The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

This empirical study aimed at determining any significant difference in level of moral judgment between behaviourally handicapped adolescent clinic school pupils of normal intelligence (experimental group) and a matched sample of non-behaviourally handicapped pupils (control group). Moral judgment level was measured in terms of Global stage Scores and Weighted Average Scores using Kohlberg's Moral Judgment Interviews and standard Issue scoring. Secondary aims were to determine whether the data obtained indicated significant sex differences in level of moral judgment and to compare the mean level of moral judgment of the experimental and control groups with existing research. A statement and motivation of the problem and clarification of concepts were followed by an evaluation of applicable pre-Kohlbergian research, the philosophical foundations of Kohlberg’s theory and the theory itself. This was followed by an examination of the methods of research and the empirical study. The data generated indicated a significant difference in mean level of moral judgment between the research groups in favour of the control group when controlling for age, gender and socio-economic status. This difference was highlighted by comparisons with existing research. No significant gender differences in moral judgment were found. Important conclusions reached were: - Experimental group pupils were retarded in level of' moral judgment and, unlike the pupils in the control group, most had not yet reached stage 3 moral reasoning. - Sex differences in moral judgment were not found as is predicted in Kohlbergian theory (Colby & Kohlberg, 1987: 130). - Sub-group comparisons indicated chronological age to be an important factor in the measurement of moral judgment. The research findings imply that: - Attempts should be made to raise the level of moral judgment of pupils like those in the experimental group specifically, but also that of all pupils. - Planned moral education programmes can ignore sex differences, but not chronological age. - Varied research into moral judgment is necessary. / Dissertation (MEd)--PU for CHO, 1990

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

The global financial crisis has proved to have had a significant impact on countries worldwide and South Africa was not spared of this global phenomenon. The ecological systems theory, family systems theory and gestalt field theory accentuate the impact a change within the environment can have on interconnected systems and it is therefore argued that the global unstable economy can have a significant impact on families and children. Literature indicates a vast amount of confirmation on the impact of the financial crisis on already poverty stricken areas. On the contrary, less focus is offered on the impact of the financial crisis on families within middle to upper class communities. Preliminary research confirms that although the basic needs of these families (such as food and shelter) have not been affected, significant change with regards to luxuries and expenditure patterns is present. Due to the fact that parents within families are also faced with financial difficulties, these changes are not facilitated and discussed with children and adolescents, causing unresolved emotions and uncertainties. This research was therefore aimed at the development of web based assistance for parents. In addition to the set aim of this research, the study arrived at findings that indicate and emphasise the important contribution of this study. Intervention research as research method was used in the conducting of the study. The developed web based assistance proved to serve as a functional tool for parents in addressing financial issues with their children and adolescents. It also raised parents’ awareness of the impact that a change in finances in the family can have which empowered the parents as well. It was also significantly noted that the website can be utilised within an educational setting which enhances the applicability of this study. The developed assistance contributes to society as it serves as a cost effective, accessible means of providing parents with practical guidelines and activities to help their children and adolescents deal with the effects of economic instability within the family. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

The study is concerned with learning disabled children. A literature survey which deals with the definitions, causes and manifestations of learning disabilities was conducted. An aid programme, focussing specifically on the auditory modality, was developed. Through a careful study of relevant literature it is clear that although a learning disabled child possesses adequate or even above-average intellectual capabilities, deficiencies such as abnormal behaviour and inadequacies in learning which may be ascribed to malfunctions in the central nervous system, are manifested. The causes of learning disorders could be of an external or inherent nature and behavioural manifestations such as motor- or perceptual deficiencies, hyperactivity and inadequate academic performance frequently occur. The importance of the auditory perceptual skills in the acquisition of reading and spelling performances is emphasized. Research on auditory deficiencies and their subsequent detrimental effect on reading and spelling performance, indicate a significant relationship between these deficits and the impairment of analysis, synthesis, storing and recalling of auditory information. This survey was conducted in order to devise an auditory aid programme by means of which deficits in auditory perception could be overcome or improved and to decide whether the improvement of auditory deficits would contribute positively towards the reading and spelling results of the learning disabled child. From the literature a variety of exercises for the improvement of the various auditory perceptual skills were assembled. An integrated reading and spelling programme to stimulate the development of-auditory skills was subsequently devised and applied by means of the experimental method This aid programme was applied with great success in six cases who had previously been identified as learning disabled candidates. It resulted in a remarkable improvement in auditory skills of all six participants. All of them performed according to their mental age standard. Basic reading and spelling abilities improved accordingly. Those participants who best overcame their auditory perceptual deficiencies also gave the best performance in reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984

