A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015 / The family is a child‟s primary context for socialisation and may greatly affects a child‟s well-being negatively or positively. The family context might affect the child‟s entire life and also interferes with learning. Historically, families have been changing for ages due to social and economic factors, thus resulting in various family structures worldwide. It appears that a stable family structure is most conducive to a child‟s academic success whereas unstable family structure predicts academic problems. This situation seems to be a major obstacle to the quality of education. Thus, it was imperative for the researcher to undertake this study. The researcher reviewed different theories on how family structures may contribute to school-based problems. Over and above that, current study is underpinned by three theories, namely behaviouralism, system theory and Bandura‟s social learning theories. The objectives of the study were to ascertain the extent to which a relationship exists between selected family structures and school-based problems; to determine whether there was any association between school-based problems and the variables such as learners‟ age, learners‟ gender and learners‟ educational level, and to establish educators‟ recommendations so as to develop an intervention model. The mixed approach design was employed. A cluster sampling technique was used to randomly select 165 participants in six districts of KwaZulu-Natal province. The educators were requested to rate learners. A biographical questionnaire, the “Student Behaviour Survey” (SBS) and an open-ended questionnaire were used to collect data. The data were analysed qualitatively and quantitatively. This implies that the SBS manual, thematic approach, Person Chi squire and Log-Linear analysis techniques were utilized to analyse data. A computer package known as Statistical Packages for Social Sciences (SPSS) was also employed. The findings of the present study revealed that learners from KwaZulu-Natal schools experienced various problems due to the influence of their family background or family structures and learners‟ characteristics such as age, gender and educational level. The study also revealed that family structure was influential on the following problems: academic habits, interpersonal relations and emotional distress. Learners‟ age was found to be associated to conduct problems, interpersonal relations, social withdrawal, emotional distress, as well as physical aggression. Gender was found to have an impact on learners‟ health and social interactions. The study focused on nuclear, extended, single parent, child-headed, grand parenting, polygamous and divorced families. Finally, the model of intervention was developed. This model also aimed at introducing a school-based approach that will empower both parents and teachers to handle and prevent school-based or psychological problems among learners in different grades. These problems were found in a sample which was constituted of predominately African learners. The present study also reflected that there is a need of contributions from different specialists, including parents. Educational psychologist and other mental health professions should assist educators to implement the developed model and also play their role in changing and minimising the various problems faced by learners in KwaZulu-Natal schools, more especially in rural areas. The Department of Education should support all stakeholders with the resources needed to implement the proposed intervention model to improve the entire physical environment of the school, as well the infrastructure.

Six hundred fifty-seven (657) members of the American School Counseling Association responded to the researcher-developed survey, the School Counselors Perceptions of Family Systems Perspectives Questionnaire (SCP-FSPQ). The instrument assessed school counselors’ perceptions of preparedness, competency, importance and frequency of use of family systems perspectives when working with youth in the school setting. The purposes of this quantitative study were to understand school counselors’ perceptions of their educational preparation in family systems perspectives; whether school counselors are using family systems strategies and, if so, how often; and how important school counselors believe those strategies are when implemented. This study also explores the barriers school counselors may face when working with a family systems perspective. Items from the SCP-FSPQ were analyzed using descriptive statistics, ANOVA, t-test, Pearson correlation and principal component analysis. When exploring the relationships between school counselors’ type of degree, methods of learning, frequency of usage, beliefs about preparedness, competence and importance of family systems perspective, significant relationships were identified among all the variables. The results of this study supported the need for required family systems education that prepares school counselors to work with students and their families in the school setting. Findings resulted in training and education recommendations for school counselors, counselor educators, counselor education programs and the school counseling accreditation bodies.

