Cognitive responses to identity crisis can influence inner harmony, behavior, and decision making while negatively affecting interpersonal relationships. The emotions associated with identity crisis establish the conditions that lead to various forms of conflict. Identity-related conflicts are often intractable and characterized by high levels of stalemates, counterproductive responses, posturing, or one-sided resolution expectations. Furthermore, the onset of dual conflicts brought about by competing internal and external demands has a deleterious impact on conflict strategies and resolution attempts. The purpose of this study was to explored the relationship between the pursuit of the ideal self and intrapersonal conflict as a means to further the understanding of the role identity in conflict. The researcher utilized a mixed-method approach to determine associations between variables. During the quantitative phase of the study, a Pearson’s bivariate correlation was used to establish statistical significance. Research results reveal a strong significant negative correlation between the pursuit of the Ideal Self. A Transcendental Phenomenological inquiry was conducted to explore the essence of the participant’s experience. Participants described the phenomenon as an unachievable, continuous, and emotional maturation process that fosters reflection, restraint, and inner peace. Additionally, the qualitative phase of the study revealed a connection between the pursuit of the ideal-self and an individual’s conflict management style.

This two-part small-scale research is positioned within a social constructionist interpretive epistemology. Both parts of the research used qualitative methods. Part One explores the perspectives of unaccompanied asylum-seeking children (UASC) in relation to their educational experiences in the UK. It also considers the experiences, opportunities and challenges for school and college staff with supporting the educational needs of UASC in a shire county in England. The methodology employed to collect the data for Part One consisted of semi-structured interviews with six professionals and the ‘Talking Stones’ (Wearmouth, 2004) interview technique with six UASC. For Part Two of the research, a Collaborative Action Research (CAR) approach was used consisting of one cycle of three group supervision sessions with five professionals from Part One. Within the group supervision sessions, a Solution Circles framework was implemented and participants were encouraged to prepare cases to discuss and collaboratively problem solve. The benefits to supporting the needs of UASC by introducing professionals to the process of group supervision are also explored. Braun and Clarke’s (2006) interpretation of Thematic Analysis was employed across both phases as a method of data analysis. This enabled themes to be identified which emerged from the data. Two key findings were discovered to play a significant role in the UASC’s social and emotional wellbeing: the uncertainty of the UASC’s future in relation to their unresolved asylum status and their acquisition and fluency of English language. The latter is discussed in relation to how fully the students felt able to integrate and communicate their needs. Barriers to language also link closely to students accessing the curriculum and their experience of inclusion within the setting. An array of opportunities and challenges of supporting the social and emotional needs of UASC are outlined by school and college staff. Such findings include: recognising and identifying the social and emotional needs of UASC, a lack of experience and opportunities for staff training, challenges with inclusion and integration of UASC within the educational settings, funding and available resources, developing supportive and trusting relationships over time and forming social connections. Within the paper, these findings are explored in relation to Bronfenbrenner’s (1979; 1989) Ecological Systems Theory. Implications for educational professionals and for educational psychology practitioners are discussed.

