Esta dissertação teve como objetivos conhecer a opinião de crianças angolanas a respeito de suas escolas, investigar como é a escola dos seus sonhos e averiguar como os direitos da criança estão sendo acolhidos nessas instituições. Para tanto foi realizado um estudo que englobou o sistema de ensino público primário do país, representado por 15 escolas localizadas em cinco províncias angolanas. As crianças participaram de entrevistas em grupo e o método utilizado foi a inserção ecológica. A análise dos dados foi realizada com base na Teoria Bioecológica do Desenvolvimento Humano e os resultados indicaram que as interações de crianças, professores, diretores e escolas são caracterizadas por desequilíbrio de poder e autoritarismo e, por isso, carecem de reciprocidade. A escola dos sonhos das crianças é um local com condições mínimas de infraestrutura, no qual se sentem acolhidas e respeitadas. A promoção e o respeito aos direitos da criança ainda são incipientes em Angola de maneira geral e nas escolas em particular. / This dissertation aimed to know the opinion of Angolan children with respect to their schools, investigate how the school of their dreams is and to verify how children’s rights are received in those institutions. This study encompassed Angola’s public primary education system, represented by 15 schools located in five Angolan provinces. The children participated in group interviews and the method used during data collection was the ecological engagement. Data analysis was done through the Bioecological Theory of Human Development and the results indicate that the interaction among children, teachers, directors and schools are characterized by the imbalance of power and authoritarianism, reason why the relationship lacks reciprocity. Children’s dream school is a place with minimal infrastructure where they feel welcomed and respected. In general, the promotion and respect to children’s rights are still incipient in Angola, especially in schools.

The purpose of the study was to explore and describe the relationship between resilient and less-resilient middle-adolescent learners and their township school context. This research was guided by Bioecological theory and the Resiliency Wheel programme to understand resilience as manifested in the proximal processes within the microsystems of the school and the family. The degree of resilience of learners was observed in behaviour and development outcomes inferred from personal characteristics and adverse family conditions demonstrated in the person, proximal processes, context and time. The study sequentially employed a mixed method approach of quantitative and qualitative research. In Phase 1, the construct ‘resilience’ was operationalised and defined in a Resilience Scale for Middle-adolescents in a Township School (R-MATS). The questionnaire was validated on 291 middle-adolescent learners in two township schools. In Phase 2, an Interactive Qualitative Analysis (IQA) was performed. Focus groups were conducted with 16 middle-adolescents in the two schools. In answer to the main research question, ‘How does the school influence the resilience of middle-adolescent learners in a black-only township school?’, it was found that the school environment can influence the resilience of middle-adolescent learners in township schools by providing or failing to provide a supportive teaching and learning environment with effective implementation of rules and educational policies, that provide for care and safety of its learners and ensure they realise their future goals. In answer to the sub-question, ‘What are middle-adolescent resilient learners’ experiences of their black-only township school system?’ it was found that the resilient middle-adolescent learners acknowledged the contribution of their school to their resilience and development. The learners were aware of the school policies and engaged with them to benefit from their schooling, but were critical of their school if they perceived a lack of provision and support by the school. In answer to the second sub-question, ‘What are middle-adolescent less-resilient learners’ experiences of their black-only township school system?’ it was found that the less-resilient learners experienced their school environment as less supportive. They struggled to access school resources and experienced the school as an environment where they could use their personalities to grow and develop, or just exist. Overall, it was found that township schools do have resources for their learners to use, but implementation of policy and the accessibility of resources are problems to less-resilient learners who struggle within their proximal processes in their school microsystem. Middleadolescent learners appreciate and require clearly defined rules, structure and consistent implementation to ensure a stable, supportive and caring learning and teaching environment to grant them opportunities for realising their future goals. / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The intention-behavior gap between receiving professional health information and transitioning to improved health behaviors prior to conception is not well understood. In order to improve preconception health across the board, a more integrative understanding of the problem must present itself. This study combined elements from the theory of planned behavior, self-determination theory, and the bioecological model of human development as it's foundation. Qualitative phenomenology and semistructured face-to-face interviews were used to gain a deeper understanding of the ways in which nine overweight and obese women described preconception intentions and beliefs and the bioecological experiences leading to those beliefs. Interpretation of the results suggested socio-environmental conditions that affect the development of beliefs, intentions, and attitudes toward preconception health. Key discoveries regarding planning intention and behavior included laissez faire attitudes toward preconception planning, advice-seeking methods, perceived need to change behaviors, and ability to navigate the healthcare system and social programs. Future recommendations include using the more complex bioecological view to improve the global preconception health imperative. This study's potential for positive social change includes opportunities to hold important conversations about preconception health by disseminating study results locally and the expansion of knowledge in a field dedicated to the improvement of women and infant health worldwide through publication.

