The relationship of family environment and children's goals in sport is not a well established area of research and although findings to date are equivocal, links between various dimensions do appear to exist. The aim of this study was to explore the relationship between family environment, particularly the perception of achievement orientation within the family, and the youth participants' goal orientation in hockey. The sample consisted of fifty-five female senior school hockey players, as well as their parents, that attended independent girls' schools in the Pietermartizburg and Durban areas. No significant relationship was found between the perception of achievement orientation in the family and the youth participants' goal orientation in sport. There were however, indications that other aspects of social climate within family environment, as perceived by the participants, influence youth goal orientation in sport. Findings also revealed links between positive parental involvement and intrinsic motivation, and perceived parental pressure and pressure experienced by the hockey players. The results are discussed in terms of the literature reviewed, and the implication and the limitations of the study are discussed, concluding with recommendations for future research. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

Deafness is one on the most common types of disability in South Africa with 90% of deaf children being born to hearing parents, many of whom are unprepared for the consequences of deafness. Since deafness is an invisible disability, the severity of its impact upon both the child and the family is often underestimated. The aim of this study was to explore the experiences of hearing parents raising deaf children. Thus, the primary research questions were: What are the experiences of hearing parents raising deaf children in South Africa, and how do various ecosystemic variables affect the way they manage their parenting role? This study was informed by the ecological systems theory which is the theoretical framework that underpins this study. The research paradigm shaping this study was pragmatism, while the strategy used was phenomenology. The mixed methods approach was employed, using both qualitative and quantitative approaches concurrently in a triangulation design. The findings emanating from the quantitative data served to complement the findings from the qualitative data. These findings were corroborated in the interpretation stage. The findings, representing the lived experiences of hearing parents raising deaf children, show that although the parenting experiences differ according to the unique circumstances in the family, school and community, there are several commonalities. These include issues associated with the diagnosis and parenting of deaf children. Some of these issues included the challenge of communicating with the deaf child, the financial burden, stigmatization from the general public, strained interpersonal relationships, concern about the child’s future, as well as lack of opportunities for the Deaf to study at tertiary institutions and limited employment opportunities for deaf persons. The findings from both sets of data reveal that, despite the resilience of participants, there is a need for formal support for parents from professionals in the community, as well as informal parental support from the family, friends, and community members, including other hearing parents raising deaf children, and the need for a central location to access information on deafness and related matters. Recommendations were made to address these issues, with a view to facilitating the emotional well-being of hearing parents raising deaf children, and consequently improving the quality of life of the deaf child and the family. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This study investigates the impact of family structure on schooling outcomes for children aged 7 to 17 years in South Africa. There is limited recent national research focusing on examining factors affecting schooling outcomes for children beyond economic factors in South Africa. Most literature available is either based on selected provinces, communities and Demographic Surveillance Areas or studied schooling outcomes without delineating the effect of the family structures children live in. This study uses data on a sample of 225 538 children obtained from the Community Survey of 2007 (CS2007) which was conducted by Statistics South Africa. It identifies a taxonomy of family structures unique to South Africa in comparison to other parts of the world especially the developed world given the effects of long term migration and macro-social transformations such as HIV/AIDS, increase in urbanisation, decreasing marriage rates and increasing out-of-wedlock births all of which lead to more complex family structures being observed. The study uses quantitative techniques employing logistic and ordinary least squares regression models to analyse the odds of school enrolment for children and average highest grade completed for age. The results of the study show that family structure impacts on schooling outcomes for children significantly. The study thus arrives at the conclusion that, controlling for all other variables like age, sex, population group, province of residence, socioeconomic status and type of school, family structure has a significant impact on the schooling outcomes of children in South Africa. / M.A. University of KwaZulu-Natal, Durban 2013.

