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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 351 to 360 of 371 (0.041 seconds)Spelling suggestions: "subject:"feelings"" "subject:"peelings""
| 351 |
A group intervention programme for adolescents of divorceJohnson, Colleen 11 1900 (has links)
Divorce has become so prevalent in our present day society, that it is regarded as one of the most sressful and complex mental health crises facing children today. As parents are often under tremendous stress during the time of divorce, they may be incapable of provding the support and guidance children need.
The purpose of this study is to present a group counselling intervention
programme to assist children of divorce and to create a supportive group
atmosphere in which children can share divorce-related feelings, clarify
common misconceptions and reduce feelings of isolation. Findings of
this study indicate that the acquisition of problem-solving communication
and anger control skills help to reduce feelings of depression and
anxiety, improve the self-concept and ultimately promote post-divorce
adjustment. / Psychology of Education / M. Ed. (Guidance and Counselling)
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| 352 |
Heterogenität – Belastung oder pädagogische Herausforderung?Wittig, Marietta-Titine Ve 27 March 2015 (has links)
Die Schwerpunktsetzung der Dissertation fokussiert die lehrkraftorientierte und berufsschulbezogene Auseinandersetzung mit Heterogenität; dabei werden bereits existente Lösungsansätze berücksichtigt. Ein Ziel der Arbeit ist, den Lehrkräften theoretisch fundierte adäquate Umgangsformen mit Heterogenität von Jugendlichen in den Klassen und Lerngruppen zu offerieren. Als theoretische Grundlage dient die Beschreibung von Heterogenitätsmerkmalen von Schülern, die in der einschlägigen Literatur für das erfolgreiche Lernen als signifikant relevant eingeschätzt werden. Des Weiteren rückt die Arbeit die Lehrkräfte mit ihren subjektiven Theorien, Kompetenzbündeln, Belastungsempfindungen und die lernförderlichen Umgangsformen der Lehrkräfte mit Heterogenitäten ins Zentrum sowie die kritische Betrachtung von Konzepten der inneren Differenzierung als mögliches Lösungskonzept. Die empirischen Untersuchungen erfolgen in ausgewählten staatlichen Berliner beruflichen Schulen im Berufsfeld Wirtschaft und Verwaltung mittels Leitfadeninterviews und deren Analyse in Anlehnung an die dokumentarische Methode in vertikaler und horizontaler Richtung. Ergänzt wird der qualitative Forschungsansatz durch eine statistische Dokumentenanalyse. Ein Ergebnis der Arbeit ist, dass Lehrkräfte Heterogenität nicht eindeutig als entweder Belastung oder als pädagogische Herausforderung empfinden, sondern dass der jeweils wahrgenommene Belastungsgrad stark durch die Intensität der jeweils vorliegenden Schülervarianzen in der Klasse/Lerngruppe geprägt ist. Es geht deshalb in den unterrichtsnah formulierten Hilfestellungen, die mittels einer Checkliste ermittelt werden können, um individuell zugeschnittene Handlungsempfehlungen, die sich entweder auf den Kern der Heterogenitätsvorstellung, auf die Reflexion der eigenen Handlungskompetenz, auf spezielle Heterogenitätsdimensionen, auf konkrete Hilfen für die Umsetzung der inneren Differenzierung oder auf die Belastungsreduktion im Berufsalltag beziehen. / The present thesis focuses on the ways in which vocational school teachers address student heterogeneity, giving due consideration to existing approaches. One of the goals is to provide teachers with theoretically well-founded, adequate forms of accommodating adolescent heterogeneity in various class and learning groups. The theoretical basis of this study is provided by a description of student heterogeneity features deemed to be significantly relevant to successful learning in the literature. Another primary concern is with teachers’ professional activity, including their subjective theories, their individual sets of competences, their feelings of stress and learning-conducive ways of addressing heterogeneity. Critical attention is given to differentiation by activity or outcome as a potential approach to dealing with heterogeneity. Empirical studies were conducted in a selection of Berlin-based vocational schools specializing in business and administration, using guided interviews and analyzing these by means of a methodology borrowing from the documentary method and availing itself of both vertical and horizontal perspectives. This qualitative approach is complemented by a statistical document analysis. One finding is that teachers do not view heterogeneity unambiguously as either a stress factor or a pedagogical challenge; rather, the degree of stress felt by teachers is heavily dependent on the extent of student variance inside the class or learning group. Instead, this study offers a checklist that teachers can use to obtain support and recommendations tailored to their individual needs and readily applicable to classroom settings. These recommendations concern the core of teachers’ perceptions of heterogeneity, their ability to reflect on their own ‘action competence’, specific dimensions of heterogeneity, concrete support for implementing differentiation inside the classroom, and stress reduction in day-to-day professional practice.
