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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is

De Villiers, Jeanne-Marie 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Onderwys in Suid-Afrika het na die eerste demokratiese verkiesing in 1994 ‘n transformasieproses beleef. Beleidsveranderinge, rasionalisering, kurrikulumvernuwing en toenemende leerderdiversiteit in elke hoofstroomklaskamer was slegs ‘n paar van die uitdagings wat opvoeders en skoolhoofde in die laerskool moes hanteer. Resente publikasies toon dat die transformasie van die nuwe onderwysbedeling ‘n negatiewe uitwerking op begaafdheidsonderrig gehad het. Daar is minimale aandag aan begaafdheidsonderrig geskenk. Hoewel Onderwyswitskrif 6 (Departement van Onderwys, 2001) erkenning verleen aan alle leerderdiversiteite, word daar nie eksplisiet na begaafdheidsonderrig verwys nie. Die doel van hierdie kwalitatiewe studie was om ‘n duidelike beeld te verkry oor die sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is. Hierdie studie het spesifiek ten doel gehad om die deelnemers se beskouings onderliggend aan begaafdheid te identifiseer, asook om die leemtes vas te stel wat toepaslike begaafdheidsonderrig belemmer. Hierdie navorsing het bevind dat daar tans in die laerskole van ondersoek ‘n gaping bestaan tussen amptelike beleid en klaskamerpraktyk. In die lig hiervan erken opvoeders en skoolhoofde dat leerders wat begaafd is nie effektief en toepaslik ingesluit word in die huidige hoofstroomklaskamer nie. Dit blyk verder dat ‘n gebrekkige opleiding in begaafdheidsonderrig, die leemte aan ‘n werkbare nasionale definisie van begaafdheid, asook uiteenlopende sienings van inklusiewe onderwys, die volhoubare ondersteuning en toepaslike onderrig belemmer van leerders wat begaafd is. Deelnemers aan hierdie studie erken dat onvoldoende voorsiening in UGO vir die spesifieke eise van leerders wat begaafd is, asook baie ander hindernisse in die hoofstroomklaskamer, veroorsaak dat hierdie leerders nie na behore onderrig en ondersteun word nie. Die laerskoolopvoeders en -skoolhoofde is van mening dat suksesvolle implementering van beleid en toepaslike onderrig van leerders wat begaafd is, nie sonder volhoubare ondersteuning en kollaborasie van alle rolspelers kan geskied nie. Daarom word die belangrikheid van groter gemeenskapsbetrokkenheid en die iv volhoubare ondersteuning van distriksgebaseerde ondersteuningspanne veral beklemtoon. Die bevindinge van hierdie studie het ook belangrike implikasies vir onderwysopleiding binne die huidige onderwyssisteem. Hierdie studie bevestig die noodsaaklikheid van toepaslike voor- en indiensopleiding in begaafdheidsonderrig vir alle opvoeders sodat ons land se spreekwoordelike ongeslypte diamante tot sierade vir die samelewing gevorm kan word. Sleutelwoorde: sienings, laerskoolopvoeders en -skoolhoofde, leerders wat begaafd is, inklusiewe onderwys, hoofstroomklaskamer, opleiding, kollaborasie, gemeenskap, identifisering, definiëring, onderrig / ENGLISH ABSTRACT: Education in South Africa experienced a process of transformation since the first democratic election in 1994. Policy changes, rationalisation, curriculum changes and increased learner diversity in each and every mainstream classroom are only a few of the challenges educators and principals have to face in primary schools. Recent publications confirm that the transformation of the new education system had a negative effect on gifted education. Only minimal attention was given to educating the gifted. Although Education White Paper 6 (Department Education, 2001) acknowledges learner diversity, gifted education is not explicitly mentioned. The main purpose of this qualitative study was to achieve a clear vision of the perceptions of educators and principals in primary schools regarding gifted learners. The beliefs of the participants were explored regarding gifted education, as well as present obstacles experienced in this field. An important research finding was that there is presently a serious gap in primary schools between official policy and teaching practice. Both educators and principals acknowledge the fact that gifted learners are not effectively included in the mainstream classroom. It is furthermore apparent that limited teacher training in gifted education, the lack of a generally workable definition of giftedness, as well as diverse perceptions of inclusive teaching, obstruct sustainable support and appropriate teaching of the gifted. Primary school educators and principals agree that successful implementation of policy and appropriate teaching of the gifted cannot succeed without adequate support and collaboration of all role players. Thus increased community involvement and sustainable assistance of district based support teams are also imperative. The findings of this study hold major implications for teacher training in the present education system. This study confirms the necessity of appropriate pre- and in-service training of all teachers in order to enhance the precious gems of giftedness in primary schools for the future benefit of South African society. Key words: perceptions, primary school educators and principals, gifted learners, inclusive education, mainstream classroom, training, collaboration, society

