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Persoonlike belewenisse van die leergestremde kind binne die gesinZaayman, Hester Johanna 30 November 2002 (has links)
Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience
psychosocial problems. These problems not only have an influence on the parent-child
relationship, but also impact negatively on the psychological development of the child. The
objective of this study is to explore these psychosocial problems by investigating the personal
experiences of the learning disabled child within his immediate family.
The literature study on learning disabilities shows that it is a complex condition that not only
manifests in learning problems, but which can also adversely affect the child in totality.
The Relation theory, an educational psychological perspective, functions as a theoretical
framework for exploration, and is discussed with reference to psychosocial problems of the
learning disabled child.
In the empirical study, the researcher has primarily employed projection techniques to
investigate the child's experiences of himself and his relationships with family members, from
his internal frame of reference. From these findings, recommendations are proposed for
psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme
gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit
het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie
is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken.
Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit
'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind
in sy totallteit nadelig bei'nvloed.
Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir
verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die
leergestremde kind verwys.
In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die
leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte
van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings
vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)
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Persoonlike belewenisse van die leergestremde kind binne die gesinZaayman, Hester Johanna 30 November 2002 (has links)
Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience
psychosocial problems. These problems not only have an influence on the parent-child
relationship, but also impact negatively on the psychological development of the child. The
objective of this study is to explore these psychosocial problems by investigating the personal
experiences of the learning disabled child within his immediate family.
The literature study on learning disabilities shows that it is a complex condition that not only
manifests in learning problems, but which can also adversely affect the child in totality.
The Relation theory, an educational psychological perspective, functions as a theoretical
framework for exploration, and is discussed with reference to psychosocial problems of the
learning disabled child.
In the empirical study, the researcher has primarily employed projection techniques to
investigate the child's experiences of himself and his relationships with family members, from
his internal frame of reference. From these findings, recommendations are proposed for
psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme
gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit
het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie
is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken.
Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit
'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind
in sy totallteit nadelig bei'nvloed.
Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir
verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die
leergestremde kind verwys.
In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die
leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte
van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings
vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)
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283 |
"What does that mean?" Objects of significance in residential programmes for young persons in South AfricaMolepo, Phineas Lesiba 30 June 2008 (has links)
Many young persons live under difficult circumstances. Factors including
HIV/AIDS pandemic, exacerbate the need to place young persons into alternative
placements. The new and the unknown can be frightening but carrying a faithful
transitional object establishes therapeutic bridge between the old and known and
the new and unknown.
This study sought to explore South African child and youth care workers'
awareness of young persons' objects of significance in residential care settings.
The rational was that with greater awareness, important objects may become a
more useful option for the promotion of young persons' well-being.
The research confirmed that South African child and youth care workers are
aware of the existence and importance of significant objects. It further revealed
that young persons possess different objects of significance to which workers
need to pay careful attention. / Research Institute for Theology and Religion / M.Tech. (Child and Youth Care)
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Riglyne vir maatskaplike werkers om emosionele ondersteuning aan kinders in pleegsorg te biedSchreve, Ingeborg 30 November 2007 (has links)
In this study, guidelines were developed for used by social workers to provide emotional support to children in foster care. The child in foster care as well as the services rendered in respect of such a child have been discussed in a literature study. The principles of Gestalt therapy were also discussed as these were used as part of the empirical study and as basis for the guidelines for social workers.
A qualitative research design was used to complete the empirical study and case studies were used. Children between six and twelve years who have been in foster care for less than two years and who needed emotional support were selected for the study by means of a purposeful test sample.
The research results showed that children in foster care are in need of emotional support. To provide such emotional support to the child in foster care, guidelines have been developed for social workers which they can apply when providing services to the child. These guidelines also serve as the conclusions and recommendations of the study. / Social Work / (M. Diac. (Play Therapy))
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Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent schoolKirchner, Valerie Ann 11 1900 (has links)
This study examines stresses experienced by primary school learners with learning
problems in inclusive classrooms in an Independent School. Literature suggests that
learners with learning problems experience more academic, emotional and social
difficulties at school than do their peers without learning problems. The Transactional
Model of stress was used as a point of departure for the qualitative empirical study to
understand stress as it is experienced by three Grade 4 learners. Several school
stresses were identified which contributed to unmet emotional and social needs. The
three central sources of stress were classified as S1 (Inability to meet
perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations
not met). The learners’ own suggestions regarding the relief of these
stresses were examined and contributed to guidelines to assist teachers in relieving
these stresses experienced by learners with learning problems in the inclusive
classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)
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286 |
Riglyne vir maatskaplike werkers om emosionele ondersteuning aan kinders in pleegsorg te biedSchreve, Ingeborg 30 November 2007 (has links)
In this study, guidelines were developed for used by social workers to provide emotional support to children in foster care. The child in foster care as well as the services rendered in respect of such a child have been discussed in a literature study. The principles of Gestalt therapy were also discussed as these were used as part of the empirical study and as basis for the guidelines for social workers.
