published_or_final_version / Dentistry / Master / Master of Dental Surgery

Wan, Suk Fan. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 170-176). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Rationale of the Research Topic --- p.2 / Research Questions --- p.3 / Research Objectives --- p.4 / Overview of the Present Thesis --- p.4 / Chapter Chapter 2 --- Literature Review --- p.6 / The Vicissitudes of the Concept of Mental Health Problems in the Western Culture --- p.6 / The Development of the Concept of Children and Adolescents in the Western Culture --- p.12 / The Traditional Chinese Concept of Children and Parental Role --- p.19 / The Child Mental Health Problem in Hong Kong --- p.24 / Summary --- p.29 / Chapter Chapter 3 --- Theoretical Framework --- p.32 / Orientation of A Critical Social Work --- p.32 / "Discourse, Power / Knowledge" --- p.34 / "Discourse, Subjectivity and Human Problem" --- p.38 / Criticism from Foucault and Inspiration for the Theoretical Framework --- p.40 / Social Constructionism --- p.44 / Summary --- p.46 / Chapter Chapter 4 --- Research Methodology --- p.48 / Rationale of Selecting the Qualitative Research Method --- p.48 / Research Design --- p.50 / Methods of Data Collection and Analysis --- p.51 / The Setting of the Child Psychiatric Unit of the Alice Ho Miu Ling / Nethersole Hospital --- p.54 / Sampling Method and the Profile of the Participant Families --- p.56 / Quality of the Present Research and Its Measure --- p.62 / Summary --- p.65 / Chapter Chapter 5 --- The Results of Study : The Subjective Experiences of the Children and Adolescents --- p.67 / The Subjective Experience related to the Child Mental Health Problems: the Children and Adolescents´ة Perspective --- p.67 / "I have problems, but my problems were not necessarily a child mental health problem.'" --- p.67 / My school and family lives were disturbed not only by my problems; but by the treatment provided by the Child Psychiatric Unit too!´ة --- p.73 / Effects on School Lives --- p.73 / Effects on Family lives --- p.75 / "´بPerhaps the treatment improved my problems, but it was such a painful and meaningless process to me!´ة" --- p.81 / ´بThe Child Psychiatric Ward - a place I never want to go again!´ة --- p.81 / "´بNo one discussed with me about my progress and discharge plan, I felt like being trapped!´ة" --- p.90 / I had no part to play in my treatment!´ة --- p.91 / I was confused by too many helping professionals. They were unhelpful unless I was ready to help myself. ´ب --- p.94 / I had no choice! No one discussed with me before the decision was made!'´ة --- p.95 / Summary --- p.97 / Chapter Chapter 6 --- The Results of Study : The Subjective Experiences of the Parents --- p.99 / The Subjective Experiences related to their Children´ةs Mental Health Problems : the Parents´ةPerspective --- p.99 / ´بMy child does not only have child mental health problem but also problems with other aspects of his / her life.´ة --- p.99 / ´بWe were desperate; the services provided by the Child Psychiatric Unit were our last resource!´ة --- p.106 / "´بMy child's problem affected not only his / her well-being, but it also affected our family relationship, parenting, emotions and mental health!'´ة" --- p.109 / "´بFamily Relationships - it was not his problem only, my whole family was affected.´ة" --- p.109 / "Parenting -1 know I need to adjust my parenting in response to my child's problem, but I am uncertain in what way I should change.´ة" --- p.114 / "´بEmotions and Mental Health - although I was disappointed by my child, I blamed myself for his problem and worried that his future would be destroyed by his problem.´ة" --- p.120 / Who is going to take care of my emotions?´ة --- p.129 / I needed help; but Ifelt that I was not included from the treatment program!´ة --- p.129 / I need more than a pill for my child!' --- p.129 / "´بDoctor, would you listen to my opinions and difficulties in dealing with my child's problem before you design the treatment plan?´ة" --- p.133 / Visiting - the precious moment to show our support to my child but restricted by the hospital policy.' --- p.135 / Summary --- p.137 / Chapter Chapter 7 --- Discussion and Implications --- p.139 / The Constitution of Subjectivities --- p.140 / The Subjectivities of the Children and Adolescents --- p.142 / The Subjectivities of the Parents --- p.145 / Power Relations --- p.149 / Power Relations between Self and Discourse --- p.150 / Power Relations between Parents and Children --- p.151 / Power Relations between Services User and Helping Professionals --- p.152 / Power Relations between Service Users and Hospital Policies --- p.154 / Emergence of New Meanings and Creation ofAlternatives --- p.155 / Implications for Social Work Practice and Future Child Mental Service Development --- p.156 / Contributions and Limitations of this study --- p.160 / Contributions of this Study --- p.160 / Limitations of this Study --- p.161 / Directions for Further Study --- p.163 / Self-reflexivity : My Personal Change after Completing this Study --- p.163 / Conclusion --- p.165 / Appendices / Appendix 1 Guidelines for interview --- p.166 / Appendix 2 Letter to the family and consent form (Chinese version) --- p.168 / Bibliography --- p.170 / List of Tables: / Table 1: Summary of Erikson's Psychosocial Theory --- p.17 / Table 2: Details of the Data Collection Schedule --- p.53 / Table 3: The Socio-Demographic Data of the Six Families --- p.57 / Table 4: Diagnosis and Psychiatric Histories of the Six Children and Adolescents --- p.58 / Table 5: Details of Hospitalization of the Children and Adolescents --- p.59 / Table 6: Details of the Follow up Service Received by the Children and Adolescents --- p.59

Those learners who generally struggle to relate to their teachers and peers, also appear to struggle with their parents. This research study is thus an investigation into the influence of the parent-child relationship on the self-concept of the Southern Sotho child. A literature study was done and the major dimensions of the self-concept were identified, namely, the physical self, the academic self, the social self, the value self, the family self and the psychic self. A questionnaire was developed to measure the self-concept of the child. Another questionnaire was used to measure the parent-child relationship. The results of the empirical investigation indicated that the parent-child relationship does have an influence on the self-concept of the Southern Sotho child, although certain contradictions to other research findings emerged. Problematic aspects of the research were discussed and recommendations for further research were made. / Educational Studies / M.Ed. (Guidance and Counseling)

Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009. / Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.

Thesis (MEdPsych)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity. / AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.

Children develop attitudes at an early age, both positive and negative. Negative attitudes toward the aged can be changed through direct contact between the elderly and through aging education within the curriculum. Children have negative attitudes toward the elderly and the aging process. Direct contact can change these views by providing interaction between children and the elderly while aging education can bring about an awareness of the aging process and of the aged. With aging being an inevitable and important part of being human, it is necessary as well as important for educators to help children develop positive attitudes toward the aged. Activities have been included, integrating aging education within the curriculum focusing on attitudes children have toward the aged, an awareness of aging and the aged and direct interaction.

The problem of this study was to determine the effect of professional development in the use of performance assessment in fourth grade mathematics on student achievement and attitude toward mathematics. Achievement was measured by subtest and total mathematics scores on norm-referenced and criterion-referenced tests. Attitude was measured by a survey of student attitudes.