An application of the transtheoretical model to a case of sexual trauma in middle childhood

Vos, Sanel Marriet 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2005. / This study demonstrates the use of the transtheoretical model in the context of sexual trauma in middle childhood. Exploring contemporary literature I found that there is no literature in South Africa available on this topic. It was not until 1997 that the transtheoretical model was implemented internationally with regard to sexual abuse. Taking this in consideration, I realised that there was much scope for exploring, discovering and reflecting on the transtheoretical model and its use within the boundaries of childhood sexual trauma. A qualitative case study within the social constructivist/interpretive paradigm, was chosen as research design. The study involved a participant in middle childhood. Elna (pseudonym) was selected from referrals from the Child Protection Unit of the South African Police Services to the Unit for Educational Psychology at Stellenbosch. The reason for referring Elna to the Unit was because of the negative and diverse effects sexual trauma had on her life story. The study explores the transtheoretical model and the appropriateness thereof as alternative treatment model in a case of sexual trauma, as well as insight into progression of the client in the therapeutic process. Data was collected by means of interviews and therapy sessions during which Narrative therapy, EMDR, sandtray therapy (used in a narrative context) and art therapy techniques were used in an integrated manner. The data was analysed by means of interpreting codes, categories and themes. The study concluded with a discussion of the findings and a reflection on the impact the use of the transtheoretical model had on me as a research-therapist-in-training. The literature review and the findings of this research suggest that the transtheoretical model can be applied effectively to a case of sexual trauma in middle childhood. The use of the model also gives insight into progression of the client in the therapeutic process.

The sandplay therapy process of a thirteen year old girl : a case study

Davids, Charmaine Catherine 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005. / The main focus of this study is an exploration of the sandplay process of a thirteen-year old girl as it unfolded during the creation of twelve sand worlds. The girl is from a historically disadvantaged background and was experiencing emotional and learning difficulties. Sandplay therapy involves letting the client play with sand, water and a variety of realistic miniature figures to build an image in a tray of a specific size while the therapist witness this process. The interaction with the sand, water and miniatures allow the client to access unconscious issues and give them concrete form through the images portrayed in the tray. By creating a series of sand worlds the client can confront and contain their conflicts and touch a transpersonal aspect called the Self. Self-trays are characterized by signs of centering and have a spiritual quality. The case study is single-subject qualitative research design and data was produced from assessments, interviews, observation, video and audio recordings, a school report and photographs. The assessments and interviews were mainly used to conceptualize the case and to inform treatment. It appears as if the girl has a learning difficulty that seemed to have been the source of her feelings of anger, frustration and rejection. She also appears to be functioning at a concrete operational level. An interpretation of the photographs indicated a progressive movement from an unstructured first sandworld to a structured, organized last one. Signs of centering could be observed in the last three trays.

Mediating adolescents' insights into shared traumatic experiences through drawings

Klopper, Liezl 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2007. / Drawings as mediators of communication are utilised in multiple contexts across national and cultural divides. The value of drawings in eliciting meaning that transcends the boundaries of words has been documented for centuries. In educational practice, drawings are utilised in a wide range of settings, ranging from therapeutic to psycho-educational assessment, disclosure in forensic and sexual abuse cases, and for artistic expression. Furthermore, research confirms the usefulness of drawings in empowering marginalised populations from a participatory action-research stance. Using drawing in research to mediate communication in a group context when studying adolescent perceptions of a traumatic event has not been explored extensively in South Africa. This study therefore sought to explore adolescents' experiences of a shared traumatic incident as facilitated through their drawings. The research process set out to answer the following research question: What insights regarding adolescents' experiences of a shared traumatic incident can be gained from using drawing in a group context? This investigation is underpinned by an eco-systemic theoretical perspective which recognises the influence of the community in the experiences of its individual members. The African concept of ubuntu, meaning "whatever happens to the individual happens to the whole group, and whatever happens to the whole group happens to the individual", thus informs the research. Within the context of psychoanalytical theory in trauma research, international literature acknowledges that families and communities are important resources to help bring about healing. The findings of this study confirm that the dynamic interaction between personal factors and interpersonal factors relating to one's peers, family and community influence how individual and collective experiences are shaped and assimilated. The findings of the study led me to conclude that drawing became a non-confrontational facilitator for traumatised participants to express difficult feelings that may otherwise have been silenced. Furthermore, in addition to self-expression, the co-analysing of drawings in a group context created opportunities for collective remembrance. Its potential to empower marginalised populations such as the adolescent participants in this study to express their views on social injustice also emerged. The study's findings could serve as a motivator for further investigation of drawings as mediators of communication in a variety of traumarelated educational settings.