No description available.

In December 2019, a novel version of the SARS virus, called SARS-CoV-2 (COVID-19), emerged in Wuhan, Hubei Province of China. By mid-March of 2020, the United States had begun the process of the shutting down and quarantining to minimize the spread of the virus. In conjunction with a dramatic shift in professional experiences, counselors would also be exposed to greater stressors associated with COVID-19 while continuing work as shadowed "frontline" workers tending to the surge of those seeking mental health care resulting from increasing anxiety, depression, PTSD, and other mental health conditions. However, despite the emerging information regarding the professional quality of life (ProQOL) and wellness of "frontline workers" there was little evidence emanating related to how the stressors of COVID-19 were impacting counselors. Compassion fatigue (CF), burnout and secondary traumatic stress (STS) are occupational hazards threatening counselors resulting from exposure to trauma, interpersonal stress and vocational demand. These phenomena have been extensively researched among counselors and demonstrate positive relationships between counselors' experiences of stress and higher levels of negative compassion outcomes. Similarly, wellness has been empirically supported as a countermeasure to these professional threats, serving to minimize the effects of burnout, CF and STS by improving the internal resiliency of counselors while simultaneously improving experiences of compassion satisfaction (CS). However, aside from conceptual speculation and preliminary investigation into counselor coping patterns, little evidence has surfaced demonstrating what relationship exists between counselor wellness and the unique stressors related to the COVID-19 pandemic. This study used quantitative methodology to analyze a cross-sectional survey of a national sample of counselors in the United States (N = 318) that assessed for counselor wellness, ProQOL and reported, COVID-19 related stress. This investigation examined how counselor wellness and ProQOL differs during a later stage of the COVID-19 pandemic compared to previous samples, how specific counselor demographics related to COVID-19 stress appraisal and how counselor reports of COVID-19 related stress relates to their wellness and ProQOL. Results indicate a significant difference between counselor reports of wellness and ProQOL compared to previous investigations, with a pattern of this sample producing lower wellness and CS scores and higher burnout and STS scores. Additionally, significant relationships between counselor gender and racial identities and COVID-19 related stress were found. Lastly, results indicate significant, negative relationships between reported COVID-19 stress and multiple aspects of wellness, while significant, positive relationships were found between reported COVID-19 stress and both burnout and STS. The findings of this investigation will contribute to the foundational insight into how counselor reports of COVID-19 related stress relates to their wellness and ProQOL. / Doctor of Philosophy / Over the last two years, the United States has been experiencing the stress and loss associated with the world-wide, SARS-CoV-2 (COVID-19) pandemic. Counselors have continued to provide mental health and school-counseling related services to their clients and students despite exposure to the unique demands and stressors related to COVID-19. Regardless of increased stress exposure, little evidence is available to explain how stress related to COVID-19 has impacted counselor professional quality of life (ProQOL) and wellness – both of which are essential for professional longevity and ethical practice. The current investigation explored and examined how current, reported COVID-19 related stress related to reported wellness and ProQOL for counselors within the United States. Counselors were found to have lower wellness and compassion satisfaction (CS) scores, and higher burnout and secondary traumatic stress (STS) scores, as compared to samples from before the pandemic. Counselors with racial and gender minority identities were also found to demonstrate higher COVID-19 stress appraisal. Lastly, COVID-19 related stress was found to have negative relationships with counselor wellness and positive relationships with both burnout and STS, thus forming a negative relationship with CS. Further research is needed to help determine how sociocultural events within the United States upon counselor wellness and professional quality of life, as these have occurred in conjunction with the COVID-19 pandemic. Additionally, further research is required to understand how minority groups of counselors have uniquely experienced the COVID-19 pandemic and how those experiences impact their reports of wellness and ProQOL.

Autism or autism spectrum disorder (ASD) is a multifaceted neurological condition that impairs social interaction, communication and behaviour. The current increase in the prevalence of ASD is alarming. A large population of parents is left searching for answers regarding their child’s developmental delays. Once their child has been diagnosed, they have to deal with the challenge of raising such a child. Parenting a child with ASD is particularly challenging for mothers as it has been reported that they struggle with poor health and wellbeing as well as high stress levels. Literature has also shown that the maternal interaction style impacts the prognosis for the child’s development, again highlighting the importance of the mother’s wellbeing. Several studies refer to the severe impact of ASD on the family as a unit, yet the unique challenges that mothers face are often overlooked. To address the wellbeing of these mothers, it is necessary to understand their experiences of their child’s diagnosis with ASD. This qualitative phenomenological study explored and described mothers’ experiences of their child’s diagnosis with ASD by using the Process-Person-Context-Time model from Bronfenbrenner’s bioecological theory as a framework. Unstructured interviews with seven mothers were conducted, voice recorded and transcribed. Data was analysed using thematic content analysis. Findings revealed four interrelated themes: 1) the mother’s experience of the interactions and relationships within her immediate family (Proximal Process), 2) the mother’s experience of her internal and external characteristics and resources (Person), 3) the mother’s experience of her environment (Context), and 4) the mother’s experience of the journey through time (Time). Bronfenbrenner’s theory in its matured form also proved to be of value in understanding these mothers’ daily lives and challenges. The key findings provide valuable insight that may inform professionals who develop support programmes aimed at mothers with ASD children or that may guide such professionals’ therapeutic interventions with mothers with ASD children. / MSW, North-West University, Potchefstroom Campus, 2015

