Text in Afrikaans / The child in early middle childhood experiences certain developmental changes. He is absorbed in the foundation phase of the formal education system and parents are no longer the most important authoritative figures. Social interaction now also includes the school environment and peer groups start playing a very important role. To face the new challenges, the possession of EI skills is of cardinal importance. The ability to observe, recognise and understand personal and other people's emotions and to react correctly is now developed. The study, a quantitive research process, is directed by holism as the point of departure from the Gestalt approach in which `totality' is a key concept. According to this concept all situations in the child's terms of reference will influence his development, including the parental style of his parents. The purpose of the study therefore was to determine and describe the correlation between parental style and emotional intelligence. / Social Work / M. Diac. (Play Therapy)

Traditional remedial intervention programmes address academic and perceptual deficits but not emotional needs. Existing literature suggests that most children with learning disabilities have concomitant emotional, behavioural and social difficulties; however an apparent lack of consensus regarding the types of emotional and behavioural difficulties faced by these children exists especially amongst teachers, parents and professionals in the field of learning disabilities. The aim of this study was to discover which emotions might emerge during Gestalt play therapy sessions with children receiving remedial intervention. Three respondents from three different remedial programmes participated in the study. Data was gathered from the therapeutic sessions as well as from unstructured interviews with parents, teachers and professionals in the field of learning disabilities. Recommendations are made as to how Gestalt play therapy could be implemented as an additional support for children receiving remedial intervention. / Tradisionele remediërings-programme spreek slegs akademiese en perseptuele tekortkominge aan en nie emosionele behoeftes nie. Bestaande literatuur dui daarop dat die meeste kinders met leerprobleme gepaardgaande emosionele, gedrags- en sosiale probleme ervaar. Daar is egter 'n gebrek aan konsensus tussen onderwysers, ouers en professionele persone op die gebied van leerprobleme, oor die tipe emosionele en gedragsprobleme waarmee hierdie leerders te kampe het. Die doel van hierdie studie was om vas te stel watter emosies tevoorskyn mag kom, tydens Gestalt-speel-terapie-sessies met leerders wat remediëringsonderrig ontvang. Drie respondente van drie verskillende remediërende programme het aan die studie deelgeneem. Data is ingesamel van terapeutiese sessies, sowel as van ongestruktureerde onderhoude met ouers, onderwysers en professionele persone in die veld van leerprobleme. Die bevindings van die studie blyk in ooreenstemming te wees met bestaande literatuur, naamlik dat kinders met leerprobleme bykomende emosionele en sosiale probleme ondervind. Aanbevelings is gemaak oor hoe Gestalt spelterapie geïmplementeer kan word as 'n addisionele ondersteuning vir kinders wat remediërende intervensie ontvang. / Social Work / M. Diac. (Play Therapy)