Die rol en persoon van die fasiliteerder van 'n christelike tienergespreksgroep

Van der Merwe, Elizabeth, Van der Merwe, Lize January 2001 (has links)
Thesis (MEdPsych) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study addresses the role and person of the facilitator of a Christian teen discussion group. From the literature study it is evident that there are specific requirements concerning the role and person of the facilitator of a teen discussion group. These requirements and definitions should only serve as guidelines for the success of a teen discussion group The empirical study investigated the role and person of the facilitator of a teen discussion group. According to the results it seems that the most important characteristics of a facilitator, according to the teen discussion groups, are that of warmth as a person, caring and insight and that he must be a role model. The study also showed that the role and person of a facilitator of a teen discussion group to a great extent contributes to the success of these groups. / AFRIKAANSE OPSOMMING: In hierdie studie is die rol en persoon van die fasiliteerder van n Christelike tienergespreksgroep ondersoek Uit die literatuurstudie blyk dit dat daar baie spesifieke vereistes bestaan wat betref die rol en persoon van die fasiliteerder van "n tienergespreksgroep. Hierdie vereistes en definisies behoort egter net as riglyne te dien vir die sukses van' n tienergespreksgroep. In die ernpmese ondersoek IS die rol en persoon van die fasiliteerder van "n tienergespreksgroep verken. Volgens die resultate blyk dit dat die belangrikste eienskappe van 'n fasiliteerder, volgens die groeplede, is dat hy "n omgee-persoon moet wees wat oor insig beskik, warmte oordra en "n rolmodel moet wees Die ondersoek het verder getoon dat die rol en persoon van die fasiliteerder van' n tienergespreksgroep grootliks bydra tot die sukses van hierdie groepe.

The attainment of approximate ambidexterity in throwing and its relation to physical and mental efficiency as well as symmetry of posture

Grundlingh-Malan, Jacomi Elizabeth 09 1900 (has links)
Thesis (BEd)-- Stellenbosch University, 1944 / Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. / ENGLISH ABSTRACT: Activities such as throwing are, as a rule, carried out only with the better arm. Mostly this one-sided execution is due to mere convenience. If attempts are made to justify it, in the main two arguments are advanced: In the first place, it is taken for granted that the inferior arm cannot make appreciable progress anyway, and it is therefore considered as not worthwhile exercising it. In the second place, it is believed that, if the inferior arm should improve by such a practice, this happens at the expense of efficiency in general, and may have detrimental consequences in some regards or other. / AFRIKAANSE OPSOMMING: geen opsomming

Training elementary school children to self-determine standards : effects on performance and generalization

Cohen, Esther Anne 01 January 1975 (has links)
The effects of instructions, non-contingent reinforcement, and contingent reinforcement on the level of self-determined standards for both experimental and generalization items were assessed using a reversal design. In addition the effects of the level of self-determined standards on performance in spelling was examined. The results indicated that contingent reinforcement for raising standards was an effective means of training the 30 subjects in this study to set high standards of performance for both experimental and generalization items. High standards did not, however, result in high levels of performance. When reinforcement was contingent upon subjects raising their standards and then scoring at this higher level (matching), both the level of standards and the level of performance showed moderate increases for most subjects. Subjects also exhibited similar increases in standards and performance for the generalization items. The maintenance of these increases during the subsequent reversal phase, however, limited the extent to which the changes could be attributed to the experimental manipulation. Further research is needed to evaluate more fully the effects of a matching procedure on the level of self-determined standards and performance.