D.Ed. / The underlying dynamics of Cases A and B have been integrated into a comprehensive description in this chapter. The cross case analysis allowed the researcher to determine the similarities and differences in these two cases. These research findings were then verified against a detailed literature control. The research, as verified by current literature, shows that women who were sexually abused as children all suffer from an Identity Problem. Most literature on the treatment of sexual abuse victims stresses the need to address the women's low selfesteem. Yet, the treatment is geared at her present low self-esteem believed to be a result of the abuse. The research findings agree that sexually abused women have low self-esteem, although their Identity Problem is not a result of the abuse, but an intensification of an already present low self-esteem and Identity Problem. The research findings indicate that their Identity Problems started before the abuse, as early as in the womb. The present Identity Problem renders the young girl more vulnerable to the abuse. The treatment of women who were sexually abused as children should be aimed at reconstructing their Identity's and specifically at treating the root cause of the problem, which is not the abuse itself. Women who were sexually abused as children are prone to feelings of worthlessness and responsibility. Powered by their Identity Problem, a Spiritual Walking Zombie Syndrome develops. Sexually abused women have an overwhelming sense of being responsible for others. And if they cannot keep others happy, which is impossible, they feel like failures and think they are worthless. The feeling of being responsible starts before the sexual violation and the abuse only intensifies these feelings. The research finds that sexual abuse can be a physical, subconscious threat to a person. Subconscious reactions to life threatening incidents differ from individual to individual. If one has accepted death one tends to act dead-like. On the other hand, if one expects death one lives in fear of dying and life is full of disasters. The research also finds that as a result of pre-natal and early childhood experiences, sexually abused women tend to act immaturely when compared to their chronological age. Their immaturity is evident in their dress, their constant self-rejection and by their dysfunctional relationships. From the research findings it is clear that each individual plays out her own life script. This life script determines how she reacts to herself and her environment. Women who were sexually abused as children have a similar life script, which in turn makes them more prone to abuse. Sexually abused women deny themselves the right to be themselves. Their perceived shameful existence, of relegating themselves, starts prior to the abuse. Treatment should therefore address these destructive life scripts and not treat the presenting symptoms. Chapter 7 proposes recommendations for the treatment and prevention of sexual abuse.

M.Ed. / Riglyne kan ontwerp en beskryfword vir opvoedkundige sielkundiges om die ouers van serebraalgestremde kinders te help om die opvoedingsverhouding tussen die ouers en die betrokke kinders te probeer herstel, indien die behoeftes en verwagtings van 'n ouerbegeleidingsprogram van die ouers van hulle serebraal-gestremde kinders verken en beskryf word. Verder kan die aspekte wat opvoedkundige sielkundiges as suksesvol beskou in hulle begeleiding van ouers van serebraalgestremde kinders ook verken en beskryf word. Navorsing oor die behoeftes van ouers van serebraal-gestremde kinders, die ouers se vewagtings van 'n ouerbegeleidingsprogram, asook die bepaling van riglyne vir die opvoedkundige sielkundige om hierdie ouers te help om die opvoedingsverhouding te probeer herstel, kan as 'n integrale deel van die opvoedkundig-sielkundige paradigma gesien word. Van Niekerk (1986:43) onderskei die volgende aspekte as deel van die opvoedkundige sielkundige se terrein, nl. Die gee van voorkomende begelleiding aan ouers en onderwysers ten aansien van die opvoeding, onderwys en ontwikkeling van die kind as persoon. Intervensie, veral ten aansien van die kind en vroee volwassene wie se persoonsvoltrekking probleme openbaar, met die oog op harmoniering van die disharmoniese en die opheffing van sodanige probleme. Hierdie probleme kan in 'n uiteenlopende verskeidenheid simptome manifesteer, wat as verhoudingsprobleme, gesinsprobleme, skoolprobleme, gedragsprobleme, leerprobleme, waaronder onderprestasie, spesifieke leergeremdhede; beroepskennis- en keuseprobleme geopenbaar word. â ienslewering aan onderwysdepartemente se skoolklinieke en hulpdienste, skole vir buitengewone onderwys; in privaatpraktyke of ander instansies waar by lid is van 'n interdissiplinere en transprofessionele span. Die samestelling van 'n begeleidingsprogram vir ouers van serebraal-gestremde kinders behoort betrekking te he op al hierdie aspekte. Eerstens kan so 'n program gesien word as voorkomemde begeleiding aan die ouers en onderwysers van serebraal-gestremde kinders. Ouers van leerlinge in skole vir buitengewone onderwys kan so 'n begeleidingsprogram, wat aangebied word deur die opvoedkundige sielkundige by die skool, volg as deel van 'n orientasieprogram. Onderwysers kan op hierdie wyse bewus gemaak word van die dinamiek in 'n gesin met 'n serebraal-gestremde kind.

