The aim of this study was to create awareness of the emotional needs of children diagnosed with ADHD. In order to reach the aim of this study, an initial literature study was executed to describe ADHD and the emotional needs of children. Semi-structured interviews and two projective techniques were used to conduct the empirical study. Valuable data was also collected from the biographical questionnaires completed by the parents. Based on the data collected and analysed, findings were made which were verified by means of a second literature study. This was followed by conclusions which served as the basis for recommendations that were made in the form of guidelines to the parents, with the aim to make the parents aware of the emotional needs of their children diagnosed with ADHD. These guidelines will be made available to the parents at a seminar that will be held on acceptance of this research. / Social Work / M.Diac. (Play Therapy)

This research explores the training needs of nannies in the United Kingdom in terms of the content and structure of introductory training. The research question formulated for this study is: What are the introductory training needs of nannies in the United Kingdom? The researcher approached the study qualitatively and empirical data was collected by means of a focus group discussion with a group of nannies. Empirical data indicates that nannies need training regarding: • The professional aspect of nannying; • the physical, emotional, and intellectual needs of children; • the various developmental levels of children and the role of the nanny within each phase; • working with parents; • different religions and cultures and their childcare practices. It was found that nannies need training that is structured in an affordable, brief, specific and practical way. The study therefore reveals that nannies have specific needs regarding both the content and structure of childcare training. / Thesis (M. Ed.)

This work is focused on the point of the secondary school youth attitude on the issue of the rational nutrition. Using the questionnaire investigation that is divided into several research areas I am trying to prove or disconfirm the existence of the mutual relationship between the branch of study and the preferences of healthy nutrition and healthy lifestyle for youth. My thesis deals with the question of a provable relationship in knowledge achieved in the field of healthy nutrition and healthy lifestyle and the branch of study. The main findings revealed the unsatisfactory knowledge in matters of healthy nutrition and a healthy lifestyle. The family does not pay sufficient attention to rational nutrition and youth isn't very careful about a regular diet. Students very often don't have breakfast and they replace lunch mostly by cold snack of inadequate composition that is mostly bought in school canteens. Fruit, vegetables and dairy products are consumed by secondary school students in small amounts and irregularly. Only quite exceptionally they attend school dining-room to get warm and energetically efficient and biologically balanced lunch. Drinking regime is mostly insufficient and is made up of the inappropriate drinks, most often the sweet lemonade, coffee and energy drinks. Secondary school...

The final thesis deals with the form and function of an educational game to be used in the 4th and 5th grades of primary school. It will deal with appropriate educational games for these pupils based on their emotional, intellectual and social development. Additionally, it will describe the method for how to categorize different kinds of educational games and how to include them in educational process. In the practical component, there is a comparison of opinions about an educational game between newly qualified and experienced teachers. The opinions of pupils and their evaluation of the specific games are also included. It includes a file of educational games as well which is based on a classification from the theoretical part.

The year 2002 saw the amendment of section 5(4) of the South African Schools Act no 84 of 1996. The amended Act now allows children of five years or younger to enter school. The entry of five year olds and younger into the school system left the researcher with the question: when is a child emotionally ready for school? The test and mediums currently used to determine school readiness do not place emphasis on the emotional aspects, although this plays an integral part in the child’s scholastic success. This scientific investigation was to determine the emotional development of children between the ages of four and seven years. The aim of this study was to determine which emotional aspects a child should have to be emotionally ready for school. These findings were discussed and information gathered through semi-structured interviews with grade 1 teachers. The teachers were a good source of practical and personal experience and observations on children who enter school. The information gathered from the literature study and interviews formed the basis for developing an emotional school readiness checklist and related programme that can be used to determine the emotional school readiness of a child entering grade 1. The emotional school readiness checklist and related programme that was designed was not in question, rather the aspects deemed necessary for a child to be emotionally ready for school and how therapy could be developed based on these aspects. Thus the inventory was not tested on a child, but was implemented in a case study to illustrate a therapeutic plan that could be designed based on the emotional school readiness checklist. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Štinglová Kristýna Pupil at a primary school as a member of a pupils'parlament ABSTRACT The diploma thesis is focused on a primary school pupil in the pupil's parliament. The aim of the work is to find examples of inspiring practice for involving students from the 1st grade in the student parliament. In the theoretical part, at the beginning I deal with the basic concepts that accompany the whole thesis. Then I discuss the topic of democracy in schools, its basic principles and conditions that the school must meet. I mention CEDU, which helps primary schools build democracy. The work is further focused on the developmental character of the 1st grade pupil (it is early school age and middle school age) in terms of social and emotional development. The work also slightly affects the rights of the child at school. Finally, I analyze in detail the parliamentary parliament in Czech schools and abroad, more specifically in Germany, Great Britain and Denmark. The practical part is divided according to research methods into three parts. There is a semi- structured interview with the coordinator of the student parliament, indirect observation of the student parliament meeting in the distance form of study and has my own experience with the student parliament at the time when I was studying at primary school. At the...