Autism or autism spectrum disorder (ASD) is a multifaceted neurological condition that impairs social interaction, communication and behaviour. The current increase in the prevalence of ASD is alarming. A large population of parents is left searching for answers regarding their child’s developmental delays. Once their child has been diagnosed, they have to deal with the challenge of raising such a child. Parenting a child with ASD is particularly challenging for mothers as it has been reported that they struggle with poor health and wellbeing as well as high stress levels. Literature has also shown that the maternal interaction style impacts the prognosis for the child’s development, again highlighting the importance of the mother’s wellbeing. Several studies refer to the severe impact of ASD on the family as a unit, yet the unique challenges that mothers face are often overlooked. To address the wellbeing of these mothers, it is necessary to understand their experiences of their child’s diagnosis with ASD. This qualitative phenomenological study explored and described mothers’ experiences of their child’s diagnosis with ASD by using the Process-Person-Context-Time model from Bronfenbrenner’s bioecological theory as a framework. Unstructured interviews with seven mothers were conducted, voice recorded and transcribed. Data was analysed using thematic content analysis. Findings revealed four interrelated themes: 1) the mother’s experience of the interactions and relationships within her immediate family (Proximal Process), 2) the mother’s experience of her internal and external characteristics and resources (Person), 3) the mother’s experience of her environment (Context), and 4) the mother’s experience of the journey through time (Time). Bronfenbrenner’s theory in its matured form also proved to be of value in understanding these mothers’ daily lives and challenges. The key findings provide valuable insight that may inform professionals who develop support programmes aimed at mothers with ASD children or that may guide such professionals’ therapeutic interventions with mothers with ASD children. / MSW, North-West University, Potchefstroom Campus, 2015

Made available in DSpace on 2016-04-28T20:38:05Z (GMT). No. of bitstreams: 1 Joao Palma Filho.pdf: 1818506 bytes, checksum: 22c0a45db159432aec7d8494612bea26 (MD5) Previous issue date: 2012-04-23 / This is a qualitative research based on Bioecological Theory, which aims at investigating how a set of multifamily actions can contribute to improving the quality of relations between APAE - Associação de Pais e Amigos dos Excepcionais (Association of Parents and Friends of Exceptional Children) in the city of Francisco Morato, and families of students with intellectual deficits, from the perspective of the eleven families participating. We seek to analyze whether these actions contributed to the families understanding the institution role and limits for the development of people with intellectual deficits, the possible emotional gains and improvement in interpersonal relationships with the children served by the institution. Eleven meetings were held with the multifamily group. Actions guided by the Bioecological Theory favored proximal processes, with communication conditions between the Multifamily Group and the Technical Team, so that the participants felt welcomed, expressed their feelings, doubts, and shared their personal experiences, becoming a cohesive and participatory group. Families commented: at the end, they had a deeper understanding of the work done at the institution; are more alert and able to devote more personal resources to care for their children; perceived the specialists are more aware of their observations. It was observed at the end of the research that multifamily activities and the care in building a communication path, propitiate the empowerment of families, which is fundamental to the educational process of children and young people with intellectual deficits / APAE de Francisco Morato e grupo multifamílias: um percurso de mudanças com base na teoria bioecológica Trata-se de uma pesquisa qualitativa, fundamentada na Teoria Bioecológica, que teve por objetivo investigar como um conjunto de ações multifamiliares pode contribuir para melhorar a qualidade das relações entre a APAE Associação de Pais e Amigos dos Excepcionais da cidade de Francisco Morato e as famílias de alunos com déficit intelectual, segundo a perspectiva das onze famílias participantes. Procuramos analisar se essas ações contribuíram para as famílias compreenderem o papel e os limites da instituição para o desenvolvimento da pessoa com déficit intelectual, os possíveis ganhos emocionais e a melhoria nas relações interpessoais com os filhos atendidos pela instituição. Foram realizados onze encontros com o grupo multifamílias. As ações norteadas pela Teoria Bioecológica favoreceram os processos proximais, com as condições de comunicação entre o Grupo Multifamílias e a Equipe Técnica, de maneira que os participantes sentiram-se acolhidos, manifestaram seus sentimentos, dúvidas, compartilharem suas experiências pessoais, tornando-se um grupo coeso e participativo. As famílias comentaram: possuir ao final um conhecimento mais profundo dos trabalhos desenvolvidos na instituição; estarem mais atentas e disporem de mais recursos pessoais para cuidar de seus filhos; perceberem os técnicos mais atentos as suas observações. Observou-se ao final da pesquisa que as atividades multifamiliares e o cuidado na construção de um percurso de comunicação, propiciam o empoderamento das famílias, que é fundamental para o processo educacional de crianças e jovens com déficit intelectual