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| 353 |
Naturligt farligt : Hur visualiseringar av klimatförändringar är laddade med tecken och känslorJägerskog, Mattias January 2010 (has links)
<p>The purpose of this thesis was to examine the relationship between feelings and visualizations of climate change. A case study was done on visualizations of climate change from a web page concerning climate change published by the Swedish newspaper <em>Expressen </em>and from the American photographer Gary Braasch’s web page “World view of global warming”. The thesis is based on the article ”Emotional anchoring and objectification in the media reporting on climate change” by Birgitta Höijer. I have been aiming to understand the feelings of fear, hope, guilt, compassion and nostalgia through semiotic theories of icon, index and symbol.</p><p>Previous research has proven the difficulties in bringing the issue of climate change up on the public agenda – which is connected to the difficulties of visualizing climate change. The nature of climate change being slow and hard to spot on an individual level has been highlighted as a cause of both of these difficulties. Pictures and photos have in this thesis been seen as the “interface” between science and the public – and hence <em>decoders</em> of the science of climate change. Höijer’s article about feelings has been used to understand this process of decoding.</p><p>The results show that the analyzed material could be linked to and described by the semiotic theories of icon, index and symbol. The emotional anchoring found in the material and the semiotic application have been shown to work complementarily with each other, leading to a broader understanding of the material’s relationship to social cognitions. The results further demonstrated that context is essential in some of the analyzed visualizations of climate change. Generic pictures found in the material could have been regarded as icon, index or symbol of other messages – but is through its contexts anchored with feelings, and becomes visualizations of climate change. The analysis also suggests that if icons of nature could be connected with feelings – so could nature itself. The consequences are speculated to lead to objectification of nature and ecophobia. By objectifying nature and using generic pictures, the material’s relationship to the concepts of “truth” and “myth” is questioned.</p><p>In conclusion, understanding of the analyzed material is advantageously achieved through complementary use of Höijers emotional categories and the semiotic theories of icon, index and symbol.</p>
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| 354 |
Naturligt farligt : Hur visualiseringar av klimatförändringar är laddade med tecken och känslorJägerskog, Mattias January 2010 (has links)
The purpose of this thesis was to examine the relationship between feelings and visualizations of climate change. A case study was done on visualizations of climate change from a web page concerning climate change published by the Swedish newspaper Expressen and from the American photographer Gary Braasch’s web page “World view of global warming”. The thesis is based on the article ”Emotional anchoring and objectification in the media reporting on climate change” by Birgitta Höijer. I have been aiming to understand the feelings of fear, hope, guilt, compassion and nostalgia through semiotic theories of icon, index and symbol. Previous research has proven the difficulties in bringing the issue of climate change up on the public agenda – which is connected to the difficulties of visualizing climate change. The nature of climate change being slow and hard to spot on an individual level has been highlighted as a cause of both of these difficulties. Pictures and photos have in this thesis been seen as the “interface” between science and the public – and hence decoders of the science of climate change. Höijer’s article about feelings has been used to understand this process of decoding. The results show that the analyzed material could be linked to and described by the semiotic theories of icon, index and symbol. The emotional anchoring found in the material and the semiotic application have been shown to work complementarily with each other, leading to a broader understanding of the material’s relationship to social cognitions. The results further demonstrated that context is essential in some of the analyzed visualizations of climate change. Generic pictures found in the material could have been regarded as icon, index or symbol of other messages – but is through its contexts anchored with feelings, and becomes visualizations of climate change. The analysis also suggests that if icons of nature could be connected with feelings – so could nature itself. The consequences are speculated to lead to objectification of nature and ecophobia. By objectifying nature and using generic pictures, the material’s relationship to the concepts of “truth” and “myth” is questioned. In conclusion, understanding of the analyzed material is advantageously achieved through complementary use of Höijers emotional categories and the semiotic theories of icon, index and symbol.