This dissertation deals with the relationship between a person's emotional development and physical diseases. The term 'development' refers to development over the lifespan (Paper 1 and Paper 2) and to the development of competencies over training (Paper 3). Emotional development is operationalized in this dissertation via several emotional constructs: Early trauma (Paper 1), the tendency toward negative emotions and quality of emotions (Paper 2), and emotional competencies and their enhancement via training (Paper 3). Physical diseases are measured via self-report (slight deviation in Paper 1) and via the assessment of the impairment through various disease symptoms, which are comparable across all three papers (disease symptoms, Paper 1 (also objectively measured); physical complaints in adolescents, Paper 2; disease symptoms in young adults, Paper 3). Emotional processes within a person are fundamental in predicting physical disease. They are of value for future studies as well as for practice and should be further investigated and applied.:Summary 6 1 Basic Ideas About This Dissertation 10 1.1 Historical Outline: The Connection Between the Soul and the Body 10 1.2 Research Gaps and Aims of the Dissertation 13 1.3 Previous Theories and Models Explaining the Relationship Between Psyche and Diseases 16 2 Resulting Model: How Does the Emotional Development Influence Physical Diseases? 25 2.1 Resulting Model for the Underlying Dissertation 25 2.2 How Does (Early) Stress Affect the Body? 27 2.3 How Does Emotion Affect the Body? 29 2.4 How Does Emotional Competence Affect the Body? 30 2.5 Definition of Physical Diseases 32 3 The Role of (Early) Stress 38 3.1 What is Stress? 38 3.2 The Experience of Trauma in Childhood 39 3.3 Adverse Childhood Experiences and Diseases: The Need for Further Research 40 3.4 What are the Objectives of the First Paper? 40 3.5 First Part of Research Questions for the Underlying Dissertation 41 3.6 Paper 1: Adverse Childhood Experiences and Physical Diseases in Adulthood: A Summary of Meta-Analyses 42 3.7 Problems with the Trauma- and the Stress-Variable 67 4 The Role of Emotion (Paper 2) 68 4.1 What are Emotions? 68 4.2 Effects of Specific Emotions on Specific Diseases and Other Predictors in This Regard 69 4.3 What are the Objectives of the Second Paper? 70 4.4 Second Part of Research Questions for the Underlying Dissertation 71 4.5 Paper 2: Physical Health Complaints in Adolescents: Findings from the 2018 Brandenburg HBSC Study (Paper 2) 72 4.6 Difficulty in Measuring Emotions 93 5 The Role of Emotional Competence (Paper 3) 94 5.1 What are Emotional Competencies? 94 5.2 The Need for Paper 3 96 5.3 What are the Objectives of the Third Paper? 97 5.4 Third Part of Research Questions for the Underlying Dissertation 97 5.5 Paper 3: Effects of Emotional Competencies on Disease Symptoms 98 6 Conclusion 126 6.1 Comparison of the Studies 126 6.2 A Few Answers to the Opening Questions 131 6.3 Assumptions of Psychological Characteristics as Causal Factors 132 6.4 Explanation of the Connections Between the Emotion-System and the Body-System 133 7 Practical Implications 134 7.1 Relevance of the Findings for Parents and Caregiving Institutions 134 7.2 Relevance of the Findings for the Health Care System 138 7.3 Relevance of the Findings in the Light of Covid-19 141 8 Research Gaps and Outlook 142 9 References 146 Appendix 177

