A violência e a agressividade fazem são parte integral do comportamento humano. Crianças criadas em ambientes violentos apresentam maior chance de desenvolver psicopatologias como ansiedade e depressão, apresentam menor desempenho escolar e regulação alterada do eixo de resposta ao estresse. Os mecanismos que levam a tais desfechos são complexos e difíceis de estudar em humanos. Até o presente momento, não existem modelos animais especificamente desenvolvidos para estudo do ambiente violento precoce e suas consequências. O presente trabalho objetivou o desenvolvimento e caracterização de um modelo animal para estudo do impacto do ambiente violento precoce sobre o desenvolvimento, com validade de construto, validade de face (aparente) e validade preditiva. Para tal, utilizamos o estresse social durante a lactação pela inserção de um macho intruso na caixa moradia da fêmea e sua prole por 5 minutos durante o ciclo claro nos dias 3, 5, 7 e 9 de vida pós-natal. Os desfechos avaliados para validade de face foram ansiedade juvenil e adulta, resposta ao estresse e capacidade cognitiva. Os desfechos avaliados para validade preditiva foram os efeitos da variação do comportamento maternal sobre os desfechos que conferem validade de face ao modelo. A intervenção com macho intruso teve forte impacto sobre a prole e a genitora. Houve redução do comportamento de amamentação nos 30 minutos após cada intervenção em comparação com ninhadas controles em horário semelhante. As genitoras do grupo violência apresentaram aumento da fração de corticosterona plasmática ligada a proteínas. Filhotes machos do grupo violência apresentaram redução da concentração basal de corticosterona 30-40 minutos após a segunda intervenção, perdurando na idade juvenil e adulta. A intervenção levou ao aumento do comportamento semelhante a ansiedade na idade juvenil em machos e fêmeas. Filhotes machos apresentaram aumento do comportamento semelhante à ansiedade e redução no desempenho cognitivo na idade adulta, além de redução da massa corporal ao longo de toda a vida e resposta exacerbada ao estresse psicológico repetido na idade adulta. Comportamentos maternais tidos como de qualidade (amamentação com dorso arqueado e lambida) foram frequentemente relacionados com proteção contra os efeitos do ambiente violento. Ansiedade da genitora teve correlação direta com os desfechos deletérios sobre os filhotes. Os desfechos de validação esperados foram confirmados. A Intervenção se mostrou um modelo consistente de ambiente violento precoce, com validade de construto, de face e preditiva. / Violence and aggressive behavior are part of human society from the begining. Although there are several public policies for violence control, it is still common and its consequences are present in modern society. Children raised in a violent environment have increased odds of developing psychopathology, like anxiety and depressive behavior, show decreased school performance and poor regulation of the hypothalamic-pituitary-adrenal axis. Mechanisms underlying those outcomes are complex and difficult to study in humans. Until present time, there are no animal models developed specifically for the study of early violent environment and its consequences. The aim of the present study was to develop and describe an animal model of early violent environment, with construct validity, face validity and predictive validity. We choose social stress during lactancy by the insertion of a male intruder in the dams home cage in the presence of its offspring as an intervention. A adult male rat was inserted for 5 minutes in dams home cage on post-natal days 3, 5, 7 and 9, during lights-on period. The outcomes assessed for face validity were Anxiety, stress response and cognitive performance. The outcomes assessed for predictive validity were maternal care variation and its impact on anxiety, cognitive performance and stress response regulation. The selected intervention had strong effects on the dams and offspring. Nursing behavior was decreased on the 30 minutes after each intervention. Violent environment dams displayed a shift in plasma corticosterone from the free to the bound fraction. Male pups showed decreased plasma corticosterone 30-40 minutes after the second intruder session, lasting throughout life. Male and female pups had increased juvenile anxiety. Male pups had increased anxiety, decreased cognitive performance and increased response to repeated psychological stress in adulthood. Maternal care quality was frequently associated with reduction better outcomes in the offspring. Maternal anxiety was found to be correlated to deleterious outcomes in the offspring. The intervention proved to be a consistent model of early violent environment, showing strong construct validity, face validity and predictive validity.

