Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues that schools are an ideal place in which to implement such interventions. As part of a county initiative, school staff were trained and offered follow up support by 2 Educational Psychologists (EPs) around the use of school-based CBI to support children who have SEBD. The 10 participants (from 5 schools) in this research were part of this initiative: they received 4 sessions of training followed by either monthly individual supervision, or group supervision, around their use of CBI. Training and supervision targeted implementation of key CB competences, selected from a competency framework recommended by ‘Improving Access to Psychological Therapies’ (IAPT, 2011). The research explored staff perceptions around the CB competences that they implemented, their methods of implementation and the barriers and facilitators to their implementation. The research used a mixed methodology design. Qualitative data was analysed using thematic analysis and quantitative data was analysed using descriptive statistics. Data was gathered through interviews, supervision sessions, intervention diaries and training evaluations. Exploration of facilitators and barriers to implementation was based on Durlak and DuPre’s (2008) model of intervention implementation. Facilitators/barriers discrete from this model were also identified. Identification and exploration of such factors can assist in ensuring quality implementation of school-based interventions in the future. This study demonstrates how school staff can implement a range of CB competences and through multi-levels of intervention in schools. The potential role of the EP in supporting school staff to implement CBI is also discussed.

This study investigates learning difficulties involving volumes of solids of revolution (VSOR) at two FET colleges in Gauteng province, in South Africa. The research question for this study was: Why do students have difficulty when learning about volumes of solids of revolution? In order to answer the research question five skill factors were identified as the conceptual framework, subdivided into 11 elements. The five skill factors are: I. Graphing skills and translating between visual graphs and algebraic equations/expressions, II. Three-dimensional thinking, III. Moving between discrete and continuous representations, IV. General manipulation skills and V. Consolidation and general level of cognitive development. Before collecting the main data for this study, a preliminary study and a pilot study were conducted. The data for the main study were then collected in six different investigations. The investigations consisted of two runs of a questionnaire, classroom observations, examination analysis; detailed examination responses and an interview with one student. The results from the questionnaire runs as well as the pilot study reveal that students performed poorly in tasks involving three-dimensional thinking (Skill factor II), moving between discrete and continuous representations (Skill factor III), and consolidation and general level of cognitive development (Skill factor V). Students' performance was satisfactory in tasks involving graphing skills and translating between visual graphs and algebraic equations/expressions (Skill factor I) and general manipulation skills (Skill factor IV). Students were also more competent in solving problems that involved procedural skills than those that required conceptual skills. The challenges that students were faced with in class, evident from the classroom observations allude to the fact that the topic of VSOR is difficult to teach and to learn. It is recommended that VSOR be taught and assessed more conceptually in line with the five skill factors; that curriculum developers must communicate with other stakeholders like industries and other institutions of higher learning and that the Department of Education must provide adequate training for these teachers and liaise with industry in this regard. It is also recommended that the suitability of this topic for the particular cohort of students be reconsidered as it appears to be of too high cognitive demand. / Thesis (PhD)--University of Pretoria, 2012. / Mathematics and Applied Mathematics / unrestricted