Made available in DSpace on 2016-07-27T14:21:38Z (GMT). No. of bitstreams: 1 Vania Garcia Pinto.pdf: 568576 bytes, checksum: 20e4ae06edffa5134d1de0a54560e870 (MD5) Previous issue date: 2008-08-01 / This study aimed to identify the social and educational processes of schooling of adolescents from public and private schools and describe the meanings of this processes for their families. Based on the Vygotsky`s historical- cultural theory, one tried to achieve these goals from analysis and interpretation of stories of family and their involvement in the school of their children. Four families of students from the cited school participated of this research. Fathers and mothers are responsible for the family livelihood and they are part of the schooling process. It s possible to consider that is through the interactions that the students and families construct the meaning of their insertion in the development of their adolescent children. The school is not the only one responsible for the formation of human being, that s why this work suggest this project to contribute with new methodologies of investigation about professional, students and families. / Este trabalho objetivou identificar elementos sociais e educacionais envolvidos com processos de escolarização de adolescentes de escola pública, e descrever os significados desses processos para suas famílias. Com base na teoria histórico-cultural de Vygotsky, buscou-se atingir estes objetivos a partir da análise e interpretação das histórias das famílias e de seu envolvimento no contexto escolar de seus filhos. Participaram desta pesquisa 4 (quatro) famílias de alunos da escola citada. O instrumento utilizado foi a entrevista, realizada nas residências das famílias participantes. Os resultados mostraram que todas as famílias, embora com dificuldades de subsistência, fazem questão de manter os filhos na escola. Pais e mães são responsáveis pelo sustento familiar e figuram como parte integrante do processo de escolarização. É possível considerar que é por meio das interações com a escola que as famílias constroem os significados de sua inserção nos processos de desenvolvimento de seus filhos adolescentes. A escola não é a única responsável pela formação do ser humano, por isso esta pesquisa sugere o alcance deste projeto para contribuir com novas metodologias de investigação envolvendo profissionais, alunos e famílias.

Made available in DSpace on 2016-12-23T14:01:49Z (GMT). No. of bitstreams: 1 Daniella Messa e Melo Cruz.pdf: 780401 bytes, checksum: d0612ebc151e2ae89f795c0054d91412 (MD5) Previous issue date: 2013-04-30 / This study aims to understand how central the family of the child with disabilities, pervasive developmental disorders or high ability / gifted realizes the process of inclusion of their children in the context of the common rooms of early childhood education and from this analysis, understanding the reactions of family facing the diagnosis of disability and how cope with this new reality, identify their motivations and expectations with respect to education of children with disabilities understand what school inclusion and describe this process from the point of view of the family, reflecting on the relationship established between families of children with disabilities and school. This is a basic research of a qualitative nature, based on descriptive research in sociohistorical perspective. The survey was conducted through field research and collection procedures understood the use of semi-structured interviews and literature. The study included six families of children with disabilities enrolled in the common rooms of public schools in kindergarten the Grande Vitória. The interviews were transcribed and the data categorized into four themes: The diagnosis and parental reactions of children with disabilities, education of children with disabilities through the eyes of family, interpersonal relationships, including the family look. The results showed, in general, that some families have difficulty accepting a diagnosis of disability, which may affect and influence family relationships, we noticed a lack of preparation on the part of the medical community to inform both the diagnosis and monitoring the conduct of the these families. Thus being, families can experience feelings of insecurity about the future social and children s school. Finally, families have a discourse of inclusion that does not match that define how inclusion for their children, however, understand the school experience of their children as something positive, even in the face of unknowns about the inclusive education politics / Este trabalho tem como objetivo central entender como a família da criança com deficiência, transtornos globais do desenvolvimento ou altas habilidades/superdotação percebe o processo de inclusão de seus filhos no contexto das salas comuns da educação infantil e a partir dessa análise, compreender as reações da família frente ao diagnóstico da deficiência e como conseguem lidar com essa nova realidade, identificar suas motivações e expectativas com relação a escolarização das crianças com deficiência, entender o que significa inclusão escolar e descrever esse processo sob o ponto de vista da família, refletindo sobre as relações estabelecidas entre família da criança com deficiência e a escola. Trata-se de uma investigação de natureza básica do tipo qualitativa, com base na pesquisa descritiva, na perspectiva socio histórica. O levantamento de dados foi realizado através de pesquisa de campo e os procedimentos de coleta compreenderam o uso de entrevista semi estruturada e levantamento bibliográfico. Participaram deste estudo seis famílias de crianças com deficiência matriculadas em salas comuns de escolas municipais de educação infantil da Grande Vitória. As entrevistas foram transcritas na íntegra e os dados categorizados em quatro eixos temáticos: O diagnóstico e reações parentais da criança com deficiência, escolarização da criança com deficiência pelo olhar da família, relações interpessoais, a inclusão pelo olhar da família. Os resultados indicaram, em linhas gerais, que algumas famílias possuem dificuldades em aceitar um diagnóstico de deficiência, o que pode afetar e influenciar as relações familiares, percebemos um despreparo por parte da comunidade médica tanto em informar o diagnóstico quanto ao de realizar um acompanhamento a essas famílias. Diante disso, as famílias podem vivenciar sentimentos de insegurança quanto ao futuro social e escolar da criança. Por fim, as famílias apresentam um discurso de inclusão que não corresponde ao que definem como inclusão para seus filhos, entretanto, entendem a experiência escolar de seus filhos como algo positivo, mesmo diante dos desconhecimentos a respeito da política de educação inclusiva