The purpose of this research is to determine the effect of divorce on the will and motivation of the child in the middle childhood phase. Instruments are identified for adaptation and use in determining the effect of divorce. In addition, ways of equipping the educational psychologist to facilitate the child's adjustment during and after the divorce process are examined. A literature study was undertaken to determine the theoretical context of the effect of divorce. A study was also undertaken of the cognitive development of the child in the middle childhood phase, which could shed some light on the reactions of the child during the divorce of his or her parents. The results of the empirical investigation showed that the child in the middle childhood phase can exhibit intrinsic motivation during the divorce process. It is, however, the external factors accompanying divorce that could cause the child to display a reduced will or motivation. / Educational Studies / M. Ed. (Voorligting)

Reading is one of the most important skills (although a complex cognitive activity) a learner has to master during the early years of schooling. The reading process involves elements of a learner’s psychological, physical, linguistic, cognitive, emotional and social worlds. Despite the fact that all learners have to be able to read, there is an increasing awareness among professionals of the developmental and educational implications of reading difficulties with school-going learners world wide. Reading is a critical tool for the mastery of all other subjects a learner will meet and one of the best predictors of long-term learning achievement. Therefore, the need for support must be considered a priority area. After a thorough investigation and literary study, it is evident that the effective identification of learning difficulties needs a thorough understanding. Educators must realise that a given learner, who responds favourably to one instructional system, may respond very unfavourably to another, because learners are all unique individuals. To be able to combine speech sounds in a way that recipients can understand the message, learners have to be ready to develop an understanding of phonology, morphology and syntax, therefore maturation must always precede learning and, in the context of this study, emergent literacy must precede reading. Maturation is characterised by a fixed order of progression wherein the pace may vary, but not the sequence. The creative use of language is entirely dependent on the ability to assemble simple building blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language development and the most crucial aspect in both music and language development is the perception of sound and the core in music and language are the ability to listen. The aim of this study was to investigate the use of music and related activities as part of an intervention strategy to improve reading skills, such as phonics, of learners who have reading difficulties. The researcher proved that a wellplanned intervention method and learning strategy through music activities may be used to develop the reading skills in learners who have reading difficulties. / Educational Studies / D. Ed. (Inclusive Education)

Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele komponent van en voorwaarde vir optimale ontwikkeling. Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal optimaal verwesenlik kan word. In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool years that the foundation is laid to make learning easier later on. Where early stimulation and mediation is lacking it is very difficult later on to achieve positive results with the same inputs. When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs and concepts as "known" when he attends school, as he was already acquainted with them. The parents can shape the pre-school years of the child in such a manner that the potential of the child can be realised optimally. In the empirical investigation parents were interviewed in order to determine the extent to which they supplied intellectual stimulation to their pre-school children. According to the results it appears that early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)

This thesis focuses on drawing expression levels compared two groups of children younger school age, with the first group is an elementary school education at the school and the other practical. The theoretical part provides general information on the development of younger school age. It focuses on the development of drawing display in connection with the development of intellectual assumptions. The practical section provides the results of research of children's drawings which are assessed in relation to the developmental level of children.