The study is designed to capture teacher knowledge, beliefs and attitudes towards the teaching and learning of children with dyslexia/ learning difficulties within the Greek context. It provides insights into understanding about teachers’ attitudes towards inclusion, which can shape professional identity. The umbrella research question is: how can teachers’ experiences of, and beliefs and attitudes about, children with learning difficulties/dyslexia influence teachers’ attitudes towards inclusion, in the context of Greek mainstream primary school? The meaning of dyslexia is viewed from the point of view of mainstream and special primary school teachers’, which is in turn informed by the Greek government’s revised definitions. In practice in Greece ‘dyslexia’ is used as an umbrella term for learning difficulties. Despite the seeming contradiction, it is not uncommon for children with mild learning difficulties to be categorised as having dyslexia. The focus of this thesis is then on the teachers’ beliefs about teaching children with some kind of learning difficulty, who they would consider as dyslexic. Recent education policies encourage a search for pedagogical methods and teaching techniques, to respond to the diversity of the needs within mainstream classrooms. However, although the Greek government has introduced inclusion, many teachers believe that they do not have the skills or resources to manage the situation. Multiple case study methodology is used and the unit of analysis is the individual teacher. This allows engagement with teachers’ beliefs about inclusion of children with dyslexia within the Greek context. Analysis was within the set of data connected with the individual teacher in order to show the existence of their beliefs and later themes were identified across the cases. The sample consists of 20 Greek primary teachers: 17 mainstream teachers and 3 special school teachers. It is purposive, not representing the wider population, for it is deliberately selected to capture a diversity of beliefs informed by known factors, according to international literature (age, teaching experience, severity of case etc). This provides evidence for the existence of identified beliefs rather than the inference of the prevalence of certain beliefs amongst the population. A number of research instruments have been used: interviews with concept maps, observations, narratives and review of documentation. Progressive focusing on the research question during initial analysis led to the identification of two of these cases for more in-depth study, including sustained classroom observation. These are referred to as the “in-depth cases”.Thematic analysis reveals themes of beliefs and attitudes, encoding problems that participants are trying to resolve or to make sense of, and how certain beliefs about the inclusion of children with learning difficulties are mediated by deeply rooted cultural models of disability, compassion and learning. The diversity is illustrated amongst participants with a small number of examples. The study situates the individual accounts in the wider socio-cultural and political context. Prevalent teacher attitudes combine high performance- as historically established in Greece-transmission teaching and disability as limiting, a lack in some way. On the other hand, alternative inclusive practices come mainly from teachers who had received specific related professional development, which included opportunity for critical reflection on their teaching practices. These cases demonstrate the diversity of certain beliefs that influence attitudes, and give a pointer to how one might tackle change.

A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level. The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based. In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.

Objective: To explore the decision making approaches used by nurses who chose to work in critical care and factors influencing the process of decision making. Design and methods Qualitative descriptive methods using semi-structured interviews with nurses who had chosen to work in critical care within the past year. Results Ten nurses weighed staying in their current positions with moving to critical care. Two nurses considered two or more specialty units. The nurses used rational-intuitive and satisficing decision making approaches in making their employment decision. Limited knowledge and unrealistic expectations of work life in critical care, pressure from others, and inadequate professional support made nurses’ employment decisions more difficult. Social support, personal values for growth and learning, and paid educational incentives within employment offers facilitated their employment decisions. Conclusions Several factors negatively influenced nurses’ decision making approaches to making an employment decision. Findings revealed the need for decision support interventions focused on making employment choices for nurses.

Difficulties in selection and implementation of information systems with the intention of ERP systems for small and middle-size companies. This study is based on real experience with repeated process of implementation of different ERP systems. The target of this study is to describe individual problems, which can be found in process of selection and implementation ERP. Practical part is concerned on problems of real company based on two existing projects. Identify real problems which may cause losses. Value of this study is in summary of important mistakes, which can be helpful for other implementation projects.

Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).

As parent researcher and in light of perceived failings of studies found in the literature this research explores the experiences of parents who have a baby described as having a learning difficulty by employing an alternative broad methodology underpinned by ‘critical hermeneutic phenomenology’. The subsequent ethical trials of adopting such an approach are scrutinised as this bears important relevance to the overall finding that parents’ perspectives are rarely taken into account by those who have little or no experience themselves. Empirical data is generated via recorded and transcribed conversational interviews with four parent participants where the content subsequently informs the critical subject matter discussed throughout the work. The hermeneutic endeavour utilises Interpretative Phenomenological Analysis (IPA) as a guiding channel and although participants’ informed consent for the interpreted construction of experience was gained beforehand, significant limitations with this specific process are highlighted. As such, the methods of work in progress are presented in detail with additional reflexive commentary in the extended appendices to facilitate reader understanding of the development of interpretation as well as to promote confidence in the integrity and ability of the researcher and satisfaction regarding the overall quality of the composition. The findings reveal that parental experience as ‘phenomenon’ can be contemplated as an emotional passage of a ‘self’ that is embroiled in ‘abnormal’ circumstance made most complex via impinging myriad forms of societal organisation. From the data generated, the latter is recognised as being subject to historical legacy at micro as well as macro levels, over time and according to cultural belief. In support of this finding, the socio-historic concept is explored more fully in a dedicated chapter. Further empirical evidence suggests that parents strive to achieve their perceived understandings of normality as brought to consciousness through the associations they make with others and their social environment. Parental activities specifically reveal individual pressures arising as a result of inter-sectional social systems where perceived work and gender roles (for example) also expose anti-social moralistic behaviours. Encouraging further work which promotes a ‘perspectives approach’ to advance the understanding of parents and their experiences, the thesis concludes with realistic expectations for progression towards an improved societal moral condition.