This study reviews literature regarding the antecedents of locus of control. The development of locus of control in children is found to be related to parent attitudes, behaviours and interactions between parents and children. Literature was further consulted to understand the relationship between parenting and locus of control development. It was decided, based on continued review of literature, that parent guidance based on a social cognitive learning approach was a valid therapeutic model to enhance internal locus of control in children. The parent guidance model proposed in this study was based on parenting guidelines to enhance internal locus of control in children. The aim is to bring about transformation of parent attitudes and behaviours through therapeutic means, which will produce change in the parent-child relationship. This interaction was expected to lead to enhanced internality in the child participants. The empirical study engaged a predominantly qualitative methodology, using an action research design. The sample consisted of 14 families representing various racial groups and family structures. Data collection methods included questionnaires, observation and focus groups to determine the effectiveness of the proposed therapeutic model. Results showed that group parent guidance based on a social cognitive learning approach and focussing on development, responsibility, consistency, home environment, parent style, emotional intelligence, modelling, discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MEd)--Stellenbosch University, 2012. / Bibliography / ENGLISH ABSTRACT: As a grade R teacher in South Africa, the researcher was disturbed by the extent of aggressive behaviour amongst children (aged 4 years to 6 years). Other teachers involved with the same class were of the opinion that the aggressive behaviour had a detrimental effect on their instructional time and motivation. Schools, teachers and other support personnel of staff have developed many cognitive and social support programmes to encourage positive behaviour, including reducing aggressiveness. Some programmes are in individual format and others in group format. However, the problem with these types of support programmes is that they are hard to come by due to cost and lack of knowledge among personnel. A child's full development is influenced negatively when in a negative atmosphere or situation (which includes abuse, aggression or discouragement). During 2011, the researcher took her dog to visit her class informally. It started when the class was having a discussion on pets and the researcher wanted to show the class how to groom and take care of a pet dog. The school’s staff and the researcher noticed a calmer and friendlier atmosphere amongst the children after the visits. This positive experience led to reading related literature and the researcher found substantial recent literature that increased her interest in the subject. The literature review suggested that the positive effects of animals in classrooms and on children should be explored and shared with teachers and schools, hence this study. The question arose whether this method could possibly provide the type of support South African children need to become caring, empathic and understanding of the world around them and each other. This research study was undertaken to explore the influence of the visits of a dog on the learners’ aggressive behaviour and teachers' opinions, which were of great value. This qualitative study took place within an interpretive paradigm. A case study design was used, as the focus was on an in-depth explanation of how a dog influenced the aggressive behaviour in the grade R class as a single bounded system. The study took place over a period of eight successive weeks. The data collection methods employed were questionnaires to gather biographical data, individual semi-structured interviews and observation during free play. Data were analysed by means of content analysis. Research findings indicated a positive influence on the learners' aggressive behaviour after eight weeks of the P.A.T. (Pet Assisted Therapy) dog visits. Positive behaviour in general was also witnessed and, most importantly, the participating teachers were of the opinion that the class was easier to manage and more time could be spent on instruction. The participating teachers provided different perspectives as they were involved in the class in different ways. However, the conclusion was that the positive influence of PAA on the learners' aggressive behaviour was mainly due to how some individual learners were influenced, which changed the interaction among all the learners. It is recommended that further studies be done on the time available to teachers to address aggressive behaviour to achieve a long-term result compared to just solving the problem at the occurrence of aggressive behaviour, and how PAA influences the learners in their other microsystems as well. / AFRIKAANSE OPSOMMING: Die navorser, 'n graad R opvoeder, vind die intensiteit en die hoeveelheid van aggressiewe gedrag onder graad R leerders kommerwekkend. Ander onderwysers betrokke by dieselfde klas se opinie was dat die aggressiewe gedrag onder die leerders 'n uiters negatiewe impak op die opvoeding van die leerders het. Verskeie kognitiewe en sosiale ondersteunings- programme vir die aanmoediging van positiewe gedrag in die klaskamer is reeds deur opvoeders, skole en ondersteunende personeel ontwikkel. Die navorser is egter van mening dat die finansiële omstandighede van verskeie skole en die kennis van die onderwysers wat moontlik die strategieë moet implementeer, die gebruik van sulke programme beperk . Leerders wat in negatiewe opvoedingsomstandighede (wat misbruik, aggressiwiteit of ontmoediging insluit) geplaas is, word negatief beïnvloed. Die navorser het gedurende 2011 haar eie hond skool toe geneem om by die weeklikse tema oor 'diere' aan te sluit. Die doel was om aspekte van hoe 'n mens na jou hond omsien met die leerders te bespreek. Die skoolpersoneel en die navorser (as opvoeder) het opgelet dat 'n kalmer atmosfeer onder die leerders geheers het nadat die navorser se troeteldier die klas besoek het. Dit het daartoe gelei dat die navorser leeswerk oor die onderwerp onderneem het. Vele onlangse bevindinge wat die onderwerp nog meer interessant gemaak het, is opgespoor. Een van die klasse in die betrokke skool het aggressiewe gedrag onder die leerders ervaar wat die onderwyser se motivering om te onderrig negatief beïnvloed het. Dit het gelei tot die gevallestudie wat die gebruik van 'n hond in die klaskamer as 'n moontlike metode om Suid-Afrikaanse kinders te motiveer om ‘n gevoel van omgee, empatie en begrip van die wêreld om hulle en ander te ontwikkel. Die navorsing het die moontlike invloed van gestruktureerde besoeke deur 'n hond op die gevallestudieklas ondersoek. Omdat die aggressiewe gedrag ook deur die onderwysers ondervind word en dit hul opvoedingstaak affekteer, was hulle opinies van groot belang. Die kwalitatiewe studie is onder die interpretatiewe paradigma onderneem. 'n Gevallestudieformaat is gebruik en was daarop gerig om die invloed van die hond op die leerders se aggressiewe gedrag grondig te verstaan. Die studie het oor 'n tydperk van agt opeenvolgende weke plaasgevind. Kwalitatiewe navorsingsmetodologie is gebruik. Dit het ’n doelbewuste streekproef van deelnemers, vraelyste vir biografiese data, individuele semi-gestruktureerde onderhoude, observasies om die informasie wat uit die onderhoude verkry is, te ondersteun en inhoudsanalise vir die ontleding van die data (veldwerknotas) omvat. Die navorsingsbevindinge het ‘n afname in aggressiewe gedrag onder die leerders na die agt weke van die intervensie (hond se besoeke) getoon. Algemene positiewe gedrag is waargeneem en die belangrikste bevinding was dat die deelnemende onderwysers van mening was dat die klas meer hanteerbaar was en meer tyd tot hul beskikking vir die opvoeding van leerders toegelaat het. Die onderwysers kon verskeie perspektiewe uitlig aangesien elk op 'n ander manier by die klas betrokke was. Daar was 'n duidelike kommentaar dat PAA 'n invloed op individuele leerders uitgeoefen het en dit het die interaksie onder die leerders in die klas beïnvloed. Die navorser stel voor dat verdere studies onderneem word om te bepaal hoeveel tyd onderwysers benodig om 'n langdurige positiewe effek op leerders se aggressiewe gedrag te bewerkstellig, eerder as om telkens wanneer ‘n probleem opduik ‘n oplossing te vind wat moontlik nie op die lang duur effektief sal wees nie. Verder kan ondersoek ingestel word na hoe PAA die leerders se gedrag buite die klas beïnvloed.