AFRIKAANS: In hierdie studie is daar primêr vasgestel op watter wyse die skool 'n bydrae kan lewer om gesinslewe in Suid-Afrika te bevorder. Tegnologiese, industriële en ekonomiese ontwikkeling het daartoe gelei dat ouers dikwels nie hulle opvoedingsverant-woordelikheid na behore nakom nie, sodat die skool in 'n toenemende mate ook opvoedingstake soos vredes-, verkeersveiligheids-, geslags- en gesinsopvoeding moet oomeem. Die belangrike rol van die skool as 'n instansie wat in diens van die gemeenskap bestaan en wat ook as aanvullende ouer vir die kind moet dien, het baie duidelik in die studie na vore gekom. Die feit dat die skool daarom ook die gesinsproblematiek in die samelewing behoort aan te spreek, het, tesame met die feit dat die Interim Kernsillabus vir Voorligting emstige tekorte toon en onvoldoende leiding aan die opvoeder gee, aanleiding gegee tot die primêre navorsingsvraag: Hoe moet 'n Gesinsopvoedingsprogram vir leerders daaruit sien om hulle voor te berei vir verryking van hulle huidige asook hulle toekomstige persoonlike en gesinslewe? In Hoofstuk 2 is daar deur 'n situasie-analise 'n studie gemaak van die eietydse gesinsproblematiek. Die kwesbaarheid van die moderne gesin het 'n sterk kontras gevorm met die hegte pre-industriële gesin. Die wyse waarop maatskaplike druk en tegnologiese vooruitgang bygedra het tot die ontaarding van en funksieverskuiwing in die eietydse gesinslewe, het bygedra tot groter begrip vir die disfunksionering van die gesin van die een-en-twintigste eeu. Deur 'n studie van die manifestasies van bovermelde disfunksionering in die gesin is gesinspatologieë geïdentifiseer. In Hoofstuk 3 is Gesinsopvoeding vanuit internasionale perspektief bestudeer. Uit die studie het dit duidelik geword dat Gesinsopvoedingsprogramme in die buiteland ook daarop gemik is om sowel die persoonlike as die gesinslewe van die kind te bevorder. Die Histories-Opvoedkundige studie van Gesinsopvoeding in Suid-Afrika, word in Hoofstuk 4 beskryf. Die Interim Kernsillabus vir Voorligting van die Departement van Onderwys is ook bestudeer en tekorte en gebreke is geïdentifiseer. Een van die opvallendste gebreke in die vroeë sillabusse vir Gesinsopvoeding op Nasionale vlak, is die miskenning van die multikulturele behoeftes van die Suid-Afrikaanse samelewing. Die ontwerp van 'n leerprogram vir Gesinsopvoeding in skole is in Hoofstuk 5 gedoen. Gesinsopvoeding is op wetenskaplike wyse en ooreenkomstig pedagogiese grondstrukture, gefundeer. Die mees resente Onderwyswetgewing en beleidsdokument wat betrekking kan hê op die kurrikulering van 'n leerprogram vir Gesinsopvoeding is in ag geneem en 'n uitgebreide studie van Uitkomsgebaseerde Onderwys en riglyne vir opvoeders is verskaf aan die hand waarvan leergeleenthede ooreenkomstig die Uitkomsgebaseerde Onderrigbenadering en die behoeftes van elke besondere klasgroep beplan kan word. 'n Leerprogram vir die Grondslagfase, Intermediêre Fase, Senior Fase en Verdere Onderwys en Opleidingsband is ontwerp. Die onderskeie temas is verbesonder met die oog op die vervulling van die Kritieke Uitkomstes en Spesifieke Uitkomstes. Die Gesinsopvoedingsprogram is ontwerp om aan die eise en behoeftes van die gemeenskap, soos in die situasie-analise geopenbaar, asook aan die vereistes wat deur onderwysowerhede gestel word, byvoorbeeld die eis van Uitkomsgebaseerde Onderwys te voldoen. Die totale ontwerp is uitgevoer ooreenkomstig wetenskaplike vereistes soos daargestel deur 'n verantwoordelike kurrikuleringsproses. ENGLISH: This study primarily aimed to determine how the school could contribute towards promoting family life in South Africa. Technological, industrial and economic development led to parents often not fulfilling their responsibility to bring up their children adequately. This resulted in the school progressively taking over upbringing tasks such as teaching traffic safety, peace, sex education and family education. The important role of the school as an institution serving society and its complementary parental role emerged very clearly in this study. The fact that the school should address family problems in society, together with serious shortcomings and inadequate guidance to the educator in the Interim Core Syllabus for Guidance, gave rise to the formulation of the primary research problem: What should a Family Education Programme for learners be like in order to prepare them for the enrichment of their present and their future personal and family life? Chapter 2 presented a study of contemporary family problems by way of a situation analysis. The vulnerability of the family formed a sharp contrast with the close pre¬industrial family. The way in which social pressure and economic development contributed to the degeneration and shift in function of contemporary family life, contributed to greater understanding of the disfunctioning of the family in the twentieth century. Through a study of the manifestations of the above-mentioned disfunctionings in the family, family pathologies were identified. In Chapter 3 Family Education was studied from international perspective. It became apparent that Family Education Programmes abroad were aimed at promoting both the personal and the family life of the child. In Chapter 4 the historical educational study of Family Education in South Africa was described. The Interim Core Syllabus for Guidance of the Department of Education was also studied and shortcomings and flaws were identified. One of the most conspicuous flaws in the earlier syllabuses for Family Education on national level was the disregard for multicultural needs of the South African society. In Chapter 5 a learning programme for Family Education in schools was developed. It was based on scientific principles and founded according to pedagogic ground structures. The most recent legislation concerning education and policy documents regarding the curriculation of a learning programme for Family Education were taken into account and an extended study of Outcomes-Based Education was undertaken and applied to Family Education. Examples and guidelines for educators were provided according to which learning opportunities in accordance with Outcomes-Based Education and the needs of every particular class group may be planned. Learning programmes were designed for the Foundation, Intermediate, Senior Phases and the Further Education and Training Band. Different themes were specified with a view to meeting the Critical and the Specific Outcomes. The Family Education Programme was designed to fulfill the demands and needs of society as revealed in the situation analysis as well as the demands made by education authorities, for example, the demand for Outcomes-Based Education. The entire design was executed according to the demands made by a responsible curriculum process. / Thesis (PhD (Educational Studies))--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