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| 355 |
Retensiestrategieë as teenvoeter vir vroeë beroepsverlating onder maatskaplike werkersAdlem, Anri Gretha 30 November 2007 (has links)
The serious shortage of social workers (nationally) caused by their exodus from the profession at an alarming rate and the resultant classification of social work as a "scare skill" served as motivation for this research project into retention strategies to retain social workers for the profession.
A qualitative research approach and an explorative, descriptive and contextual research design was employed to conduct semi-structured interviews with 15 purposely selected participants in the geographically defined boundaries of the Northern Free State and Gauteng. Tesch's (in Creswell, 1994) and Guba's models (in Krefting, 1991) aided the processes of data collection and verification, respectively. The research findings uncovered: general and specific reasons for the social workers' exodus, feelings and emotional reactions of social workers subsequent to the early exodus from the profession, and retention proposals to retain social workers. Based on the findings, recommendation directed to practice, education, policy and further research, were made. / Social Work / M.Diac. (Social Work)
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| 356 |
Behaviour problems in the classroom : a model for teachers to assist learners with unmet emotional needsWeeks, Franscina Hester 11 1900 (has links)
Tbis study has as primary objective the development of an appropriate model to assist
'
teachers, in South Africa, to be able to understand and assist learners with behaviour
problems. The need for the study has its genesis within the current difficulties teachers
experience in dealing with behaviour problems in the classroom and the fact that increasing
numbers of children are involved. A key facet of the research is its accent on the unmet
emotional needs of learners that function as a behavioural determinant. The study is
analytical descriptive in nature and as such is based on two fundamental dimensions:- to
acquire a sound theoretical understanding of the concepts, causative 'factors and underlying
behaviour problems and the most appropriate means to deal therewith and substantiating
the insights acquired by means of interviews with teachers, school principals, and other
significant role players. An earnest attempt was made to analyse behaviour problems in
terms of the various theoretical frameworks presented within contemporary literature. The
ecological systems model was found to be the most appropriate for the development of the
. referenced model. This stands in sharp contrast to the traditional medical model which in
many instances still forms the basis of current theory and practice.
Learners with emotional problems experience behaviour problems which serve as barriers
to effective learning. Little attention however, has been attributed to putting appropriate
systems in place to assist these learners. A key consideration embodied within the new
Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all
learners so that they are able to actualise their potential - this includes their emotional
needs. The findings of this study need to be seen within the light of meeting this objective.
In order to address the unmet emotional needs of learner, teachers must attend to the
cognitive mind maps which embody internalized feelings and cognition. A model for
understanding the cognitive maps has been developed as part of this study and serves as
introduction to the model developed to assist learners wi~h behaviour problems.
The study provides a new perspective directed at understanding instead of managing
behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)
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| 357 |
A group intervention programme for adolescents of divorceJohnson, Colleen 11 1900 (has links)
Divorce has become so prevalent in our present day society, that it is regarded as one of the most sressful and complex mental health crises facing children today. As parents are often under tremendous stress during the time of divorce, they may be incapable of provding the support and guidance children need.
