This dissertation profiles the needs of abandoned or orphaned, HIV affected or infected children living in a South African institution. The purpose of my research is to identify the needs of the children; then identify how the staff within the institution perceive that they provide for these needs; and lastly look at what Music Therapy as a discipline can offer the children in regards to the needs identified. Interviews with fulltime and part-time staff members suggest that the needs of the children relate mainly to a lack of individual attention. Inconsistent quality of care and limited opportunities for forming attachments to specific caregivers were identified foremost as resulting in difficulties with forming and maintaining relationships and social functioning with peer members and staff members, in the institutional social cultural context. The therapeutic relationship offered to the children in Music therapy sessions offers opportunities to address the individual and social needs identified. / Dissertation (MMus (Music Therapy))--University of Pretoria, 2006. / Music / unrestricted

Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

This feasibility study examined if adolescents (n=14) ages 10-14 who were assigned to an emotional support classroom could learn the principles of gratitude through a teacher taught gratitude curriculum. I was interested in the following research questions: (1) Can the Froh curriculum be implemented with fidelity in an adolescent ES class? (2) When implemented with fidelity, does the curriculum result in adolescents in ES classes learning gratitude skills? (3) Does the curriculum lead to increases in gratitude and pro-social behavior as measured by independent scales? (4) How do students feel about the curriculum? The results were that the fidelity measure yield 100% and students scored an average of 78% on the lesson posttests indicating that they had a basic understanding of the content. A significant result was found using a paired samples t-test and a non-parametric Wilcoxin test for the Gratitude Questionnaire (GQ-6) p = .019, and the strengths and difficulties questionnaire (SDQ) pro-social behavior subscale score p = .002 from pre to post-testing. The Gratitude Intervention Rating Scale: Post Implementation, results showed that students felt they learned the lessons. The students felt that their teacher should use the curriculum with other students because they felt it helped them in their daily lives. Overall, the results indicated that it is feasible to use Froh’s (2014) gratitude curriculum with students assigned to an emotional support classroom. / Educational Psychology

The aim of this thesis is to provide the generationally authentic view of the issue of young men's and women's relationships with the focus on mapping their expectations and emotional needs satisfaction. The theoretical part describes the period of young adulthood that is specific exactly to a relationship build-up. The next part of the paper focuses on the phenomenon of love, problems of a partner choice and men's and women's specific expectations and emotional needs. The last chapter covers sexuality that is a natural part of relationships. The thematic areas are always accompanied by a pedagogical point of view because education has the significant impact in a partnerships formation. The practical part contains the survey of 60 respondents. The subject was young men's and women's expectations in a relationship. The main goal was to determine which expectations young men and women start a relationship with. The key result is the fact that men and women have different expectations in a relationship but they agree about the expectation of mutual love and understanding.

This qualitative exploratory research study examined the experiences of older women (over age 55) whose husbands had been admitted to a personal care home (PCH) in Winnipeg, Manitoba within the previous twelve (12) months. In-depth, semi-structured, one-on-one interviews were conducted with six (6) women. Socialist feminist and feminist caregiving theoretical frameworks along with narrative analysis were used gain insight into the participants’ needs surrounding their experiences of the admission. Findings include the fact that changes in women’s formal and informal supports began occurring years before their husbands’ admissions. The all-encompassing role as caregiver for their families continued to be central in their lives even after the admission. While women met their material and emotional needs through a range of formal and informal services, the participants were more likely to see needs met through informal means. Themes emerging from the research included those of guilt, entitlement, obligation, and reciprocity.

This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and talented children. It addresses the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Quantitative data was collected in the form of questionnaires to collect information from a range of participants and to identify potential participants for individual interviews. More in-depth qualitative data were collected through semi-structured interviews conducted with four teachers. The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and talented children. Teachers expressed positive attitudes towards gifted and talented children while acknowledging their lack of personal knowledge about gifted and talented education. The findings also identified teachers‘ frustrations at barriers affecting their ability to support gifted and talented children‘s social and emotional needs in their classroom programmes, including, limited personal knowledge and skills, lack of professional development, lack of time to spend with gifted and talented children, and school directed priorities for meeting the needs of other children. The findings of this study have implications for teachers wanting to support gifted and talented children, educators interested in the social and emotional needs of gifted and talented children, and those responsible for gifted and talented education (GATE) programmes and GATE professional development. It would seem that it is highly desirable for all teachers to have professional development in gifted and talented education, in order to better understand social and emotional aspects, and thereby provide a more supportive environment where gifted and talented children can learn and grow.