The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning center than 4-year-old boys who were field-dependent. There were significant differences between age-groups but not significant differences between sex-groups in field-independence/field-dependence. Some social behaviors were significantly different between age-groups and sex-groups. Three-year-old children participated significantly more in physically aggressive behavior and less in conversations with peers than 4-year-old children. Boys engaged significantly more in aggressive behavior than girls.

A prevention-oriented telephone line intended as an intervention program for latchkey children was studied to determine its impact on the self-esteem, anxiety level, and in-school and at-home behavior of these children.

1598 students (from Primary 2 to Primary 4) participated in Study One on prevalence. Data on internalizing problems were collected using the Child Behaviour Checklist (CBCL). The overall prevalence rate in the current sample was 11.4 percent. Association between children's internalizing problem and mother-child relationship was assessed using the Parent-Child Relationship Questionnaire (PCRQ). Warmth in PCRQ had the highest negative correlation with Anxious/Depressed in CBCL. / Early identification of internalizing problems in young children is important as internalizing behaviour may intensify over time and lead to psychiatric disorders (e.g., Seligman & Ollendick, 1998), or even suicide (e.g., Lewinshon, Rohde, & Seeley, 1998). The internalizing problems of Hong Kong young children also reached an alarming point. A recent survey released by the Hong Kong Association for Careers Masters and Guidance Masters (HKACMGM) in late 2005 indicated that around 75 percent of primary school children considered themselves unhappy in their daily life. The present research looked into the internalizing problems among Hong Kong primary school children. It consisted of two studies. Study One was on the prevalence of childhood internalizing problems, and its association with mother-child relationship. Study Two was a treatment outcome research on the effectiveness of different intervention programs for these children. Three interventions were compared with the waitlist control group in order to identify the effectiveness of interventions on reducing internalizing symptoms, enhancing mother-child relationship, and increasing self-esteem. These interventions were: FRIENDS (cognitive-behavioural approach), THERAPLAY (relationship-based approach), and COPE (an integrative approach). / In general, this research was among the first few in Hong Kong on assessing the prevalence rate of internalizing problem and its association with mother-child relationship. The results on the impact of different interventions on children provided further insight to local practitioners in evaluating the characteristics of their intervention programs on these children. Limitations of this research were also discussed. / Results showed that intervention of any kind could help to reduce children's internalizing problems. Such reduction could, in general, be maintained to the follow-up period despite fluctuations in between. Three major findings on the intervention programs were highlighted. First, COPE, using an integrative approach, had the biggest drop in internalizing problems as measured by CBCL. Second, FRIENDS and COPE were particularly effective in enhancing warmth, disciplinary warmth (as seen by mothers) and personal relations (as reported by children). Third, THERAPLAY was reported to be effective in reducing children's social anxiety and in enhancing children's social self-esteem. / Study Two included 92 children whose CBCL score reached at least the cutoff point (i.e., they were considered as "high risk" for having internalizing disorders) and met the selection criteria for the treatment groups. These children and their mothers were randomly allocated either to one of the three treatment conditions (n=23, 22, 23 respectively) and completed an 8-session intervention program, or to a wait-list control condition (control group, n=24). Children completed the Reynold's Child Depression Scale (RCDS), Screening for Children Anxiety-Related Disorders (SCARED) Culture-free Self-Esteem Inventory (CFSEI) at pre- and post-intervention while mothers completed the Child Behaviour Checklist (CBCL) and the Parent-Child Relationship Questionnaire (PCRQ) at post-intervention. 1-month follow-up assessment on the above measures was conducted. Peer nomination was done at pre- and post-intervention as well as at 1-month follow-up time points to explore more on the impact of these interventions on children's social world. / Siu Fung Ying Angela. / "June 2006." / Adviser: David W. Chan. / Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0115. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 162-180). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

