This qualitative study examined whether a connection exists between children with emotional disorders consumption of traditional entertainment media and their subsequent vegative/anti-social classroom behavior. Research participants included six first-grade children diagnosed with an emotional disorder and their teacher. They were interviewed using a semi-structured approach. The students were observed in the natural setting of their classroom for a total of twenty-four hours, over a four-day period. Transcripts and classroom observations were analyzed, looking for connections between behavior and consumption of traditional entertainment media. Findings from this study concluded that these students used traditional entertainment media as a method of temporally escaping from the environment of their respective households.

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This study was designed to investigate the relationship between 15 emotional indicators on the Bender-Gestalt Test and acting-out behavior in young children. The subjects were 93 children ranging in age from 5 to 12 years. Each was administered the Bender. A measure of each subject's overt acting-out behavior was then obtained by having teachers rate each student on a Behavioral Rating Scale. Subjects' records were then divided into groups on the basis of both sex and age. Results indicated that neither the total number of Bender indicators nor any of the individual Bender indicators were significantly correlated with total scores on the rating scale. Use of the Bender as a projective device to measure acting-out behavior was seriously questioned.

A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.

The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development. / Educational Studies / M.Ed. (Socio-Education)

The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development. / Educational Studies / M.Ed. (Socio-Education)

In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.

Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently identified nor adequately served in Saudi Arabia although they are recognized as a distinct category of children who require special education services. The goal of this study was to examine the prevalence of emotional and behavioral disorders among children in Saudi Arabia to assess the need for intervention services to help those children reach their potential. The current research identified the types of behaviors that are most evident in the study sample. Also, the relationship between demographics and emotional and behavioral disorders is studied to identify possible predictors of disruptive forms of behavior. Parents of children aged 4-17 years in Saudi Arabia were surveyed using the Strengths and Difficulties Questionnaire. The findings of the study suggest that children with emotional and behavioral disorders in Saudi Arabia may account for 20% of the population of children between the ages of 4 and 17. The findings also revealed that over 20% of children in Saudi Arabia have difficulties in peer relationship and lack the necessary prosocial behaviors. The parent reporting, child gender, child education type, the geographical region, the father's education level, and the family's socioeconomic status were found to be statistically significant predictors of children's difficulties. However, these predictors were only able to explain a small portion of the difficulty scores.

In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word. / Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak. / The birth of a sibling often results in a toddler displaying changes in behaviour, emotions and relationships. The aim of this qualitative study was to explore the mother's perception, experiences, as well as coping strategies of the toddler's adaptation problems, following the birth of a sibling. Semi-structured interviews were conducted with nine mothers. The study revealed that the mother's lack of knowledge and understanding of the developmental phase of the toddler, as well as the adaptation problems, manifested in misconceptions. These misconceptions affected her experiences of the adaptation problems, as well as how she managed it. The researcher concluded that mothers should be referred for parental guidance when adaptation problems are reported. Various recommendations to be used within parental guidance have been made. / Social Work / M.Diac. (Spelterapie-Rigting)

The aim of this study was to explore and describe the psychosocial problems perceived (their phenomenological field) by children in middle childhood, living in shelters in the Cape Metropolitan Area. The psychosocial problems included poor self regulation as a result of disturbances in the contact cycle, restrictions in shelters negatively impacting the holistic sense of self, barriers hindering relationships with significant others and the continuation of violence into the participants‟ broader field. The experience of multiple losses and persistence of violent behavior within and without the shelter context was a thread that ran through this study. Current literature provided an overview of the theoretical underpinnings of this study which included the key tenets of Gestalt therapy theory, core Gestalt principles, the child living in a shelter and development in middle childhood. A qualitative research approach with a case study of ten children from three shelters was implemented. / Social Work / M. Diac. (Play Therapy)