Background: The prevalence of neonatal dysphagia is increasing, as medical advances contribute to the survival of critically ill and preterm infants. Additional factors such as low birth weight (LBW), gastroesoephageal reflux disorder (GERD), failure to thrive (FTT) and exposure to HIV may increase the complexity of dysphagia symptoms. Knowledge of context-specific risk factors for dysphagia in the neonatal intensive care unit (NICU) may lead to an effective pathway of diagnosis and management in vulnerable neonates. Objective: The objective was to describe the feeding characteristics and categories of underlying medical conditions in 24 to 42 week gestational age infants while still in the NICU and who were referred for feeding and swallowing assessment. Method: The study was a retrospective investigation of 231 purposively selected medical and speech-language therapy records. Participants had a mean stay of 28.5 days in the NICU of a peri-urban public hospital and all had feeding concerns. An existing seven-category framework for the classification of suspected dysphagia was used. Results: Feeding characteristics of the participants demonstrated that 65.0% had previous enteral tube (NGT/OGT) feeding, and only 15.6% were referred for instrumental assessments such as a VFSS by doctors or speech-language therapists (SLTs). The majority of participants used a mixed manner of feeding such as cup and breastfeeding, or cup and syringe feeding. Only 29.7% of participants was able to breastfeed exclusively which was an indication of feeding difficulties as the hospital where the study was conducted promotes exclusive breastfeeding. Results indicated that the majority of participants (90.04%) presented with multiple medical conditions. Underlying neurological conditions (48.48%) and feeding difficulties secondary to systemic illness (65.80%) contributed mostly to suspected dysphagia in the sample. It was found that 70.99% of infants presented with feeding difficulties secondary to other conditions such as LBW and prematurity, highlighting the need for an expanded dysphagia classification framework. Conclusion: The results are in agreement with the outcomes of previous research and confirm the need for a unique classification framework for dysphagia in South Africa. Neonatal dysphagia is a complex condition and frequently associated with multiple risk factors. / Dissertation (M Communication Pathology)--University of Pretoria, 2016. / Speech-Language Pathology and Audiology / MCommunication Pathology / Unrestricted

Teachers are often the source of referrals to Occupational Therapy in mainstream schools. The researcher wanted to determine what the Grade one teachers’ perceptions are regarding Occupational Therapy and children with learning difficulties. A qualitative descriptive approach was adopted to gather in-depth information about the teachers’ lived experiences and thus gather information about their perception of Occupational Therapy and children with learning difficulties. This study was conducted in Tshwane South District, Gauteng. A total of seven focus groups where held at the three types of mainstream primary schools namely: No-Fee-, Former Model-C- and Private schools. The focus groups were recorded with written permission and data was transcribed and analysed. The themes highlighted the knowledge, perceptions and attitudes of the teachers towards Occupational Therapy and the children with learning difficulties. It furthermore indicated the teachers’ perception of the role that parents play in helping their children with learning difficulties. Teachers’ perceptions proved to be important when referring a child with learning difficulties to Occupational Therapy. / Dissertation (MOccTher)--University of Pretoria, 2017. / Occupational Therapy / MOccTher / Unrestricted