The study is aimed at looking at the emotional needs the HIV/Aids affected coloured child in middle childhood. An in depth literature study was done and shortcomings have been identified with regard to the HIV/Aids affected child, in specific the experience of the child within the period before the loss of a parent because of HIV/Aids. A number of objectives were set in order to reach the goal of this study. By the consultation of literature and experts working in the field of HIV/Aids affected children in middle childhood, a theoretical framework was set up which included the following aspects: HIV/Aids in Sub Sahara Africa, the impact of HIV/Aids on the South African society, the HIV/Aids infected and –affected child, the impact of HIV/Aids on the family, the psycho social-, emotional- and social development of the child in middle childhood and cultural diversity in South Africa (with specific reference to the coloured culture and counselling for these children). During an empirical study, semi-structured interview techniques were applied as a method for data collection in order to assess the emotional needs of the HIV/Aids affected coloured child in middle childhood. Interviews focused on the HIV/Aids child and the following aspects were handled: the child’s wishes at that specific time in life (excluding the parent’s HIV/Aids status), the child’s experience of other’s interest in his own well being, the duration of the child’s knowledge of the parent’s HIV/Aids status, concerning changes (at school or at home) in the life of the child due to the parent’s HIV/Aids status, the child’s future custody and his feelings and ideas about it, individuals whom this child can talk to about his feelings of distress/anger/hurt, the child’s feelings about the knowledge concerning the parent’s HIV/Aids status and the child’s experience of newly acquired responsibilities at home (or towards his siblings) since the parents were HIV/Aids infected. Applied research was undertaken to aid the researcher in enhancing the awareness of professionals in practice with regard to the emotional needs of the affected coloured children in middle childhood. The professionals can then be empowered to understand and handle the problems which can be caused by the unfulfilled emotional needs of the HIV/Aids affected children. A qualitative research approach was used in gathering data, in order to get a full understanding of the emotional needs of the HIV/Aids affected child. A phenomenological strategy within an exploratory study was used aiming to understand and interpret the research question. The research question for this study is: “What are the emotional needs of the HIV/Aids affected coloured child in middle childhood?” Empirical data was obtained by means of an interview schedule and verified the following: -- The HIV/Aids affected coloured child in middle childhood experiences the need for emotional safety, which is threatened by the knowledge of the possibility of the death of a parent, and insecurity considering their future custody. The child is experiencing a variety of emotions of which bereavement is the most common one. The child’s emotional safety is also threatened by other factors associated with the parent’s HIV/Aids status. -- The HIV/Aids affected coloured child in middle childhood expresses the need to debriefing. It is common that these children do not have someone to share emotions with. Proof of above mentioned assumption can be ascribed to three factors namely: the people involved are not aware of the need for debriefing, the perception that it is better for the child not to express their emotions regarding the parent’s HIV/Aids infection and last, the lack of skills on ‘know how’ in approaching and handling this specific situation. -- The HIV/Aids affected coloured child in middle childhood experiences intense emotions concerning the parent’s HIV/Aids status whereas bereavement, concern and sympathy are identified. A few of these children are partly in denial about their parents’ HIV/Aids status and claim that the parents will die because of Tuberculoses. A number of these children totally deny the fact that their parents are sick. To assist the child in handling the related emotions and the traumatic situation, it will be beneficial to get therapeutic support. -- The HIV/Aids affected coloured child in middle childhood experiences drastic change when the parent’s HIV/Aids status is disclosed, or the moment the child starts to realise that something is wrong. The HIV/Aids parent is concerned about the impact of disclosure on the child and therefore delays this process. When the parent’s HIV/Aids status is disclosed, the child experiences a crisis and does not have the inner strength or required skills to handle his emotions and the situation which he is confronted with. -- The HIV/Aids affected coloured child in middle childhood experiences a need for acceptance by peer group members and therefore fear that they will discover their parent’s status. It became clear that in cases where the peers have found out about the HIV/Aids infected parent, their reactions were negative. Because of this, the HIV/Aids affected child experiences anger and grief. -- The HIV/Aids affected coloured child in middle childhood experiences a lack of concentration at school, which has a direct negative impact on his school performance. School attendance is also influenced negatively because of the other children’s negative attitude towards them. Seeing that school, as a formal institution, will influence the child’s social-, emotional- and psycho social development, it is of importance that the HIV/Aids affected child is supported in his scholastic functioning. This study exposed the emotional needs of the HIV/Aids affected coloured child in middle childhood which holds possibility for future research. The information collected can be utilized for further studying purposes and the intervention of children in similar situations. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work / unrestricted

Children are vulnerable to sexual abuse while under the care and custody of their parents or caregivers for a number of reasons. Very often people ask the question of how does it happens that a child is been sexually abused in the care of responsible people and not protected against it. The vulnerability of children to be sexually abused can be minimised by caring and protective parents who are able to ensure that their children’s emotional needs, is been met. On the other hand children’s vulnerability to sexual abuse, can be increased by parents who are not emotional available or able to nurture their children. The goal of this study was to explore the relation between the quality of parenting skills and the vulnerability of children to sexual abuse. The researcher conducted a qualitative study through which the goal of this study is been achieved. Further research in this field is recommended to prevent sexual abuse of children. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted

Thesis advisor: Mary E. Walsh / Poverty has many deleterious effects on child development, including negative impacts on social-emotional health, a developmental domain schools refer to as non-cognitive skills (Dearing, 2008). Unfortunately, children growing up poor often have underdeveloped non-cognitive skills, which significantly predict academic success and well-being (Farrington et al., 2012). Integrated Student Support (ISS) is one emerging approach that holistically supports cognitive and non-cognitive student development (Moore & Emig, 2014). While ISS has been found to improve academic outcomes, limited research examines its impact on social-emotional outcomes. This study focused on one ISS intervention, City Connects, which provides tailored student support plans to every child in a school via school and community-based services (Walsh et al., 2014). The study had three aims. The first was to examine the percentage of City Connects students with and without a social-emotional-behavioral (SEB) Need across levels of risk and service characteristics (i.e., domains, intensity levels, types) in second grade (N=896). The second was to examine improvement in three teacher-rated non-cognitive student outcomes (Prosocial Behavior, Self-Regulated Learning, Academic Effort) from second-fifth grade for City Connects students with and without a SEB Need (N=896). The third was to compare improvement in the same three non-cognitive student outcomes from second-fifth grade for students with a SEB Need in City Connects schools and comparable schools without the intervention (N=1,778). Multilevel modeling assessed aims 2 and 3. Significantly more students with a SEB Need were deemed higher risk and received more health, early intervention, and SEB/counseling services compared to students without a SEB Need in City Connects schools. Further, significant improvements from second-fifth grade were found in Self-Regulated Learning and Academic Effort for City Connects students with a SEB Need compared to those without a SEB Need. Significant improvements were also found over time in Academic Effort for students with a SEB Need in City Connects schools compared to those in comparison schools. Findings support that ISS improves non-cognitive functioning for students attending high-poverty schools. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Actualmente, se observa un crecimiento en los índices de violencia en la ciudad de Lima. Los especialistas forenses indican que los agresores y víctimas crecen en ambientes familiares y sociales donde no se satisfacen las necesidades emocionales. Por tal motivo, se abordó la problemática a partir de los esquemas maladaptativos tempranos los cuales se generan en las primeras etapas de la vida e influyen en la vida adulta. En ese sentido, el principal objetivo de esta investigación fue describir los esquemas maladaptativos tempranos en investigados por algún delito en Lima. Este estudio se realizó desde un enfoque cuantitativo de tipo descriptivo. Por ello se aplicó el Cuestionario de Esquemas de Young 3era edición (versión reducida) en una muestra de 20 personas investigadas por algún delito, siendo 8 presuntas víctimas y 12 presuntos victimarios. Los resultados indican que los EMT con mayor prevalencia son el de Estándares inflexibles (70%) y Pesimismo (55%). Según la condición del participante, las presuntas víctimas presentan mayormente Grandiosidad (63%) y Búsqueda de Aprobación (63%); mientras que, en los presuntos victimarios, la mayor prevalencia está en Vulnerabilidad (67%) e Insuficiente autocontrol (58%). El estudio presenta limitaciones en relación al tamaño reducido de la muestra ya que no permite hacer una generalización de los resultados, por lo que se sugiere ampliar la muestra para futuras investigaciones. / Currently, there is a growth in the rates of violence in the city of Lima. Forensic specialists indicate that aggressors and victims grow up in family and social settings where emotional needs are not met. For this reason, the problem was addressed from the early maladaptive schemes which develop in the early stages of life and influence adult life. In this sense, the general objective of this study was to describe the early maladaptive schemes in people investigated for a crime in Lima. This study was carried out from a descriptive quantitative approach. For this reason, the Young Schemes Questionnaire 3rd edition (reduced version) was applied to a sample of 20 people investigated for a crime, with 8 alleged victims and 12 alleged perpetrators. The results indicate that the EMT with the highest prevalence are that of inflexible Standards (70%) and Pessimism (55%). According to the condition of the participant, the alleged victims present mostly Grandiosity (63%) and Search for Approval (63%); while, in the alleged perpetrators, the highest prevalence is in Vulnerability (67%) and Insufficient self-control (58%). The study has limitations in relation to the reduced sample size since it does not allow a generalization of the results, so the sample will be expanded for future research. / Trabajo de investigación

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No description available.

Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 2016 2017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear.” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4th, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs.

While there is considerable international interest in the development of hospice and palliative care programs, as an alternative form of care for the terminally ill, there is minimal empirical research undertaken on the needs of recipients of these programs. Using a Q-sort, developed by the author, this research examined the relationship between individual patient's ranking of their needs, and the nurse's perception of the needs identified by individual patients in their care. A basic assumption of the study was that patients' needs could be categorised in four groups, namely spiritual, physical, emotional, and social. Consequently, the study also examined whether patients and nurses identified, as most important, needs from one group, more frequently than the other groups. The limited size of the sample placed severe restrictions on the analysis of results derived from this research. However, while no definite conclusions could be drawn from data obtained from the small sample, tentative analysis identified trends that may have proved significant had they continued in a larger sample.