Spelling suggestions: "subject:"anger inn children"" "subject:"anger iin children""
1 |
The relationship between school violence, childhood anger, and the use of preventions and interventions in schoolsPeper, Erin S. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.
|
2 |
Bibliotherapy and anger management an examination of children's books recommended by Mister Rogers' Neighborhood Childcare Partnership /Seehaver, Melissa A. January 2004 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.
|
3 |
The relationship between anger rumination and aggression in childhoodRepper, Karla K. Kistner, Janet. January 2006 (has links)
Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Janet Kistner, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 13, 2006). Document formatted into pages; contains vii, 76 pages. Includes bibliographical references.
|
4 |
Examination of irritability in depression among youthPakonen, Katrina L. Graybill, Daniel Franklin, January 2001 (has links)
Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Daniel Graybill (chair), Connie B. Horton, Karen S. Pfost, Mark E. Swerdlik. Includes bibliographical references (leaves 82-90) and abstract. Also available in print.
|
5 |
'n Transteoretiese opvoedkundige sielkundige terapeutiese intervensie om aggressie van 'n graad sewe leerder aan te spreekCruywagen, Marinda 22 June 2011 (has links)
M. Ed.
|
6 |
Anger coping training (ACT) program with physically aggressive children: a treatment outcome studyFung, Lai-chu, Annis., 馮麗姝. January 2004 (has links)
published_or_final_version / abstract / toc / Social Work and Social Administration / Doctoral / Doctor of Philosophy
|
7 |
'n Model as 'n teoretiese raamwerk vir opvoedkundige sielkundiges om kinders te begelei om hul woede konstruktief te hanteerVan der Walt, Catharina Hendrina 06 September 2012 (has links)
D.Ed. / The primary goal of this research is to describe a model for educational psychologists to guide the child in the informal housing community to deal constructively with anger. The rationale for the research is derived from changes in the South African society. In the struggle for survival, the child develops inappropriate ways of dealing with anger. The child's mental health is therefore endangered and through facilitative interaction the educational psychologist can support the child in developing skills in dealing constructively with anger. The study commences with a theoretical framework in which the suppositions of the research are discussed. The meta-theoretical suppositions, based on the theory of educational psychology for the whole person, phenomenology, educational philosophy and developmental psychology are discussed. Thereafter theoretical suppositions developed from the meta-theoretical suppositions are discussed. The theoretical suppositions are complemented by a chapter on the design of the research. A qualitative, exploratory, descriptive and contextual design and functional school of thought are followed. The principle of logic and justification for scientific research is answered from a postmodern perspective. The descriptive phenomenological method of Giorgi (1985:8-19) was used to conduct an in-depth exploration of the child's management of anger. Guba's model of trustworthiness (1985:201) - which was used and based on truth-value -applicability, consistency and neutrality is then discussed. Ethical precautions that were taken are discussed. The discussion of the research results is presented from the child's perspective - interviewing, observation and information are derived from documents during the course of twenty-one weeks. Eight children took part in exploring their management of anger. During the course of eleven weeks facilitative interaction supported by the Gestalt-therapeutical process of Oak!ander (1978:53-66; 2002:1-17) took place in a group context. Individual interviews were then conducted. The last six weeks were succeeded by informal sessions with soccer play as main activity. The children revealed how they experience difficulty in dealing with anger due to inadequate support and modelling in their interaction with the community in which they live. This was done by means of projective media. The child's predisposition in relation to anger is reflected in an external locus of control. It develops into a cycle of problematic management of anger. The research resulted in the development of a model for educational psychologists. The primary supposition of the model is that facilitative interaction supported by the Gestalttherapeutical process of Oaklander can aid the educational psychologist to guide the child between the age of eleven and twelve, to deal constructively with anger. In the process of facilitative interaction the child is supported to develop self-awareness, self-knowledge and self-regulation through which the child is enabled to deal with anger constructively. The development of the model is initiated by identification, definition and classification of central and associated concepts. The relationships between the concepts are drawn, involving the description of the model. This model is of particular significance to the child living in the informal housing community who has little access to mental health resources. A continued co-operative process involving the educational psychologist as interactive-facilitator consulting with community services and resources is brought about as the child's needs surrounding the issue of anger become apparent. This process not only benefits the child in question, but also serves as an educational opportunity involving the child's micro-, meso-, eco- and macro-systems in accepting the educative responsibility of supporting the child in dealing with anger, working towards self-regulation and mental health.
|
8 |
A curriculum for dealing with anger as an emotion in the first-grade classroomCafferky, Marlene B. 01 January 1991 (has links)
No description available.
|
9 |
Play therapy techniques and their effectiveness with angry children in a school settingMeyer, Lisa Marie, Saucedo, Nelly Edith 01 January 2002 (has links)
The purpose of this study was to determine which play therapy techniques were most effective when applied to working with children who have angercontrol problems.
|
10 |
Development of the level of stability index for children (LSIC) determining indicators of emotional and behavioral stability of children /McMillan Jacquelyn Denise. Abell, Neil. January 2003 (has links)
Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Neil Abell, Florida State University, School of Social Work. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.
|
Page generated in 0.0684 seconds