The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.

Made available in DSpace on 2015-12-10T14:23:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-02-27. Added 1 bitstream(s) on 2015-12-10T14:30:02Z : No. of bitstreams: 1 000851753.pdf: 1526672 bytes, checksum: 690748b02e2955532dbeaac8900163cc (MD5) / O presente estudo tem por objetivo geral caracterizar o perfil de superdotados atendidos em um serviço público especializado quanto aos aspectos clínicos e sociodemográficos, avaliando a qualidade de vida. Foram descritas as características sociodemográficas, o desempenho nos testes de inteligência, as coocorrências e os problemas emocionais/comportamentais apresentados pelos superdotados para análise das relações entre essas características e a qualidade de vida. Os superdotados com até 18 anos de idade foram selecionados do Ambulatório de Desvios da Aprendizagem da Disciplina de Neuropediatria do Hospital das Clínicas da UNESP de Botucatu de 2008 a 2014 através do resultado de quoeficiente de inteligência da escala Wechsler de 120 ou mais. Todos haviam sido encaminhados ao serviço por motivo de alteração do comportamento e/ou desvio da aprendizagem e não suspeitavam da superdotação anteriormente à avaliação. Foram utilizados os seguintes instrumentos: A escala Wechsler de inteligência, o protocolo sociodemográfico elaborado para este estudo, a versão brasileira do Inventário de comportamentos para crianças e adolescentes (CBCL) e os Questionários Pediátricos de Qualidade de Vida (PedsQL). A análise estatística foi realizada utilizando-se o programa STATA 10.0. Inicialmente foi feita análise descritiva, com checagem de consistência dos dados e correções, quando necessárias. Estimativas de prevalência foram acompanhadas de intervalos de confiança de 95%, e medidas de tendência central e dispersão foram calculadas. A mediana da idade foi 10 e a média do Quoeficiente de Inteligência Total foi de 129,59. A Escala Total de Problemas Emocionais/Comportamentais se mostrou na faixa Clínica para 51,8% dos superdotados e 66,7% nessa mesma faixa para as Escalas de Internalização. A Dimensão Emocional da Qualidade de Vida foi a que obteve menores escores tanto nas respostas dos superdotados quanto nas dos... / The objective of this study is to characterize the profile concerning social demographic and clinic aspects, and to evaluate life quality of gifted students assisted by a specialized service. The social demographic characteristics, the gifted student intelligence tests performance, their previous diagnostics/comorbidities and the behavior/emotional problems were described to analyze the relations among these characteristics and their life quality. The gifted students with 18 years old or less were selected from child neurology outpatient clinic of Learning Deviations (Learning Deviations Ambulatory) of Clinical Hospital of UNESP- Botucatu in the years 2008 to 2014 by Wechsler intelligence scales results above 120. All of them were sent to the service for behavior and/or learning problems and had no suspect of being gifted before the evaluation. The following instruments were used: Wechsler intelligence scale, social demographic protocol elaborated for this study, the Brazilian version of Child Behavior Checklist (CBCL) and of life quality questionnaires: Pediatric Life quality questionnaire (PedsQLTM). The 10.0 STATA Program was used for statistical analysis. Descriptive analysis was made first, with checking of data consistency and corrections when needed. Prevalence estimative was associated of trust intervals of 95% and measures of central tendency and dispersion were calculated. The age median was 10 and the Intelligence Quotient mean 129,59. The Total Emotional/Behavior Problems and Internalization Scales were in the clinical range for respectively 51,8% and 66,7% of the gifted students. The Emotional Dimension of Life Quality showed the lower score for the gifted and their parents. Life Quality was inversely proportional to Executive Intelligence Quotient and Perceptual Organization and was also clinical range of Anxiety/Depression Syndrome from CBCL. The results suggest that life quality can be worse as specific abilities have ...