A descriptive study was conducted to investigate the adoption experience within the family. Adoptive families who participated in this study were assumed to be a relatively heterogeneous sample of the target population - families with at least one adopted child who had been adopted early in life, and who was presently 14-18 years of age. Thirteen adoptive families participated in the study. Qualitative data regarding each individual's perception of the adoption experience was obtained through semi-structured interviews. Each participant also completed the Family Environment Scale (Moos, 1974), which was used as a descriptive measure only. Data from the interviews underwent a qualitative data analysis to arrive at the themes and patterns that described the adoptee's and the adoptive parents' experiences. Parent-child perceptual discrepancies were also analysed to assess the similarities and the differences in family perceptions regarding the adoption experience. Conclusions that can be drawn based on the results of the qualitative analysis is that adoptive families appear to be vulnerable to problems during the adolescent stage of the family life cycle because of the adoptee's emerging curiosity and the problems of openly communicating these concerns within the family. Results from this study also point to the need for adopting couples to receive education regarding the role of adoptive parenthood, and counsellors who work with adoptive families should be aware of when the factors of adoption can contribute to family difficulties and dysfunction / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Parents' perceptions of their child's behavior may differ for mothers and fathers. Differences in parental perception may also be apparent in cases of special needs adoptive families with high demands of their child for time, interventions and attention. This paper examines the differences in mother-child and father-child interactions, child behavior as reported by mothers, and fathers and changes in both after participation in an intervention program. Results suggest notable differences between mothers' and fathers' parent-child interaction scores and reports of child behavior. In addition, interaction scores and behavior reports showed some correlations. Finally, there seemed to be notable differences in the trends for the Child Behavior Checklist compared to the two attachment measures (Randolph Attachment Disorder Questionnaire and Beech Brook Attachment Disorder Checklist). Several possible explanations for mother and father differences are discussed.

Training siblings as change agents for children diagnosed with autism spectrum disorders (ASD) has been shown to be beneficial in teaching a sibling to teach their brother or sister. There are very few interventions, however, that explore the range of effects that targeting particular skills has on sibling interactions. The purpose of this study was to assess the direct and collateral effects of training behavioral teaching techniques to a typically developing sibling. Four experimental conditions were assessed: baseline, sibling teaching toy play, baseline, and sibling teaching social play. Across all conditions, measures of teaching components and siblings' interactions were assessed. Results of the assessment showed that the sibling was an effective change agent and that more favorable interaction and engagement occurred when social play skills were taught. The results of this sibling intervention and guidelines for condition changes are discussed in terms of sibling relationships.

Social deficits are one of the defining symptoms of autism spectrum disorder and affect a child’s ability to build relationships with others. These deficits put children with autism at a disadvantage when most of their world is focused on building connections with others – family, friendships, and community ties. Sunny Starts, a service-learning project, was created to specifically meet the needs of families with young toddlers with autism. The primary focus of Sunny Starts is to enhance the quality of the parent-child relationship by teaching parents a basic teaching interaction and to arrange the child’s environment in ways that are mutually reinforcing. The purpose of this experiment is to study the effects of the Sunny Starts DANCE training package, a responsive parent training program, on three levels of parent and child behaviors: 1) teaching episodes, 2) turn taking, social attending, vocal requests, and 3) synchronous engagement. Participants included two parent-child dyads. Parent training included 5-minute video assessments, video review, descriptions, rationales, modeling, practice, and feedback. The effects of the parent training were evaluated using a concurrent multiple baseline across participants. Results indicate parent teaching episodes and child behaviors (turn taking, social attending, and verbal requests) increased during the intervention phase. The duration of parent-child synchronous engagement maintained at high levels and slightly increased.