A violência e a agressividade fazem são parte integral do comportamento humano. Crianças criadas em ambientes violentos apresentam maior chance de desenvolver psicopatologias como ansiedade e depressão, apresentam menor desempenho escolar e regulação alterada do eixo de resposta ao estresse. Os mecanismos que levam a tais desfechos são complexos e difíceis de estudar em humanos. Até o presente momento, não existem modelos animais especificamente desenvolvidos para estudo do ambiente violento precoce e suas consequências. O presente trabalho objetivou o desenvolvimento e caracterização de um modelo animal para estudo do impacto do ambiente violento precoce sobre o desenvolvimento, com validade de construto, validade de face (aparente) e validade preditiva. Para tal, utilizamos o estresse social durante a lactação pela inserção de um macho intruso na caixa moradia da fêmea e sua prole por 5 minutos durante o ciclo claro nos dias 3, 5, 7 e 9 de vida pós-natal. Os desfechos avaliados para validade de face foram ansiedade juvenil e adulta, resposta ao estresse e capacidade cognitiva. Os desfechos avaliados para validade preditiva foram os efeitos da variação do comportamento maternal sobre os desfechos que conferem validade de face ao modelo. A intervenção com macho intruso teve forte impacto sobre a prole e a genitora. Houve redução do comportamento de amamentação nos 30 minutos após cada intervenção em comparação com ninhadas controles em horário semelhante. As genitoras do grupo violência apresentaram aumento da fração de corticosterona plasmática ligada a proteínas. Filhotes machos do grupo violência apresentaram redução da concentração basal de corticosterona 30-40 minutos após a segunda intervenção, perdurando na idade juvenil e adulta. A intervenção levou ao aumento do comportamento semelhante a ansiedade na idade juvenil em machos e fêmeas. Filhotes machos apresentaram aumento do comportamento semelhante à ansiedade e redução no desempenho cognitivo na idade adulta, além de redução da massa corporal ao longo de toda a vida e resposta exacerbada ao estresse psicológico repetido na idade adulta. Comportamentos maternais tidos como de qualidade (amamentação com dorso arqueado e lambida) foram frequentemente relacionados com proteção contra os efeitos do ambiente violento. Ansiedade da genitora teve correlação direta com os desfechos deletérios sobre os filhotes. Os desfechos de validação esperados foram confirmados. A Intervenção se mostrou um modelo consistente de ambiente violento precoce, com validade de construto, de face e preditiva. / Violence and aggressive behavior are part of human society from the begining. Although there are several public policies for violence control, it is still common and its consequences are present in modern society. Children raised in a violent environment have increased odds of developing psychopathology, like anxiety and depressive behavior, show decreased school performance and poor regulation of the hypothalamic-pituitary-adrenal axis. Mechanisms underlying those outcomes are complex and difficult to study in humans. Until present time, there are no animal models developed specifically for the study of early violent environment and its consequences. The aim of the present study was to develop and describe an animal model of early violent environment, with construct validity, face validity and predictive validity. We choose social stress during lactancy by the insertion of a male intruder in the dams home cage in the presence of its offspring as an intervention. A adult male rat was inserted for 5 minutes in dams home cage on post-natal days 3, 5, 7 and 9, during lights-on period. The outcomes assessed for face validity were Anxiety, stress response and cognitive performance. The outcomes assessed for predictive validity were maternal care variation and its impact on anxiety, cognitive performance and stress response regulation. The selected intervention had strong effects on the dams and offspring. Nursing behavior was decreased on the 30 minutes after each intervention. Violent environment dams displayed a shift in plasma corticosterone from the free to the bound fraction. Male pups showed decreased plasma corticosterone 30-40 minutes after the second intruder session, lasting throughout life. Male and female pups had increased juvenile anxiety. Male pups had increased anxiety, decreased cognitive performance and increased response to repeated psychological stress in adulthood. Maternal care quality was frequently associated with reduction better outcomes in the offspring. Maternal anxiety was found to be correlated to deleterious outcomes in the offspring. The intervention proved to be a consistent model of early violent environment, showing strong construct validity, face validity and predictive validity.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-11-07T11:51:33Z No. of bitstreams: 1 otaviobatistapereirapraca.pdf: 1403971 bytes, checksum: 7f04c31784bc23fbd3d0d3175b35c34f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-11-09T14:36:52Z (GMT) No. of bitstreams: 1 otaviobatistapereirapraca.pdf: 1403971 bytes, checksum: 7f04c31784bc23fbd3d0d3175b35c34f (MD5) / Made available in DSpace on 2017-11-09T14:36:53Z (GMT). No. of bitstreams: 1 otaviobatistapereirapraca.pdf: 1403971 bytes, checksum: 7f04c31784bc23fbd3d0d3175b35c34f (MD5) Previous issue date: 2017-07-31 / A proposta deste trabalho é implementar uma metodologia que permita ao aluno vislumbrar uma física que se faça presente em seu dia a dia. Tal metodologia intitulada de Unidades de Ensino Potencialmente Significativas (UEPS), tem embasamento nas teorias de aprendizagem significativa de David Ausubel e de desenvolvimento cognitivo de Jean Piaget. Os aspectos sequenciais para desenvolvimento, aplicação e análise de resultados estão descritos ao longo de todo o trabalho. A UEPS aqui proposta tem como foco de ensino, grandezas físicas, unidades de medidas e suas relações e é dividida em 5 aulas descritas, aplicadas e analisadas para efeito de constatação de efetividade do método. Essa UEPS conta ainda com um aperfeiçoamento visando aumentar a capacidade de concentração, raciocínio lógico e consequentemente desenvolvimento cognitivo através dos módulos de aquecimento lógico. Através dessa metodologia foi possível permitir e constatar um aprendizado em nível bem considerável sobre o processo histórico, aplicação no dia a dia e apresentação de soluções para situações problemas referentes ao tema abordado. Todo o material utilizado se encontra de forma bem detalhada no apêndice A, com textos voltado ao professor e no apêndice B de forma pronta para aplicação em sala de aula. Juntos os apêndices A e B compõe o Produto Educacional ao qual se propõe esse trabalho e tem por finalidade auxiliar na aplicação e no desenvolvimento de novas UEPS no intuito de proporcionar um ensino de Física mais interessante, prazeroso e eficaz. / The proposal of this work is to implement a methodology that allows the student to glimpse a physics that will be present in their daily life. This methodology, entitled Potentially Significant Teaching Units (PSTU), is based on David Ausubel's significant learning theories and Jean Piaget's cognitive development. The sequential aspects for development, application and analysis of results are described throughout the work. The PSTU presented is focused on teaching, physical quantities, units of measures and their relationships and is divided into 5 classes described, applied and analyzed for effectiveness of the method. This PSTU also has an improvement in order to increase the capacity of concentration, logical reasoning and consequently cognitive development through the logical heating modules. Through this methodology it was possible to allow and verify a considerable learning about the historical process, application in the day to day and presentation of solutions to problems situations related to the topic subject. All the material used is detailed in Appendix A, with texts aimed at the teacher and in Appendix B, ready for application in the classroom. Together Appendices A and B compose the Educational Product to which this work is proposed and is intended in the implementation and development of new PSTU in order to provide a more interesting, pleasurable and effective Physics teaching.

