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Cette recherche exploratoire decrit la perception de l'educateur de son travail et des problematiques qu'il rencontre dans la relation d'aide. L'educateur ne nie pas la presence de l'aide et du controle dans ses interventions aupres de sa clientele. Il a meme de la difficulte a voir comment il est facile de passer automatiquement de l'un a l'autre. Pris alors dans ce controle, l'educateur n'a d'autre choix que de s'y soumettre. Les normes qui regissent son travail facilitent ce passage de l'aide au controle. Elles sont, comme le controle, legitimees et vehiculees par l'institution et par l'educateur sur le terrain. On obeit et on croit a la norme tout en se sentant "prisonnier" de ces normes. Ce qui a pour consequence que 'educateur agit en fonction de ce que l'institution s'attend de lui, au lieu d'agir pour la clientele. De la le besoin de penser l'aide d'une autre facon: la ou le client devient sujet au lieu de rester l'objet qu'il a souvent ete.

This thesis provides recommendations for a crime prevention strategy focusing on primary school aged children (5 to 12 age range) within the municipality of Nanaimo. These recommendations are reached by reviewing and analyzing research related to the causes and correlates of crime prevention, and by conducting interviews with key representatives of organizations providing services to primary school aged children at the federal, provincial, and municipal levels. Research is reviewed that identifies various factors that place individuals at risk of becoming delinquent. Recent crime prevention research is then reviewed which identifies the need to look beyond the traditional approaches of crime prevention involving "cops, courts, and corrections." These studies suggest the need for a crime prevention approach in which social policy works with criminal justice policy in preventing crime. The writer refers to this approach as the crime prevention through social development for safer communities approach. The approach recognizes the need to incorporate primary school age experiences within a crime prevention strategy. Summaries of interviews with representatives of government at all levels, and with administrators and members of non-government organizations, describe policies, programs, and services for primary school aged children. (Abstract shortened by UMI.)

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This study examined the personality characteristics of Christian counselors and determined whether those characteristics could be employed to predict job satisfaction. The objectives of the study included determining if Christian counselors differ from the general population on any of the nine personality traits found in the Taylor-Johnson Temperament Analysis and determining if a correlation exists between the nine traits and reported job satisfaction. Data was collected from 51 self-identified Christian counselors from Arizona and California. The results indicate that Christian counselors are more expressive-responsive and less depressive and subjective than the general population. While those Christian counselors who indicated high job satisfaction tended to be less depressive and subjective and more expressive-responsive than those who indicated medium or low job satisfaction, it was shown that personality traits are not predictive of job satisfaction in Christian counselors.

This study was designed to examine the effects of ethnicity and gender on African teachers' judgements regarding potential special education placement. The participants were to be 120 randomly-selected black-African teachers in the Southern African country of Botswana. The selection was to have been stratified on the basis of gender and district. Fictitious and equivocal information was given regarding the ability, behavior and academic performance of a nine-year-old student. Due to methodological problems, the study did not yield quantitative data thus a descriptive analysis was performed. Significantly fewer questionnaires regarding Negro students were returned than those depicting Caucasian students. Also, more females than males were suggested for referral, though the difference was not statistically significant. Future research in this area would be beneficial to the understanding of the role played by gender and ethnicity in special education referrals.