Exploring eye movement desensitization and reprocessing (EMDR) as a technique for therapeutic intervention of adolescents experiencing trauma

Hendriks, Erika Erna 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The research explores Eye Movement Desensitisation and Reprocessing (EMDR) as a possible therapeutic technique in interventions dealing with trauma. The study focuses specifically on the adolescent phase. A distinction is made between developmental trauma and single-incident trauma and its impact on development. An attempt is made to acquire a deeper insight into adolescents’ experience of trauma. The purpose of the adolescent phase is the development of a sound identity. The challenges and the impact of traumatic experiences on the development of the adolescent on the road to adulthood are examined more closely. The symptoms of trauma and specifically the effect of trauma on the adolescent are highlighted. The study adopted an interpretivist paradigm. A qualitative design with multiple case studies was selected for the research. The research included five cases. The study was limited to adolescents who ranged in age from 13-19 years in an Afrikaans school in Johannesburg. Intake discussions were held with the parents. Intake discussions in accordance with the EMDR approach were held with the participants. Each participant attended 4 sessions. Various themes were identified in each interview, but two main themes emerged: the emotions of the adolescents regarding the trauma they experienced; the influence of trauma on the self-concept of the participants; that led to a deeper grasp of the participants’ experiences. An insight was gained into the influence that traumatic experiences had on the lives of the participants as well as the influence of these experiences on their families, school and social contexts. The main findings indicate that EMDR as a therapeutic technique does have the potential to provide support to adolescents who have been exposed to single-incident or developmental trauma. / AFRIKAANSE OPSOMMING: Die navorsing handel daaroor om Oogbeweging Desensitisasie en Herprosessering (Eye Movement Desensitization and Reprocessing) (EMDR) as terapeutiese tegniek te eksploreer as moontlike intervensie vir trauma. Die studie fokus spesifiek op die adolessente fase. Daar sal onderskei word tussen ontwikkelingstrauma en ʼn enkele traumatiese ervaring en die impak daarvan op ontwikkeling. Daar is gepoog om ʼn verdieping van insig met betrekking to die adolessent in sy ervaring van trauma ter verkry. Die adolessente fase het ten doel tot die ontwikkeling van ʼn gesonde identitieit. Die uitdagings en die impak van traumatiese ervarings op die die ontwikkeling van die adolessent op sy pad na volwassenheid word van naderby bekyk. Die simptome van trauma en spesifiek die effek van trauma op die adolessent word uitgelig. Die studie was vanuit die interpretivistiese paradigma onderneem. ʼn Kwalitatiewe navorsingsontwerp met meervoudige gevallestudies was geselekteer. Vyf gevallestudies is in die navorsing ingesluit. Die studie was beperk tot adolessente wat wissel tussen die ouderdom van 13-19 jaar wat verbonde is aan ʼn Afrikaanse skool in Johannesburg. Invoergesprekke is met die ouers gehou. Invoergesprekke volgens die EMDR benadering is met die deelnemers afgelê. Daar is 4 EMDR sessies aan elke deelnemer gebied. Verskeie temas is in elke onderhoud geïdentifiseer. Daar het twee hooftemas na vore gekom: die emosies van die adolessente ten opsigte van die trauma wat hulle beleef het, die invloed wat trauma op die self-konsep van die deelnemers uitgeoefen het wat ondersteun het tot ʼn diepe begryping van die deelnemers se ervarings. Insig is verkry in watter invloed traumatiese ervarings op die lewe van die deelnemers gehad het asook die invloed daarvan op hul gesinne, skool en sosiale konteks. Die hoof-bevindinge dui daarop dat EMDR as terapeutiese tegniek wel oor die potensiaal beskik in die ondersteuning aan adolessente wat aan ʼn enkel-insident of ontwikkelingstrauma blootgestel is.

