Published Article / Research in the West has identified a number of adjustment problems for international students. This has helped student administrators in these countries and their international students to take informed measures that help make international student sojourn much bearable. Unfortunately, very little is known regarding international student adjustment issues in developing countries. This study examined data from 120 international students of a South African university in order to determine their adjustment challenges. Results suggest that respondents experienced numerous adjustment problems similar to those encountered internationally, thus global measures may be borrowed to mitigate problems common to South African universities.

While there is a vast amount of research focusing on the importance of school connectedness for short-term outcomes related to alcohol use, few studies have looked at the longer-term consequences of poor school connectedness. The aim of the current study was therefore to investigate the gender-specific association between school connectedness (1966) and alcohol- related hospitalization in adulthood (1973-2007). Moreover, the role of adjustment problems in adolescence was examined. Logistic regression analysis was based on a cohort of Swedish children, born in 1953 in Stockholm, Sweden, including 6,269 males and 6,106 females. The results revealed a statistically significant relationship between having a lower level of school connectedness in childhood and an increased risk of hospitalization due to alcohol misuse in adulthood, among males. The findings for females were less conclusive. Controlling for socioeconomic background and adjustment problems in adolescence reduced the strength of the association but did not explain it. In sum, this study shows that school connectedness appear to have long-term consequences for alcohol-related diseases, but further research is needed to understand the mechanisms behind this finding.

This study attempts to determine if concurrently teaching Parent Effectiveness Training principles to parents and their children results in greater effectiveness than teaching the parents only. The study was performed in the context of the Learning Adjustment School Program sponsored by the Eastern Idaho Community Mental Health Center in Idaho Falls, Idaho. The subjects were 35 students in this program who had learning disabilities and/or emotional disturbances. Fifty-two of their parents were also subjects. An experimental group of parents, a control group of parents, an experimental group of children, and a control group of children were selected. The students in the experimental group of children were the children of the parents in the experimental group of parents. The same relationship existed for the control groups. Both groups of parents received a course in Parent Effectiveness Training. The experimental group of children received a modified version of Parent Effectiveness Training. The control group of children did not receive instruction in the principles of Parent Effectiveness Training. All parents were pretested and post-tested on the Parent Attitude Survey, the Parent Problem Check List, and the Self-Concept Inventory-- Parent. All children were pretested and post-tested on the Children's Reports of Parental Behavior Inventory and the Self-Concept Inventory--Child. The experimental group of parents showed a significantly greater increase in confidence in themselves as parents, in trusting their children, in over all attitude improvement, and in more positive self-ratings of their own problems. These results were consistent with the predicted outcome. The control group of children rated their parents as showing a significantly greater decrease in hostile detachment than the experimental group of children. The control group also rated themselves as showing a significantly greater increase of positive work habits and happy qualities than did the children in the experimental group. These results were inconsistent with the predicted outcome. The results of this study seem to indicate that teaching children Parent Effectiveness Training principles is desirable from the point of view of parents but undesirable from the point of view of children.

The purpose of the present study was to compare a traditional therapeutic technique (client-centered) to a structured social skills training package in the group treatment of adolescents with school and social adjustment problems, An additional consideration was made of the efficacy of the specific training program used as applied to this population. Seven indices of change (four of which are behavioral and three self-report) were included in the study as dependent variables. Subjects were students attending an "alternative" high school whose population consisted primarily of pre-adjudicated juvenile delinquents, status offenders, and other students experiencing various social adjustment difficulties in more traditional high school environments.

This study primarily attempts to (1) identify the specific adjustment problems anticipated by international students prior to departure from their home countries and those actually experienced while studying in America, (2) compare any significant, differences that may exist between problems as anticipated and as experienced in terms of levels of difficulty, and (3) investigate the discrepancy means between problems as anticipated and as experienced in relation to selected personal variables. The instrument used to gather the needed data is a questionnaire developed by the researcher. The initial questionnaire of 182 problem items was validated by a panel of experts and pretested on a small sample of international students. The revised questionnaire consists of two main sections; Section A contains fourteen items of demographic and personal data on the subjects, and Section B contains seventy-two items on problems that are purposely categorized into the eight related areas of student personnel services of (1) communication and language, (2) academic, (3) social-cultural, (4) psychological-personal, (5) financial, (6) health, (7) housing and food, and (8) international student advising.

No description available.

<p>This study aimed at investigating the divergence in attitudes between Saudi students who have lived in the United States for four years or more compared to Saudi students who have not lived outside Saudi Arabia for more than a three-month period. A survey was designed based on the main aspects of Saudi culture for this study as surveys are found to be the most common means for measuring attitudes. Two samples of Saudi students were recruited, one sample included students who have lived in the United States for four years or more, and the other sample consisted of those who have not lived outside Saudi Arabia for more than three months. A statistically significant difference between the two samples was found; students who have lived in the United States for four years or more were found to be more tolerant than those who have not lived abroad for more than three months towards the issue of sex segregation in mixed environments.<br> </p>

Text in Afrikaans / The aim of this study was to compile a programme to prepare the child in a children's home for family re-unification. An extensive study of relevant literature was conducted and included works on subjects such as the middle childhood years, the child in the children's home, family re-unification, the Gestalt approach and Gestalt play techniques. An empirical study was undertaken with semi structured interviews with social workers and family re-unification workers. From these resources some themes were identified to be included in the programme. Conclusions and suggestions were made in the interest of the implementation of the programme. / Social Work / M.Diac.(Rigting: Spelterapie)

Text in Afrikaans / The aim of this study was to compile a programme to prepare the child in a children's home for family re-unification. An extensive study of relevant literature was conducted and included works on subjects such as the middle childhood years, the child in the children's home, family re-unification, the Gestalt approach and Gestalt play techniques. An empirical study was undertaken with semi structured interviews with social workers and family re-unification workers. From these resources some themes were identified to be included in the programme. Conclusions and suggestions were made in the interest of the implementation of the programme. / Social Work / M.Diac.(Rigting: Spelterapie)