A qualitative research design was used to complete the empirical study and case studies were used. Children between six and twelve years who have been in foster care for less than two years and who needed emotional support were selected for the study by means of a purposeful test sample.
The research results showed that children in foster care are in need of emotional support. To provide such emotional support to the child in foster care, guidelines have been developed for social workers which they can apply when providing services to the child. These guidelines also serve as the conclusions and recommendations of the study. / Social Work / (M. Diac. (Play Therapy))
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287 |
"What does that mean?" Objects of significance in residential programmes for young persons in South AfricaMolepo, Phineas Lesiba 30 June 2008 (has links)
Many young persons live under difficult circumstances. Factors including
HIV/AIDS pandemic, exacerbate the need to place young persons into alternative
placements. The new and the unknown can be frightening but carrying a faithful
transitional object establishes therapeutic bridge between the old and known and
the new and unknown.
This study sought to explore South African child and youth care workers'
awareness of young persons' objects of significance in residential care settings.
The rational was that with greater awareness, important objects may become a
more useful option for the promotion of young persons' well-being.
The research confirmed that South African child and youth care workers are
aware of the existence and importance of significant objects. It further revealed
that young persons possess different objects of significance to which workers
need to pay careful attention. / Research Institute for Theology and Religion / M.Tech. (Child and Youth Care)
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Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent schoolKirchner, Valerie Ann 11 1900 (has links)
This study examines stresses experienced by primary school learners with learning
problems in inclusive classrooms in an Independent School. Literature suggests that
learners with learning problems experience more academic, emotional and social
difficulties at school than do their peers without learning problems. The Transactional
Model of stress was used as a point of departure for the qualitative empirical study to
understand stress as it is experienced by three Grade 4 learners. Several school
stresses were identified which contributed to unmet emotional and social needs. The
three central sources of stress were classified as S1 (Inability to meet
perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations
not met). The learners’ own suggestions regarding the relief of these
stresses were examined and contributed to guidelines to assist teachers in relieving
these stresses experienced by learners with learning problems in the inclusive
classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)
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The support of juvenile offender learners regarding the emotional and spiritual wellness in a Gauteng correctional schoolLebese, Mary 09 July 2020 (has links)
The study aims at investigating the emotional and spiritual wellness of juvenile offender learners in a Gauteng correctional school. The theoretical framework used in this study was derived from Hettler’s Wellness theory. The study is embedded in an interpretive paradigm and it followed a qualitative research method. A phenomenological case study was used since the focus was on one correctional school. Purposive sampling was used whereby a teacher, counsellor and learners were sampled and all participated on a voluntary basis. Interviews were used for data collection and approximately 30-45 minutes in duration. Data were analysed manually and findings revealed that peer pressure, substance abuse and poor family background troubled juvenile offender learners. Furthermore, anger and hatred led juveniles to commit crime. They all regret of their actions and they need to be loved, valued, and accepted by the community. Above all, juvenile offender learners want their parents to support them while they are incarcerated. Because of lack of parental support, juvenile offender learners express their emotions through fighting among themselves. After incarceration, many start to believe in God and regularly attend meetings organised by faith-based organisations and because of that, their lives are being transformed for the better, as they are able to read the Bible and share scriptures on their own on a daily basis. They hope the DCS will make spiritual sessions compulsory for all offenders and religious education to be included in their school curriculum to eliminate gangsterism in the centre. Frequent pastoral visits and Bible donations were highlighted as one of the guidelines to support their spiritual needs. / Inclusive Education / M. Ed. (Inclusive Education)
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Factors contributing to poor discipline among grade 7 learners in Maokeng primary schools in the Free State provinceKiri, Kgantse Cecilia January 2010 (has links)
Thesis (M. Tech.) - Central University of Technology, Free State, 2010 / The aim of this study was to establish factors that contribute to poor learner discipline in the primary school.
Although discipline has addressed in many schools, putting it through in the classroom is always another story. To address the issue of discipline, this article examines the factors that influence poor discipline in schools, in the Free State province and sought to suggest strategies that may be implemented to improve poor discipline in schools and sustain positive nation of discipline.
Questionnaires were administered to educators and information gathered from responses.
Both the literature study and empirical research revealed that there were factors which negatively influenced discipline in schools.
Finally, several recommendations were made to rectify the current situation.
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