The purpose of this study is to present a group counselling intervention
programme to assist children of divorce and to create a supportive group
atmosphere in which children can share divorce-related feelings, clarify
common misconceptions and reduce feelings of isolation. Findings of
this study indicate that the acquisition of problem-solving communication
and anger control skills help to reduce feelings of depression and
anxiety, improve the self-concept and ultimately promote post-divorce
adjustment. / Psychology of Education / M. Ed. (Guidance and Counselling)
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| 358 |
The psychosocial factors associated with athletic retirement in elite and competitive athletesRajaram, Riana 01 September 2021 (has links)
Background: Career ending injuries are known to cause negative psychosocial and behavioural outcomes in retired athletes. However, there has been a limited amount of quantitative studies to complement mostly qualitative research. Furthermore, qualitative studies have typically assessed the effects of athletic identity, mental health/mood disturbances, loss, coping mechanisms and social support with minimal research regarding physical body transitions and body-esteem throughout the retirement process. Thus, the purpose of this thesis was to investigate the relationship between affective, behavioural, and cognitive outcomes and athletic retirement (voluntary, involuntary) among elite and competitive athletes. Method: A retrospective mixed method (questionnaire and interview) study was utilized to examine how participants interpreted their experience during the transitional process into retirement. Inclusion criteria consisted of male and female, elite and competitive athletes who have voluntarily or involuntarily (career ending injury) retired, ages 18 and above. Exclusion criteria included non-athletes/recreational athletes, athletes who were able to return to play or retired due to illness, health problems or deselection as well as who were less than 18 years of age. Posters were advertised in sports clubs, fitness centers, sports centers, physiotherapy offices and universities as well as on social media (Facebook and Instagram). The main outcome measures are as follows:1) Athletic Identity Measurement Scale (AIMS); 2) Mood and Feelings Questionnaire (MFQ), 3) Mental Health and 4) COPE Inventory. Semi-structured interviews were conducted with participants from both retirement (voluntary and involuntary) groups. All interviews (telephone, zoom) were recorded, transcribed verbatim and a thematic analysis was implemented to further determine the various themes and subthemes. An independent t-test explored the impacts of body dimensions and coping mechanisms on retirement type. Then a factorial ANOVA was conducted to examine the
effects of the dependent variables (mental health, mood disturbances and coping mechanisms) on the main analysis (retirement) and the exploratory (strength of athletic identity) analysis. Results: 50 (26 involuntary and 24 voluntary) questionnaires and eight (four voluntary and four involuntary) interviews were completed by the participants. Results from the quantitative data revealed a borderline main effect of retirement type on both mental health and mood disturbances. An exploratory analysis found retirees who weakly identified with the athletic role were less likely to experience severe mood disturbances and demonstrated higher levels of mental health than retirees who strongly identified with the athletic role. Information from qualitative data suggested participants who involuntarily retired and possessed a strong athletic identity experienced higher levels of mood disturbances (depression, frustrations, loss etc.), lower levels of mental health, identity loss, physical discomfort, negative effects of mind and body dualism as well as utilized maladaptive coping techniques than their counterpart who voluntarily retired or weakly identified with the athletic role. Conclusion: Both retirement types are subjected to various athletic and non-athletic demands and psychosocial effects of athletic retirement however, what sets them apart from experiencing a successful or unsuccessful transition into retirement is the intensity and severity of their emotional reaction to their retirement. Limitations of said study included a decrease in sample size, memory recall bias, the participant’s own bias, limited diversity of the sample population as well as the inability to verify the findings from the interviews. The following study can be implemented to aid researchers, retired or soon to be retired athletes, coaches and athletic personnel to comprehend the diverse areas of athletic retirement. Future research should aim to investigate the impacts of mood disorders, the utilization of psychologist or mental performance consultant during the retirement process as well as the effects of body dimensions in retired athletes. Lastly, a longitudinal study should be employed to examine the athlete’s emotional response and reaction throughout retirement (time of injury, during physiotherapy, post- surgery and recovery). / Graduate
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| 359 |
The Art Of The Walk Cycle : Animating Emotions with Artistic ExpressionGhazali, Rania January 2024 (has links)
This exploration delves into the potential of emotional storytelling through walk cycles. Moving beyond traditional animation, it utilizes the expressive power of modern tools to explore how line, shape, stroke weight, color, texture, and sound can be manipulated to create abstract narratives that evoke deeper emotional experience for the viewer. Drawing on a foundation of psychological principles, scientific research, and relevant articles, the walk cycles become abstract narratives, provoking introspection and emotional connection. The subjective nature of this artistic language is acknowledged, with cultural backgrounds and personal experiences influencing interpretation. The exploration raises questions about the potential for a universal language of emotion in animation, one that speaks not just to the mind, but to the heart. This ongoing journey of discovery aims to observe how viewers connect with these abstract representations and explore the potential for this approach to elevate the art of animation.
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| 360 |
A description of the theoretical and practical experiences of critical care nursing studentsDe Swardt, Hester Cathrina 31 December 2004 (has links)
This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies)
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