Challenges and support needs of mature postgraduate part-time students at a higher education institution

Visser, Joy-Anne 12 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The researcher wished to ascertain what challenges mature, part-time, postgraduate Masters students faced. The research project focussed on the challenges faced by mature, part-time, postgraduate Masters students, in particular those challenges concerning their higher education institution. The interview schedule questions were based on the main challenging domains as revealed in the literature review. The researcher also gave the students the opportunity to voice any other challenges/support that was not covered in the interview schedule. The interview schedule was used at the face-to-face interviews and e-mailed to students that were unable to have interviews. The researcher used Qualitative Research Design so she could elicit verbal/written, descriptive accounts of students' experiences of challenges and support at their higher education institution. The focus points allowed the researcher to gather much information with regard to the support the students got in the challenging domains namely; Home, Family, Work, Colleagues, Social, Financial, Institution and any Other Challenges/Support. The mature, part-time, postgraduate Masters students felt they needed more support in various areas as well as from their institution of higher education. The researcher's aim is to bring the challenging domains and findings to the attention of those concerned with student support and recommend some support measures that could be adopted. Further research topics were also put forward. / AFRIKAANSE OPSOMMING: Dit was die navorser se wens om te bepaal watter uitdagings volwasse, deeltydse, nagraadse Meestersgraad studente in die gesig staar. Die navorsingsprojek het gefokus op die uitdagings wat ondervind word deur volwasse, deeltydse, nagraadse Meestersgraad studente veral uitdagings aangaande hoër opvoedkundige instellings. Die onderhoud skedule vrae is gebaseer op die hoof uitdagende areas soos getoon in die Literatuur Oorsig. Die navorser het ook die studente 'n geleentheid gegee om enige ander uitdagings of vorme van ondersteuning te noem wat nie in die onderhoud skedule gedek is nie. Die onderhoud skedule is gebruik in persoonlike onderhoude wat ook ge-epos is aan studente wat nie die onderhoude kon bywoon nie. Daar is gebruik gemaak van Kwalitatiewe Navorsing sodat die navorser die nodige verbale/geskrewe, beskrywings van die studente se ervarings, uitdagings en ondersteuning by die hoër opvoedkundige instellings kon bestudeer. Die fokuspunte het die navorser toegelaat om baie informasie met betrekking tot die ondersteuning wat studente gekry het in uitdagende areas bv. Huis, Familie, Werk, Kollegas, Sosiale, Finansiële, Instelling en enige ander uitdagings/ondersteuning te verkry. Die volwasse, deeltydse, nagraadse Meestergraad studente het gevoel dat hul meer ondersteuning benodig in verskeie areas sowel as van hul hoër opvoedkundige instelling. Die navorser se doel is om uitdagende areas en bevindings onder die aandag van diegene betrokke in die ondersteuning van studente te bring, en sommige meganismes wat as ondersteuning kan bied aan te beveel. Verdere navorsingsonderwerpe is ook na vore gebring.

Exploring the resilience of youth living in a high-risk community

Normand, Catherine 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2007. / This study is aimed at exploring the resilient attributes of youth in a high-risk community. The primary aims were to identify the challenges that youth perceived to be significant to them in their community and then to identify their coping strategies and other supports that helped them to deal with these challenges and to maintain their positive lifestyle. A basic interpretive, qualitative research design was used. Data were gathered through six semi-structured individual interviews, a focus-group interview, observations and a literature study. The participants comprised four boys and two girls, their ages ranging between 14 years and 19 years. Content analysis was used to analyse the data. The findings of this study indicate that the youth perceived their environment as posing challenges to them in a number of areas, these included community resources, safety, barriers to community development, the negative stereotyping of youth and the specific dangers to the well-being of youth. Furthermore, the participants identified several coping strategies that they employed in dealing with these challenges. These strategies were related to their choices about friendships, to the strategies that they used to protect themselves, to their attitude to others, to respect, to their orientation towards the future, to work ethic, to successful role-models and to education. In addition, individual, family and community resources emerged as factors that supported the youth in maintaining their positive lifestyle. The individual resources that were identified were the belief of the youth in the value of friendships, their view of their family, religion, their ability to deal with difficulties, an altruistic attitude, self-awareness and self-esteem, their personal beliefs, personal attributes and their attitude to life. The family resources that were identified were effective parenting and family communication. The community resources that were identified were support from a positive adult. These findings confirm that many factors influence an individual's resilience and that resilience should therefore be understood as a dynamic and fluctuating process that is best understood from an ecosystemic perspective. The implications of these findings are that, in order to support youth in a high-risk environment to cope with their challenges, the focus should be on reducing risk and increasing assets and protective factors. This could be achieved through, for example, the provision of resources for extracurricular activities, programmes for the support and development of parental skills, training and support for schools in order to increase their effectiveness as a source of support and mechanisms for the community to support community members to care for their youth.

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