not only vary
considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)
|
13 |
Emosionele intelligensie in sielkundige opvoedkundige perspektief / Emotional intelligence in psychological educational perspectiveStrydom, I. (Irene) 06 1900 (has links)
Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde
beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar
en word as een van die intelligensies van menswees beskou. Emosionele intelligensie
word beskou as die vermoe om
• eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef,
• ander se emosies te herken en te verstaan en
• die vermoe om die self te motiveer.
Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige
Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e
EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie
ddel aangepas en ge'lmplementeer.
Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder
andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige
sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning
hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological
Educational terms. The concept emotional intelligence is accepted by social scientists
and is regarded as one of the intelligences of being human. Emotional intelligence can
be described as the ability to
• recognise and understand one's own emotions and to express it in an
acceptable way,
• to recognise and understand others' emotions and
• being able to motivate the self.
The aim of this study was to describe emotional intelligence in Psychological
Educational terms and to analyse the EQ profiles of adolescents who experience
emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been
adapted and implemented for this purpose.
The final conclusion is that adolescents who experience emotional problems, are
amongst other things depressed, aggressive and emotionally illiterate. The educational
psychologist can use the EQ instrument as a diagnostication instrument and can plan
therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)
|
14 |
Terapie met die junior-primêre kind wat skeidingsangs ervaarHefer, Elizabeth 02 1900 (has links)
Text in Afrikaans / Skeidingsangs is 'n angsversteuring by kinders weens die onvermoe om van die
moeder te skei. Skeidingsangs is by die meeste jong kinders 'n realiteit wanneer
hulle van hul moeders geskei word. Die intensiteit van die angservaring van die
kind by skeiding word meestal onderskat.
Skeidingsangs manifesteer by skooltoetrede. Dit is die kind se eerste formele
toetrede tot die leefwereld waar eise aan horn gestel word. Skeidingsangs het
'n negatiewe invloed op die kind se totale leefwereld, sy relasies, skolastiese funksionering
en sosiale verhoudinge.
Vir die doel van hierdie navorsing word daar gefokus op die junior-primere leerling
(Sub A tot Standerd een). Daar is geen differensiasie ten opsigte van geslag
nie. 'n Diagnoseringslys, die idiografiese navorsings- en diagnoseringsmodel en
pedoterapieprogram (Jacobs: 1980, 1981) is gebruik vir diagnose en terapie van
skeidingsangs. Die effektiwiteit en bruikbaarheid van die terapeutiese tegnieke
en riglyne vir die ko-terapeute is empiries getoets vanuit 'n sielkundig opvoedkundige
perspektief. / Separation anxiety is an anxiety disorder in children as a result of their inability to
separate from their mothers. The intensity of the anxiety experience in the child
is generally underestimated.
Separation anxiety manifests itself when the child enters school. This experience
presents in the child's formal entry into the field of experience where personal individual
demands are made. Separation anxiety presents a negative influence on
the total field of experience, his relations to it, encompassing scholastic
functioning and social relationships.
The research is focused on the junior primary pupil (Sub A up to Stan de rd 1).
There is no differentiation regarding sex. A list of diagnosis, the idiographic research
and diagnostic model, and the pedotherapy programme (Jacobs: 1980, ·
1981) are all used, to diagnose separation anxiety and for the treatment of this
condition. The effectiveness and usefulness of these therapeutic techniques and
guidelines for the co-therapists were empirically tested from a psychological educational
point of view. / Psychology of Education / M. Ed. (Voorligting)
|
Page generated in 0.0184 seconds