University of Macau / Faculty of Education

Visual-spatial skills deficits are one of the primary neuropsychological deficits among children with Nonverbal Learning Disability (NVLD; Rourke, 1989) and Asperger's Syndrome (AS; Ellis, & Gunter, 1999; Klin, Volkmar, Sparrow, Cicchetti, & Rourke, 1995). In addition to affecting written tasks, visual-spatial deficits also have implications for the social functioning of children. Children who are not able to accurately process visual-spatial information will have difficulty processing the visual, nonverbal cues present in social situations including facial expressions, hand movements, and body posture (Nowicki & Duke, 1992). These social perception deficits make social interactions difficult for these children. As a result of their social differences, they are likely to get negative reactions from others, have social skills deficits (Petti, Voelker, Shore, and Hayman-Abello, 2003), and have much difficulty fitting in with same-aged peers. These social skills deficits will likely lead to internalized adjustment problems in which these children feel isolated, withdrawn, and depressed around their peers. This sequence of events, visual-spatial deficits, followed by social perception deficits, followed by social skills deficits, which ultimately lead to internalized emotional problems, is implied, but not empirically proven, in a study by Petti and colleagues (2003). In addition to experiencing greater socioemotional problems than other LD subtypes, visual-spatial and social deficits of children with NVLD have been shown to worsen with age (Casey, Rourke and Picard, 1991). This dissertation study investigated the relation between these four constructs (i.e., visual-spatial skills, social perception, social skills, and internalized emotional functioning). It was hypothesized that social perception and social skills mediate the relationship between visual-spatial skills and internalized emotional functioning. In addition, these deficits were expected to increase as these children get older. As NVLD and AS are commonly co-morbid with Attention Deficit/Hyperactivity DisorderPredominantly Inattentive Type (ADHD: PI; Gross-Tsur & Shalev, 1995; Voeller, 1996), this diagnostic group was compared to children diagnosed with ADHD: PI. An additional aim of this study was to differentiate the classification of Learning Disability (LD) by demonstrating the socioemotional functioning differences between individuals with NVLD/ADHD: PI and their counterparts -- individuals with a Verbal Learning Disability (VLD/ADHD: PI). Seventy-one children, ranging in age from 8-14 participated in the study and were assigned to one of three groups (e.g., NVLD/AS with ADHD: PI, VLD with ADHD: PI, or ADHD: PI) based on pre-determined criteria. The NVLD/AS group, as expected, showed impairments in all areas (i.e., visual-spatial skills, social perception, social skills, and internalized socioemotional functioning) and significantly differed from one or both of the other groups on each of the four domains. Support was not found for the age effects for the NVLD/AS group. That is, visual-spatial and internalized socioemotional scores did not worsen with increasing age as expected. Also, visual-spatial skills were not significantly related to internalizing socioemotional functioning, and the hypothesized mediation variables were not statistically significant. The current study contributes to the understanding of individuals with NVLD, an under-studied population. The proposed visual-spatial skills deficits and social perception deficits in Rourke's (1989) theoretical model were supported. This study also offers some insight into the internalizing socioemotional functioning of children with NVLD. It clarifies the heterogeneity of socioemotional functioning among LD children, suggesting that it is children with the LD subtype, namely NVLD, who are at greater risk for social problems. / text

Text in Afrikaans / The child in early middle childhood experiences certain developmental changes. He is absorbed in the foundation phase of the formal education system and parents are no longer the most important authoritative figures. Social interaction now also includes the school environment and peer groups start playing a very important role. To face the new challenges, the possession of EI skills is of cardinal importance. The ability to observe, recognise and understand personal and other people's emotions and to react correctly is now developed. The study, a quantitive research process, is directed by holism as the point of departure from the Gestalt approach in which `totality' is a key concept. According to this concept all situations in the child's terms of reference will influence his development, including the parental style of his parents. The purpose of the study therefore was to determine and describe the correlation between parental style and emotional intelligence. / Social Work / M. Diac. (Play Therapy)