This qualitative exploratory research study examined the experiences of older women (over age 55) whose husbands had been admitted to a personal care home (PCH) in Winnipeg, Manitoba within the previous twelve (12) months. In-depth, semi-structured, one-on-one interviews were conducted with six (6) women. Socialist feminist and feminist caregiving theoretical frameworks along with narrative analysis were used gain insight into the participants’ needs surrounding their experiences of the admission. Findings include the fact that changes in women’s formal and informal supports began occurring years before their husbands’ admissions. The all-encompassing role as caregiver for their families continued to be central in their lives even after the admission. While women met their material and emotional needs through a range of formal and informal services, the participants were more likely to see needs met through informal means. Themes emerging from the research included those of guilt, entitlement, obligation, and reciprocity.

AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieë wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes binne die opset van insluitende onderwys. Leerders in Suid-Afrikaanse skole en klaskamers openbaar ʼn wye verskeidenheid emosionele en gedragsbehoeftes, en hierdie behoeftes word as een van die vernaamste knelpunte deur alle belanghebbendes in die land se onderwys uitgesonder. Anders as in die verlede word daar nou van opvoeders verwag om die primêre hulpverleners te wees van leerders met behoeftes in die konteks van die insluitende klaskamer. In die lig hiervan benodig opvoeders bemagtiging om die leerders te hanteer deur ’n verskeidenheid strategieë te kan gebruik. Die navorsing het deur verskeie fases verloop waar die aanvanklike behoeftes van die opvoeders bepaal is, asook die stand van sake voor die intervensie. Op grond hiervan is ʼn implementeringsprogram saamgestel wat gefokus het op die ontwikkeling van strategieë vir opvoeders van die twee skole, die toepassing daarvan in hul klasse/skool en die effek wat dit op die klasse/skool gehad het. Die implementering is op verskeie sistemiese vlakke gemoniteer – deur die opvoeders in hul eie klasse, maar ook deur eksterne waarnemers en die navorser. Gedurende die fases is die intervensie voortdurend aangepas namate nuwe behoeftes bekend geraak het. Die deelnemers het ook insette gelewer ten opsigte van strategieë en hoe dit aangepas kon word. Nuwe gemeenskaplike kennis van strategieë het tydens die intervensie ontstaan. Na afloop van die program het opvoeders die strategieë vir die hantering van leerders met emosionele en gedragsbehoeftes kwantitatief beoordeel, op grond van die bruikbaarheid daarvan in die skool- en klasopset. Uit my bevindinge het dit geblyk dat opvoeders bemagtiging benodig om met leerders met emosionele en gedragsbehoeftes te werk. Die indiensopleidings-program waaraan 47 opvoeders van twee skole deelgeneem het, het daartoe bygedra dat die opvoeders se ingesteldheid teenoor leerders verander het. Na die opleiding was hulle bekend met meer strategieë om leerdergedrag te hanteer en het ‘n gevoel van sukses beleef in die klas, wat bygedra het tot ‘n positiewe belewenis van die klassituasie. Van die strategieë wat as die bruikbaarste beoordeel is, het gehandel oor klaskamerpraktyke en strategieë om taakgerigtheid te bevorder. Ander strategieë het aspekte rondom skoolbestuur en ondersteuning aan ouers ingesluit. Enkele opvoeders het ook meer gevorderde strategieë, soos kognitiewe en gedragstegnieke gebruik. Opvoeders het positiewe reaksie aangemeld van leerders waar die strategieë toegepas is. Hierdie studie is deur ‘n proses van aksienavorsing uitgevoer en kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik. Die resultate is van toepassing binne hierdie bepaalde konteks. Volgens die navorser kan hierdie opleidingsprogram aangepas word om aan die behoefte vir indiensopleiding vir opvoeders te voorsien. Opleiding kan moontlik fokus op ʼn kleiner aantal strategieë wat deeglik ingeoefen en vasgelê kan word. Dit is verkieslik dat al die personeel van ‘n skool, insluitend die skoolbestuurspan, aan die opleiding moet deelneem om dit ‘n skoolontwikkelingsprojek te maak. Deur twee skole op verskillende vlakke van implementering saam op te lei, kan opvoeders mekaar stimuleer en kan die toepassing van idees bevorder word. ENGLISH: Learners who exhibit emotional and behavioural needs (e.g. ADHD and depression conduct disorder) seem to present a major challenge for educators in the inclusive mainstream class and educators feel that they are not adequately prepared and trained for these challenges. Action research was chosen as research method. The purpose of this research was to useful strategies which educators could implement in supporting and managing these learners, in the inclusive classroom environment. Learners with emotional and behavioural needs exhibit a wide variety of behaviours at school. In the inclusive education environment educators are expected to be the primary supporters of learners with needs. Although this expectation exists, up till now educators have received little or no training on how to support learners with needs. The research process conducted in this study followed different phases. Firstly, a needs analysis was conducted to determine the current state of affairs, the needs of educators, and strategies currently in use. Information that became evident through the needs analysis and literature research prescribed the format and aspects to be included in the initial intervention programme. During the execution of this programme, current strategies were adapted and new ones developed. Needs that came to the fore during the implementation were recognised and incorporated. The implementation was monitored on different levels, for example by teachers who implemented the strategies in their classrooms and provided feedback, by the researcher, and also by external observers. The focus was not only on the strategies, but also on processes. Changes that were observed in the different systems were assessed. During the final step of the implementation phase, educators, based on their practical experience, were required to rate the usefulness of all the different strategies that were either part of the initial presentation or were generated during the course of implementation. The qualitative as well as quantitative findings indicated that the educators became more capable of supporting these learners and implemented a wide variety of strategies. Classroom management strategies and strategies to support task behaviour were found to be the most helpful. Educators also gained more than merely knowledge. Changes in the relationship between educators and these learners were noticeable and they became aware of feelings of personal achievement and competency. Changes also occurred at other systemic levels, such as in the learners, the school, the community and even in the broader education system. This study was undertaken on a small group of educators in a particular context. Whilst the findings cannot be generalised, it is suggested that this programme may also be beneficial for educators to support learners with emotional and behavioural needs in other environments. / Thesis (DPhil)--University of Pretoria, 2010. / Psychology / unrestricted