The research dealt with the influence that gestalt group therapy may have on the emotional development of deprived toddlers. The research consisted of a literature study and an empirical study. The literature study contains information on groupwork and emotional development of the toddler. The empirical research was conducted by involving six toddlers in a group. They were identified by means of purposive sampling. A pre-test was done with each child to determine their emotional development. After six group sessions of 30 minutes each, a post-test (using the same test as for the pre-test) was done with each child. The pre-test and post-test results were compared with each other. The content of each session were examined and also included in the findings. Empirical data revealed that gestalt group therapy can stimulate the emotional development of deprived toddlers. The conclusion can thus be made that gestalt group therapy can stimulate the emotional development of deprived toddlers. As a result of this study, conclusions and recommendations for future research were formulated. AFRIKAANS : Die ondersoek was daarop gerig om te bepaal of die benutting van gestaltgroepspelterapie die emosionele ontwikkeling van die gedepriveerde kleuter kan stimuleer. Die ondersoek het bestaan uit 'n literatuurstudie sowel as empiriese navorsing. Die literatuurstudie is gedoen ten opsigte van groepwerk en die kleuter se emosionele ontwikDie empiriese deel van die ondersoek is uitgevoer deur ses kleuters deur middel van doelgerigte steekproeftrekking by die groep in te sluit. 'n Voortoets om die emosionele ontwikkeling van die kleuters te bepaal, is gedoen. Daarna is ses gestaltgroepwerksessies van 30 minute elk uitgevoer. Dieselfde toets as wat vir die voortoets benut is, is weer aan die kleuters gegee en die resultate is met mekaar vergelyk. Die inligting uit die sessies is ook genoteer en benut. Uit die empiriese gegewens het dit geblyk dat daar wel emosionele ontwikkeling by die kleuters plaasgevind het. Die gevolgtrekking kan dus gemaak word dat gestaltgroepspelterapie benut kan word om gedepriveerde kleuters se emosionele ontwikkeling te stimuleer. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is na aanleiding van die studie geformuleer. keling. Copyright / Dissertation (MSW)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

Objectif de l’étude. La compréhension des émotions est un sujet qui intéresse les chercheurs puisqu’elle contribue à la régulation des émotions, l’intégration et la réussite scolaire. Dans la présente étude, on cherche à évaluer la contribution de l’attachement et du langage réceptif à 5 ans sur le développement de la compréhension des émotions à 6 ans et ce en contrôlant pour l’âge de l’enfant et le risque familial (immigration des parents, revenu familial, statut familial, éducation de la mère). Ensuite, on cherche à évaluer le rôle modérateur du sexe de l’enfant sur les liens étudiés. Méthode. Les participants proviennent de l’étude longitudinale 3D transition pour un échantillon de 196 enfants. Les mères ont complété l’échelle du Attachment Insecurity Screening Inventory (AISI). L’échelle de vocabulaire en image de Peabody (EVIP) et le test de compréhension des émotions (TEC) ont été mesurés directement auprès de l’enfant. Résultats et conclusion. Les analyses de régression linéaires démontrent la présence d’un lien significatif entre le langage réceptif à 5 ans et la compréhension des émotions à 6 ans. Également, à 6 ans les filles ont un niveau plus élevé de compréhension des émotions que les garçons. En ce qui concerne l’attachement, les résultats n’indiquent pas de lien avec la compréhension des émotions. Les résultats soulignent l’importance d’intervenir dès un jeune âge sur le langage réceptif qui peut avoir une influence sur le développement des compétences socioémotionnelles de l’enfant et ce particulièrement auprès des garçons. / Study aims. Emotion understanding is a topic of interest to researchers as it contributes to the regulation of emotions, integration and academic success. In the present study, we seek to assess the contribution of attachment and receptive language at age 5 on the development of emotional understanding at age of 6, controlling for child age and family risk (parents' immigration status, family income, family structure, mothers’ education). Then, we tested the moderating role of child sex on the links studied. Method. The participants came from the longitudinal 3D transition study with a sample of 196 children. Mothers completed the Attachment Insecurity Screening Inventory (AISI) scale. The Peabody Picture Vocabulary Scale (EVIP) and the Test of Emotion Understanding (TEC) were administered directly to the child. Results and conclusion. Linear regression analyses show a significant association between receptive language at age 5 and emotion understanding at age 6. Also, at 6 years, girls have a higher level of emotion understanding than boys. Regarding attachment, the results do not show any connection with emotion understanding. The results underline the importance of intervening from an early age on receptive language which can influence the emotional development of children, especially for boys.

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