Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 11, 2005. Dissertation Committee: Rodney P. Riegle (chair), Thomas W. Nelson, Edward R. Hines, Paul J. Baker, Dallas W. Bauman. Includes bibliographical references (leaves 186-201) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin, 1971. / Includes bibliographical references (p. 107-115).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Ed.)--Lancaster Bible College, 2007. / Abstract. Includes bibliographical references (leaves 74-80).

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

Although school guidance and counselling services were established in Ciskeian Secondary Schools in the early 1980's, little appears to be taking place. One is continually hearing the plea for an improvement in the system, but once again little is happening. Before such improvement can take place, however, it needs to be known what exactly is and isn't taking place. Furthermore, the problems preventing the services from operating successfully need to be clarified. This research aims at describing the state of guidance in a group of five secondary schools in the Keiskammahoek area of the Ciskei, and elucidating the problems experienced by practitioners in the field. An open-ended questionnaire was administered to 98 pupils and 18 guidance teachers, and the five principals of these schools were interviewed. The findings, which are discussed in detail, confirm the suspicions of the researcher that little guidance indeed is taking place. Many reasons for this state of affairs are given. Finally, suggestions are made as to how this unsatisfactory situation may be improved.

Research indicates that pre-adolescents' feelings as experienced in significant relationships with * parents * peers * teachers * objects and ideas and * self indicate the extent to which the relationship is evaluated by children as being "good" or "bad". Relationships which result in negative emotional experiences may result in children adopting certain forms of negative or irrational thinking and behaviour in an attempt to satisfy basic needs. This study was initiated as a result of an identified need for a form of therapy which would assist pre-adolescents with behaviour problems to become aware of their feelings and the resulting behaviour, to explore their feelings and so to attribute new personal meaning to significant relationships and to promote change-initiating strategies which will result in behaviour changes and more need-fulfilling relationships. Evaluation of the therapy was effected through application of the relationship therapy to a group of standard three pupils. / Educational Studies / M.Ed. (Empirical Education-- Guidance and Couselling)

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