HIV/AIDS has assumed epidemic proportions in the world of today. The main age group infected by this disease is between the ages of 20 – 40 years. The result of this is that the children who are not infected by the disease will be orphaned and forced to assume the role of head of the house and breadwinner, at a stage in their lives when they should not be burdened with these responsibilities. Orphans are perhaps the most tragic long-term legacy of the HIV/AIDS pandemic. The stigma attached to HIV/AIDS exacerbates the trauma, hampers the bereavement process and exposes children to discrimination and victimization in their community and their extended family. Investigation into existing literature has revealed that insufficient previous studies have been conducted on HIV/AIDS orphans and even fewer pertaining to the emotional needs of the HIV/AIDS infected population in the South African context. For the purpose of this study it was decided to assess the emotional needs of HIV/AIDS affected orphans in the developmental stage of middle childhood. A literature investigation into the historical background of HIV/AIDS was done and the demographic impact of the disease on South Africa was given. The impact that HIV/AIDS has on the patient was discussed along with the impact that it has on the affected significant others of the patient. Secondly a literature investigation on middle childhood was done. The child in middle childhood as well as the family with children in middle childhood was discussed. Attention was given to the developmental tasks, developmental characteristics and the child’s comprehension of death during middle childhood. Attention was also afforded to the family with children in middle childhood with specific emphasis on the developmental tasks and needs of the family and the developmental tasks of siblings. The aim of the research study was to assess the emotional needs of HIV/AIDS orphans. An exploratory research design by means of a qualitative approach was followed. Five respondents were purposively sampled that complied with the set criteria. They were assessed through the utilization of six different Gestalt therapy techniques over a period of one week. Themes were identified through the empirical study. The research question “What are the emotional needs of HIV/AIDS orphans?” was answered and the following emotional needs of the respondents were identified: · Longing for the deceased mother. · Loneliness. · Stigmatization. · Preoccupation with the physical features of the deceased. · Anger. · Insecurity. · Preoccupation with death. · Fear of death. The following themes can be considered for further research in this field: · Establishment of a therapeutic program for affected children. · A comparison between the emotional needs of those children who have knowledge regarding their parent/s status and those who do not. / Dissertation (MA (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted

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)