Pourquoi agissons-nous dans certaines circonstances de manière irrépressible ?Nos actes doivent-ils pour autant être considérés comme inconscients ?Peut-on apprendre inconsciemment ?La conscience et le contrôle peuvent-ils être dissociés? Ces questions ont été abordées dans le cadre de ma thèse de doctorat. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

The thesis is focused on the use of the test Rey-Osterrieth Complex Figure at eight years old children. The theoretical part contains a description of the development of cognitive functions. Further presentation of Rey-Osterrieth and Taylor Complex Figures, the possibility of administration, scoring and interpretation. A significant part presents Developmental Scoring System (DSS - ROCF). Empirical part introduces new tentative standards for children aged eight years, comparison of Rey-Osterrieth and Taylor complex figure, analysis of each phase of the test and elements, and comparison of Osterrieth's scoring system with Developmental Scoring System (DSS - ROCF). Our study revealed the following findings. Flynn effect has not been demonstrated in the Rey- Osterrieth complex figure, while the opposite trend was observed. There were found significant differences between Rey-Osterrieth and Taylor Complex Figures at eight years old children in recall trial, in copy trial can be both figures regarded as equivalent. Analysis of the various phases of the test gives guide for interpretation. A comparison of the two approaches provides an overview of the Development scoring system (DSS - ROCF). KEY WORDS Rey-Osterrieth Complex Figure, Taylor Complex Figure, Flynn effect, Developmental Scoring Systém for the...

This study concentrates on the development, implementation and evaluation of a research based training program for intermediaries in South African courts in order to improve the intermediary’s knowledge and understanding of the role and duties of an intermediary. The motivation for this study had its origin in the fact that the adversarial nature of court proceedings is a major stumbling block for the child witness. The research problem, namely that there is no national research based training program for intermediaries in South Africa, was discussed. Intervention research was used as research methodology and a two phase research approach was undertaken. A quantitative survey research design was used during the phases. The research question formulated for the first phase was: What are the duties and role of an intermediary? 54 magistrates and 34 prosecutors who attended four workshops, completed a self-structured questionnaire. This data complemented the literature study and both were used to compile a training program for intermediaries. The quantitative approach was also used for phase two of the study. A quasi-experimental one-group pretest-posttest design was used. An assessment by means of a questionnaire was done before the training program started and was repeated again after the presentation of the training program to determine the effectiveness of the program The research hypotheses that was formulated was: If an intermediary is trained according to a research-based training program, the intermediary’s knowledge of her role in assisting the child before and during the trial in a South African court will be improved. A five-day training program was implemented. The hypothesis was confirmed after the data had been analyzed and compared to the literature. In chapter two the legal system of South Africa, in respect to the child, was discussed and in chapters three, four and five all aspects of child development were discussed with specific emphasis on the child witness that needs to testify in a separate courtroom. Cognitive development and language development in the context of the child witness were discussed. This information was used to develop a training program. In chapter six the development of a training program was discussed with specific attention being given to outcomes based education. In chapter seven all the data that was collected was quantified, analyzed and interpreted. The conclusion could be drawn that the respondents did show improvement of their skills and knowledge of an intermediary, his/her duties and theoretical knowledge. They also showed that their practical skills had improved by attending the training program. The conclusion could therefore be made that the intermediary training program was successfully implemented and complied with the requirements of an outcomes based training program. The findings obtained indicate that trainers of intermediaries throughout South Africa can successfully apply the developed training program. Conclusions and recommendations (chapter 8) of this study are put forward in accordance with the process that was followed in developing and implementing the training program for intermediaries who are to assist children when testifying in a court. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work / unrestricted