Made available in DSpace on 2016-04-29T13:31:14Z (GMT). No. of bitstreams: 1 Joao Ricardo Nickenig Vissoci.pdf: 4396371 bytes, checksum: 555bb719cefa62a46c037ce9e0fd921a (MD5) Previous issue date: 2015-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis aims to argument the rationale that sports bioecological context of futsal has characteristics that can enhance the search for emancipation while also may contribute favoring the colonization by systemic order on the metamorphoses in identity formation process. Therefore, we conducted three studies seeking: (1) to systematically review the literature to verify direction and magnitude of variables related to identity; (2) characterize bioecological context parameters of high performance futsal players; and (3) analyze contextual influences on identity formation through semantic pattern associated with athletic career narrative and life story case studies. In the first study, we systematically reviewed 121 articles categorizing variables associations with identity in demographics, psychosocial support, health problems / injuries, control of life, educational status, self-perception, motivation, personal / career development, commitment sports, eating attitudes, coping strategies, retirement and burnout. Positive and negative associations were identified with specific and non-specific sport variables. In the second and third studies, we interviewed futsal athletes and coaches. In the second study we identified by characterizing athletes ecological systems, that futsal context presents elements that can instigate autonomy seeking behavior within identity expressions, but also enables the heteronomy. In third study we verified through the method of life history and network analysis, a group of athletes with narratives directed to heteronomy with life projects in the logic of instrumental action, and two other groups with narratives directed towards autonomy of their identity expression, with distinction in life projects based on identity politics or political identities. In conclusion, identity can be instigated in an emancipatory direction given context features. However, the way the futsal sport is structured greater possibilities of instrumental action are perceived in relation to success in the sport. Exterior features to the sport such as education or family influences may provide greater multiplicity of roles that result in wealth of meaning when narrating about career and identity, promoting autonomic manifestations in search of a good living / Este trabalho tem como objetivo defender a tese de que o contexto bioecológico esportivo do futsal apresenta características que podem potencializar a busca por emancipação e ao mesmo tempo atributos que favorecem a colonização da ordem sistêmica sobre as metamorfoses no processo de formação identitária. Para tanto, conduzimos três estudos buscando: (1) revisar de forma sistemática a literatura para verificar direção e magnitude da associação de correlatos a identidade; (2) caracterizar os parâmetros do contexto bioecológico dos atletas de futsal de alto rendimento; e (3) analisar a influência do contexto sobre a formação da identidade por meio do padrão semântico associado à narrativa sobre a carreira atlética e estudos de caso sobre a história de vida. No primeiro estudo, revisamos 121 artigos de forma sistemática categorizando as associações de variáveis com identidade em questões demográficas, suporte psicossocial, problemas de saúde/lesões, controle da vida, status educacional, auto-percepção, motivação, desenvolvimento pessoal/carreira, compromisso com o esporte, atitudes alimentares, estratégias de enfrentamento, aposentadoria e burnout. Associações positivas e negativas foram identificadas com variáveis específicas e não-específicas do esporte. No segundo e terceiro estudos, entrevistamos atletas de futsal e técnicos. Identificou-se no segundo estudo, ao caracterizar os sistemas ecológicos dos atletas, que o contexto do futsal apresenta elementos que podem instigar a busca de autonomia em expressões identitárias, mas também possibilita a heteronomia. O terceiro estudo identificou grupos de atletas utilizando o método da história de vida e análise em rede, com discursos direcionados à heteronomia com projetos de vida na lógica do agir instrumental, e outros dois grupos com discursos direcionados à autonomia de sua expressão identitária, com distinção em projetos de vida baseados em políticas de identidade ou identidades políticas. Conclui-se que a identidade pode ser instigada a uma direção emancipatória, dado características do contexto que possibilitem essa direção. Contudo, a forma como a modalidade do futsal se estrutura percebe-se maiores possibilidades de agir instrumental frente ao sucesso no esporte. Características externas ao esporte como estudo ou influencia familiar podem proporcionar maior multiplicidade de papéis que resultam em riqueza de sentidos ao discursar sobre carreira e identidade, favorecendo manifestações autonômicas na busca de um bom viver