Text in Afrikaans / Wanneer 'n individu affektief en kognitief in 'n krisis inbeweeg, verberg die presipiterende gebeure dikwels die werklike presipiteerder. Die individu bevind horn gewoonlik in 'n situasie waarin hy dit moeilik of onmoontlik vind om selfstandig te reageer. Ingryping in die situasie word dan nodig om die voortbestaan van die individu te verseker. Van die twee groepe, naamlik predisponerende - en presipiterende faktore in opvoeding, is dit gewoonlik een of meer van laasgenoemde wat die presipiteerder vorm. Hieronder resorteer persoonlike - en antler verliese, deur onder andere dood en egskeiding, verlies aan sekuriteit en status, fisiese-, emosionele- en seksuele molestering, asook depressie. In die opvoeding van die kind, is dit die selfkonsep as dimensie van die self, wat in volwassewording, en dan veral die kognitiewe en affektiewe komponente, die inisieerder van gedrag is. Dit is in sy opvoeding dat die kind in sy primere opvoedingsituasie, waarin hy deur opvoedingsfoute en - belemmeringe, nie altyd daarin kan slaag om effektiewe relasies te stig nie. Die intrapsigiese selfgesprek moet optimaal deur selfaanvaarding, selfagting en 'n gerigte handelingsgeneigdheid die self aktualiseer. Waar die klimaat en leefwereld van die kind in opvoeding, relasievorming sodanig affekteer dat emosionele wording geinhibeer word, kan 'n vrugbare teelaarde vir 'n krisis ontstaan. Vanuit Relasieterapie kan 'n opvoedkundige ingryping as 'n spesifieke program vir krisishantering, beplan word. Aanwysbare fasette van Rasioneel-Emotiewe Terapie, Realiteitsterapie asook Krisisintervensie, word by die' program ingeskakel. Om die werking van die program te illustreer, is een geval volledig as idiografiese studie aangebied. Orie ander gevalle word in kort detail beskryf as bevestiging van die ondersoek. Deur die essensies betekenisgewing, betrokkenheid, belewing en selfaktualisering in te skakel, is die onderskeie hipoteses aanvaarbaar bevind. Opvoedkundige ingryping in 'n krisissituasie ontleed eerstens die funksioneringsbeeld van die persoon. Daarna word die handelinge as profenomeen verbeeld. Deur gebruik te maak van 'n selfkonsepvraelys en kaartprojeksietoets word die relasies en persoonsbeeld van beskou. Na die irrasionele affektiewedie persoon en kognitiewe belemeringe ondersoek is, lei die diagnose tot terapie, soos beplan is. Hierdie terapie blyk suksesvol te wees. / When an individual moves affectively and cognitively into a crisis, the actual precipitator is often obscured by the precipitating event. The individual finds himself in a situation in which it is difficult, if indeed not impossible, to react independently. Intervention in the situation then becomes necessary to assure the continued existence of the individual. Of the two groups of factors in education - predisposing and precipitating - it is usually the latter group that forms the precipitator. Personal loss, death and divorce, loss of security and status, loss of significant other, physical, emotional and sexual molestation, as well as depression, are all included. In the education of a child, it is the self-concept as dimension of the self especially the cognitive and affective components - that forms the initiator of behaviour. It is for the child in education in his primary education situation, through education defects and impediments, that he experiences an inability to establish and maintain effective relationships. The intra-psychical discourse with the self, should actualize optimally through self-acceptance, self-esteem and a directed self-actuation propensity. Where the educative climate and live-world of the child-in-education affect the forming of relationships in such a way that emotional becoming is inhibited, a fertile breeding ground for a crisis develops. Through Relationships Therapy an educative intervention as a specific program for Accentuated facets of crisis handling, Rational Emotive can be developed. Therapy, Reality Therapy as well as Crisis Intervention, are incorporated into the program. To illustrate the application of the program, one case is described in detail as an idiographic study. Three other cases are presented in summary form. Through application of the essentials: giving meaning, involvement, live-experience and selfactualization, the various hypotheses are proved acceptable. Educative intervention into a firstly, the functional image of problem. Then the activity is crisis situation analyses the individual - the actual imaged as a phenomenon. Using a selfconcept questionnaire and a card projective test, the relationships, as well as the person-image of the individual are observed. After investigation of the irrational affective and cognitive experiences, the diagnosis leads to therapy. The therapy appears to be successful. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