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This diploma thesis draws attention to the issue of communication between school and family and tries to not only teach the communication, but also to find the state of communication between family and school at a particular workplace. The aim of the theoretical part was to clarify the concept of education with an emphasis on educational activities at school. It stands that the family, as an indispensable part, is crucial in communication relation to the pupil. The current school concept is discussed and the key competencies related to communication are mentioned.A special chapter is devoted to the pupil and the specifics of his personality during adolescence. Furthermore, in the theoretical part, a special chapter is dedicated to the teacher as one of the important partners in the communication between the school and the family. The last chapter of the theoretical part is dedicated to communication. In the practical part of the diploma thesis, we find out what is the opinion about the communication in the given school, the pupils side as well as the family's side. There were assumptions made about the state and needs of communication between the school and the family. This was determined by the method of quantitative exploration. In conclusion, the results are evaluated.

Title: Relationship of a child with Asperger syndrome and his family to school Author: Tereza Měšťáková Department: Psychology Supervisor: PhDr. Veronika Pavlas Martanová, Ph.D. ABSTRACT This diploma thesis deals with the relationship of a child with Asperger's syndrome and his family to school. The work aims to map the nature of these relationships and factors that may affect this relationship in specific children with AS and their parents. The theoretical part of the work is divided into two main sections. The first chapter focuses on Asperger Syndrome and its specifics, which are manifested in the school environment, on the relationships of children with this syndrome to classmates and teachers. The second part deals with the relationship between family and school. Attention is paid to the dilemmas of this relationship, the possibilities of its development and the relationship of the family with a problematic child to school The empirical part of the thesis presents qualitative research, which was carried out by the method of semi-structured interviews with five second-graders with Asperger Syndrome educated in ordinary primary schools and their parents. Acquired data was analyzed and interpreted. The results of this research are presented at the end of the text. KEYWORDS Asperger Syndrome, pupil,...

Though many studies have been conducted on bullying and ways to prevent it, there is still little evidence that bullying has been reduced (Bauman, 2008). Since bullying behaviors have become prevalent, incidences of negative outcomes for students who are bullies and victims have increased, hence more discussion of the topic is taking place at school, home, and in the media (Bauman, 2008; Kaiser & Raminsky, 2001; Salmon, James, & Smith, 1998). This study proposes to learn how students make sense of these multiple messages. Through an Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), 8-10 year old students were interviewed through semi-structured interviews, in addition to student drawings and elaborations from the draw-and write-technique (Williams, Wetton, & Moon, 1989). These methods were used to explore student bullying experiences and the process in which they make sense of the education provided to them. The study is framed through Bronfenbrenner’s (1979, 1994) ecological systems theory considering the multiple influences that individuals face through systems and their interactions. Data from the semi-structured interviews and the draw-and-write technique were analyzed through coding according to IPA guidelines, compared, and converged. Results showed that students confuse conflict with bullying, and receive conflicting messages about how bullying should be handled. Students are confused by what is the best reaction to a bullying situation due to conflicting messages from school and home, and the possibility of disappointment or trouble if they do not follow suggestions from one or the other. The media had minimal influence on children of this age in regards to bullying.

The dissertation deals with the forms of cooperation between family and kindergarten. The theoretical part characterizes the preschool child. It discribes each area of preschool children′s evolution? It maps the possibilities of cooperation between schools and kindergartens in the curriculum documents and others educational documents. Also it characterizes forms of cooperation in the education program Step by Step. It defines the concepts of proffesional and personal this findding on the Franework educational program for preschool education. The research examines the fulfillment of theindicators set out in the document named Competent Educator of the 21 st Century: ISSA s Definition of Quality Pedagogy, i tis inclusion in preschool education in program Step by Step, Kindergarten Kadaň. It describes the aktivity based on research, which was held in collaboration with the family in Preschool Šafaříkova louny. The Author of this dissertation worked in this kindergarten for several years.