Global ETD Search

1	An educational psychological perspective on the use of filial therapy in mother-child relationships Arnott, Amanda Margaret 11 1900 (has links) The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling) Awareness Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Child-centred play therapy Educational climate Experience Filial Therapy Lifeworld intrapsychic structure I Me Self Self-identity Self concept Self-actualization Involvement Meaning attribution Mother-child relationship Parental acceptance Personalization Relationship formation Relations Model Subpersonalities Subpersonalities 616.8589 Attention-deficit disordered children Attention-deficit hyperactivity disorder Self-actualisation Play therapy Identity (Philosophical concept) Mother and child Self-perception
2	An educational psychological perspective on the use of filial therapy in mother-child relationships Arnott, Amanda Margaret 11 1900 (has links) The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling) Awareness Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Child-centred play therapy Educational climate Experience Filial Therapy Lifeworld intrapsychic structure I Me Self Self-identity Self concept Self-actualization Involvement Meaning attribution Mother-child relationship Parental acceptance Personalization Relationship formation Relations Model Subpersonalities Subpersonalities 616.8589 Attention-deficit disordered children Attention-deficit hyperactivity disorder Self-actualisation Play therapy Identity (Philosophical concept) Mother and child Self-perception
3	Exploration of educational challenges of immigrant children at selected foundation phase schools in South Africa Babane, Constance Vusiwana 09 September 2019 (has links) Educational challenges of immigrant children in South African schools include among others, poor English proficiency. This challenge poses a challenge of negative self-efficacy to teachers. I became aware of the immigrants’ challenges from the teachers’ complaints. The teachers complained about the immigrant learners’ poor English proficiency and behaviour. I also became aware that the immigrant learners isolated themselves from the local learners. They also did not participate actively during oral classroom activities. I sought to investigate the immigrant learners’ language challenges and how these challenges influence their behaviour in the learning environment. The question that arose is: How does the language challenge of immigrant children in the Foundation Phase classes of South African schools influence their behaviour in the learning environment? The study consists of six chapters. The literature reviewed provided psychological and sociological theories that explain the relationship between language and behaviour. Programmes that were designed by various education systems were looked at in order to ascertain how the language challenges and behaviour of immigrant school children have unfolded and dealt with in different countries. The qualitative research method was used. This was a case study of three schools situated in Tshwane North district. Sampling was purposive and data was collected by means of observations, focus group interviews, individual interviews and artefacts. Ethical considerations were also presented. The findings from the data indicate that immigrant learners experience a great deal of frustration, sadness, anxiety and stress relating to coping with prejudice and discrimination because of their poor English. Teachers were also distressed by their inability to assist these learners. A programme that integrates language teaching with social skills is suggested. The aim is to foster a positive learning environment by incorporating psychosocial content in language teaching. A positive learning environment promotes positive behaviour. / Psychology of Education / D. Ed. (Psychology of Education) Immigrant Natives Local learners Mainstream schools Xenophobia Psychosocial Intrapsychic structure 372.18269120968227

1

Page generated in 0.0898 seconds