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-06T12:49:16Z No. of bitstreams: 1 Camila Deneno Perez.pdf: 1612818 bytes, checksum: 1da16d44393251ab1ed111d2504a36a7 (MD5) / Made available in DSpace on 2017-10-06T12:49:16Z (GMT). No. of bitstreams: 1 Camila Deneno Perez.pdf: 1612818 bytes, checksum: 1da16d44393251ab1ed111d2504a36a7 (MD5) Previous issue date: 2017-09-19 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This dissertation has as main objective the problematization of the diagnosis of conduct disorder directed to children and adolescents. More specifically, this study proposes to 1) to contextualize historically the emergence of this classification in psychiatry, as well as the questions raised in this segment; 2) to characterize and analyze some of its implications in the field of childhood and adolescence mental health. The methodological strategies were based on clues of the genealogy proposed by Michel Foucault and on the contributions of the French Institutional Analysis. From the point of view of the procedures adopted, we tracked the notion of "conduct disorder" in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and its modulations in different editions, as well as highlighting positions that question such a psychopathological classification in psychiatric child-juvenile manuals. We also discuss the forensic uses and the psi-juridical articulation (re)produced by this diagnosis. A second dimension of the research, of an empirical nature, sought to analyze some of its uses and effects in a mental health service destined to children and adolescents through the monitoring, in the case-tracer strategy, of a case considered conduct disorder in a child-juvenile CAPS. As an analytical perspective, we use contributions from Michel Foucault on the psychiatry of childhood and the institution of abnormality as a mechanism for governing lives. We conclude that the classification of "conduct disorder" supports control and normalization actions, since it validates the correction of rebelliousness and inequality, decontextualized and circumscribed as deviant conduct. We consider that these reflections, related to child-juvenile mental health, can favor the construction of affirmative practices of the difference, the singularity and the unpredictability of childhood / A presente dissertação tem como principal objetivo a problematização do diagnóstico de transtorno de conduta dirigido a crianças e adolescentes. Mais especificamente, este estudo propõe-se a 1) contextualizar historicamente a emergência desta classificação na psiquiatria, assim como as indagações que suscitou neste âmbito; 2) caracterizar e analisar algumas de suas incidências no campo da saúde mental da infância e adolescência. As estratégias metodológicas se fundamentaram nas pistas da genealogia proposta por Michel Foucault e nas contribuições da Análise Institucional francesa. Do ponto de vista dos procedimentos adotados, rastreamos a noção de “transtorno de conduta” no Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM) e suas modulações em diferentes edições do mesmo, bem como destacamos posicionamentos que interrogam tal classificação psicopatológica em manuais de psiquiatria infanto-juvenil. Discutimos, ainda, os usos forenses e a articulação psi-jurídica (re)produzida por esse diagnóstico. Uma segunda dimensão da pesquisa, de caráter empírico, buscou analisar alguns de seus usos e efeitos em um serviço de saúde mental destinado a crianças e adolescentes por meio do acompanhamento, na estratégia de caso-traçador, de um caso considerado de transtorno de conduta em um CAPS infanto-juvenil. Como perspectiva analítica, utilizamos aportes de Michel Foucault sobre a psiquiatrização da infância e a instituição da anormalidade como mecanismo de governo de vidas. Concluímos que a classificação “transtorno de conduta” sustenta ações de normalização e controle, uma vez que valida a correção de rebeldias e indocilidades, estas descontextualizadas e circunscritas como condutas desviantes. Consideramos que tais reflexões, relacionadas à saúde mental infanto-juvenil, podem favorecer a construção de práticas afirmativas da diferença, da singularidade e da imprevisibilidade da infância

Thesis (Ph.D.)--York University, 2003. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 147-168). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99141

M.A. / The aim of sentencing a child to a reform school is to effectively deter the child from further criminal acts and prevent recidivism. Research into the area of crime and juvenile delinquency stresses that those traditional approaches encompassing frameworks of punishment and retribution, as methods of eliciting behavior change do not work. Incarceration of a child offender should be a last resort and only utilized when all other possible interventions have failed to achieve a modicum of success with the child in conflict with the law. The Inter-Ministerial Committee on Young People at Risk states that "the approach to working with young people in trouble with the law should focus on restoring societal harmony and putting wrongs right rather than punishment. The young person should be held accountable for his / her actions and where possible make amends to the victim", (IMC, 1996:18). The approach of restoration and repair falls within the ambits of a Restorative Justice Model, a contemporary approach to child justice that is achieving far greater positive results, if managed appropriately than the traditional Retributive Model of child justice. The aim of this study was to explore the perceptions of professionals working with children in conflict with the law towards reform schools as a sentence option for children and, where possible to generate alternatives to this sentence. Key roleplayers identified for this undertaking were selected from the Departments of Social Services, Justice, Education, Detention Centers, A Reformatory, and, Community based NGO's. The role-players were identified from documents perused by the researcher pertaining to the reform school issue. A focus group as well as individual interviews was conducted with participants from the above-mentioned professional arenas. The study was contextualised to the South African situation; however participants in the study originate from Gauteng and the Western Cape Province.

Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Janet Kistner, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 21, 2005). Document formatted into pages; contains viii, 143 pages. Includes bibliographical references.

M.A. / Conduct disorder is one of the most frequently diagnosed childhood disorders. The prevalence of this disorder has increased over the past few decades, which has ramifications for many facets of society, such as with families, justice systems, institutions involved with the rehabilitation of these children, and society as a whole. Conduct disorder has been found to be stable over time, and is therefore often associated with problems later in life such as violent crime, alcoholism, marital discord, and antisocial personality disorder. There have been many theories advanced for the aetiology of conduct disorder, but it is generally a bio-psychosocial model, rather than a single theory that receives the most attention when considering the development of this disorder. Included within such a model are variables such as a genetic component, neuropsychological factor, comorbid factor, socio-economic element, and a social learning component, that are involved with the development and maintenance of conduct disorder. One of the most consistently researched aspects involved within such models proposed for the aetiology of conduct disorder has been the role that certain parental styles have in the development of conduct disorder. Parental styles and the home environment have been consistently found to be a precursor of conduct disorder in foreign studies, however there is a lack of research within a South African context in this area. In order to establish whether there are specific styles of parenting related to conduct disorder in a South African sample, two measuring instruments were utilised, which were the Parental Bonding Instrument (PBI) and the Family Environment Scale (FES). The PBI and FES were administered to two groups of adolescents (n=80): one group of males (n=40) diagnosed with conduct disorder, and one group of males (n=40) without a diagnosis of conduct disorder. These instruments were used in order to establish if there were any differences in the perceived style of parenting between the two groups. The study yielded results that are similar to those found in foreign based studies. It was found with the South African sample, that a parenting style characterised by a low amount of care on the part of the mother, and overprotection on the part of the father was found within the conduct disorder group. Together these form a Parenting style of `affectionless control'. These parents were found to exert a high amount of control over their children, have a low expressiveness of emotions and feelings, have a low involvement with their children, and were poor at supervising and monitoring their children. These results indicate that parental styles could be a precursor of conduct disorder within a South African context. The implications of these results are discussed as well as the limitations of the study. Recommendations for future research and possible applications of the results are delineated.