The purpose of this research was to investigate and report the attitudes of Indiana guidance directors and counselor educators toward the utilization of paraprofessionals as a viable method of improving pupil personnel services in secondary schools. The specific intention of collecting this data was to provide educators with useful information to help formulate ideas relative to paraprofessional training programs.After the review of related literature on paraprofessionals was accomplished, the "University of the Pacific Paraprofessional Study Questionnaire" was selected as the data gathering instrument. The questionnaire contained forty items which included six demographic items, thirteen Likert-type items and twenty-one opinion survey items. The questionnaire was mailed to persons identified as guidance directors and counselor educators in the State of Indiana. Of all questionnaires mailed, eighty per cent were returned of which 390 were from guidance directors and 65 were from counselor educators.The data were reported in a descriptive manner and responses were recorded by number and percentage for each item. Data from the Likert-type items were compared for the guidance directors and counselor educators by discriminant analysis. Responses to each questionnaire item were tabulated to form composite scores for guidance directors, counselor educators, and a total score for all respondents combined.The conclusions drawn from this study included: 1. Guidance directors and counselor educators believe that some parts of the secondary school counselor's work can be performed by paraprofessionals and that this will not diminish the counselor's standing in the profession since he would then be free to do the really central tasks for which he is trained and certified.2. Guidance directors and counselor educators believe that paraprofessionals can work with peer and ethnic groups, score paper-and-pencil tests and maintain cumulative records.3. Guidance directors and counselor educators believe that paraprofessionals should not administer individual intelligence tests, order assessment instruments for their own use in counseling, administer projective tests and counsel on a one-to-one basis.4. Guidance directors and counselor educators believe that the personal interview is most important in terms of paraprofessional selection. They also favor a 10 to 12 month training program which would include instruction in counseling theories, group techniques in empathic relations and school personnel procedures.5. Guidance directors and counselor educators expressed a preference of "counselor aide" as the title for the non-certified, non-secretarial person in pupil personnel services.6. Likert-type items from the questionnaire which best discriminate between guidance directors and counselor educators were those related to (a) the amount of time devoted to activities which do not require professional level training, (b) the attitude of counselors toward certain tasks as functions of their profession, (c) the acceptance by school administrators of professional standing of counselors and how this relates to the need for paraprofessionals, and (d) the assignment of guidance functions to classroom teachers rather than to paraprofessionals.

Teacher support teams :a school-based strategy for the provision of education support services and health promotion.

Thesis (Ed.D.)--Boston University.

The purposes of this investigation were: (l) To attempt to determine how well programs of guidance services were felt to be functioning in meeting the needs of pupils through an analysis of guidance services in selected high schools in Oregon, and (2) To develop recommendations for improving programs of guidance services in secondary schools based upon the findings of this study. The investigation focused on eight major areas of the total guidance program in 46 Oregon high schools of three size-ranges: Type 1, l, 000 or more pupils; Type 2, 500 to 999 pupils; and Type 3, 499 pupils or less. The analysis was based upon data secured through rating scales and check lists. Rating scales were completed and returned by four groups of respondents from each of the schools. These four groups were: 44 principals for a 95 percent return; 113 vocational instructors for an 81 percent return; 103 counselors for a 90 percent return; 3, 720 senior boys and 3, 247 senior girls, a total of 6, 967 pupils representing approximately 92 percent of all the seniors in these schools. One hundred fourteen student rating scales were eliminated as not contributing to the study and were not included in the total shown. Check lists of guidance facilities and materials were completed for all 46 schools included in this study. From the 7, 227 respondents and the data from the checklists, the following findings were determined: 1. Type l schools rated their total programs of guidance services as functioning 11 good 11 while Type 2 and Type 3 schools gave a rating of "fair" to their total programs. 2. The findings showed the functioning of five of the eight major areas of the guidance program were ranked in the same order by all three types of schools. 3. The counselor-student ratio was found to be l: 382, 1:361, and 1:365 in schools of Type 1, Type 2, and Type 3 respectively. The counseling space provided was considered adequate in the schools of all three types. The clerical assistance for counselors was considered adequate by 75 percent, 50 percent, and 40 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Occupational and informational materials were generally considered adequate in the schools of all three types. 4. Either the Basic Norm (4 year) or Standard Norm (5 year) counselor certification is currently held by 55 percent, 48 percent and 27 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Recommendations 1. That schools utilize organizations within the community for their unique services to create a cooperative partnership and positive publicity and establish guidance committees to advise and coordinate the total team approach and up-grade this team through in-service programs. z. That schools recognize orientation as a continuous service provided for all pupils through pre- and post-admission practices. A council of committees should plan and coordinate these various activities. Group procedures should provide for needed learning experiences, led by qualified personnel utilizing activities and materials appropriate to the maturation of the pupils. 3. That schools follow a planned program of individual inventory through an accurate, current record, which contributes to understanding each pupil and maintaining a balance between testing and other data-collecting methods. Intensive testing, with accurate interpretation to individual pupils is preferred to extensive testing with insufficient personal interpretation. 4. That schools utilize all persons who possess competencies to give first-hand information to pupils, which is accurate and current, or who can provide contact-experiences in educational, occupational, and training opportunities. Placement assistance should be extended within and without the school for present pupils, school leavers, and graduates. 5. That schools pursue regularly scheduled studies of all former pupils. A suggested sequence would be at one, two, and five years following the pupil's departure. 6. That further research be undertaken to seek means of overcoming weaknesses determined by this study. Special attention should be given to follow-up services. The development of valid criteria for the qualitative assessment through follow-up could reveal inadequacies and suggest innovations for curriculum and guidance practices. / Graduation date: 1967

No description available.

Teacher support teams :a school-based strategy for the provision of education support services and health promotion.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M. Ed.)--Lancaster Bible College, 2005. / Abstract. Includes bibliographical references (leaves 46-47).