This empirical study aimed at determining any significant difference in level of moral judgment between behaviourally handicapped adolescent clinic school pupils of normal intelligence (experimental group) and a matched sample of non-behaviourally handicapped pupils (control group). Moral judgment level was measured in terms of Global stage Scores and Weighted Average Scores using Kohlberg's Moral Judgment Interviews and standard Issue scoring. Secondary aims were to determine whether the data obtained indicated significant sex differences in level of moral judgment and to compare the mean level of moral judgment of the experimental and control groups with existing research. A statement and motivation of the problem and clarification of concepts were followed by an evaluation of applicable pre-Kohlbergian research, the philosophical foundations of Kohlberg’s theory and the theory itself. This was followed by an examination of the methods of research and the empirical study. The data generated indicated a significant difference in mean level of moral judgment between the research groups in favour of the control group when controlling for age, gender and socio-economic status. This difference was highlighted by comparisons with existing research. No significant gender differences in moral judgment were found. Important conclusions reached were: - Experimental group pupils were retarded in level of' moral judgment and, unlike the pupils in the control group, most had not yet reached stage 3 moral reasoning. - Sex differences in moral judgment were not found as is predicted in Kohlbergian theory (Colby & Kohlberg, 1987: 130). - Sub-group comparisons indicated chronological age to be an important factor in the measurement of moral judgment. The research findings imply that: - Attempts should be made to raise the level of moral judgment of pupils like those in the experimental group specifically, but also that of all pupils. - Planned moral education programmes can ignore sex differences, but not chronological age. - Varied research into moral judgment is necessary. / Dissertation (MEd)--PU for CHO, 1990

1. OBJECTIVE OF THE STUDY - The aim of this study is a psychological and scholastic investigation of the effect of a supplementary reading programme on Coloured high school pupils. In order to do this, zero hypotheses and alternative hypotheses were drawn up which would enable one to compare an experimental group (which had done the supplementary reading course) with a control group (which had not done such a course). In short the zero hypotheses amount to saying that there are no differences in reading ability, school performance, study habits and study attitudes, aptitude and personality between Coloured high school pupils •who did a reading development course and those who did not do such a course. The alternative hypotheses endeavour to prove the opposite, namely that such differences do exist. 2. LITERATURE SURVEY - As a starting point for this investigation, a number of relevant concepts were defined. Some of these concepts are "read", "reading difficulties”, "Coloured”, “Urban and -rural areas”. The importance of reading was demonstrated by pointing out that a good reading ability is essential for the forming of a healthy personality, social development, recreation, extending knowledge, etcetera. The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed, are the optical-mechanical model, psychometric models, psychological models, the communication model and linguistic models. The extent of reading difficulties was outlined by means of results obtained by researchers, local and foreign. In this respect reference was also made to reading differences pertaining to sex and reading differences between rural and urban areas. A detailed account was given of the main causes of reading difficulties related to scholastic and socioeconomic factors, and in particular how these factors manifest themselves among the Coloured community. As far as the scholastic determinants are concerned, attention was given to the poor pre-school environment of the Coloured child, insufficient number of nursery schools, compulsory education and school leaving at an early age, inadequate differentiation, lack of accommodation and a shortage of suitably qualified staff. Concerning the socio-economic determinants the following were dealt with: class differences, life style of the lower class, the family milieu, cultural values and norms, residential area and housing, recreational activities, linguistic abilities and physical factors. The diagnosis of reading difficulties was discussed in short. In this survey particular attention was paid to the different levels of diagnosis and methods of diagnosing. Some difficulties in diagnosing reading problems among Coloureds were also pointed out. The last aspect from the literature which was dealt with was the remediation of reading problems. Emphasis was given to the more traditional methods of supplementary reading teaching, for instance the basic reading book method, the alphabet method, the neurological and the perceptual kinaesthetic method. Lifting the causes of reading problems which emanate from this study would allow remediation to be used to the full among the Coloured people. 3. METHOD OF RESEARCH - 3.1 Sample: In order to determine the effect of the supplementary reading programme, a comparative study •was made between an experimental group (which did a reading course) and a control group (which did not do such a course). The sample consisted of a total experimental group of 31 people (Std. 8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while on the other hand the total contra l group of 26 people (Std. 8 and Std. 9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils. 3.2 Measuring Instruments: The measuring instruments used to investigate the different fields were the following: - Reading ability, The ophtalmograph - Scholastic achievement, Real school marks - Study habits, Questionnaire on study habits and attitudes - Aptitude, Senior aptidude test - Personality, The High School personality Questionnaire and IPAT Anxiety scale. The above mentioned measuring instruments were discussed in detail under the headings: objective, composition, validity, reliability and reason for using them in this research. 3.3 Research procedures: Global as well as reductionistic comparisons were used in this study. A global comparison is drawn between the total experimental group and the total control group. The reductionistic investigation entails a comparison between the Std. 8 experimental and control groups as well as a comparison between the Std. 9 experimental and control groups. Apart from the above mentioned comparisons the Std. 8 and Std. 9 control groups, as well as the Std. 9 and Std. 9 experimental groups were also compared. A description was given of the supplementary reading programme which consisted of ten one hour sessions, as, well as a full description of the apparatus used, namely the tachistoscope and the contro11ed reader. Statistical calculations were done by the Statistical Consultation Service of the Potchefstroom University for Christian Higher Education. Short descriptions only of the techniques used are given in the study. 4. RESEARCH RESULTS - The most important results of this research can be summarised as follows: * READING ABILITY - This study brings to light that the reading course brought a significant improvement in reading achievement in the total experimental group. Seen reductionistically the Std. 8 experimental group also showed significant improvement when compared with the Std. 8 control group. However, no significant differences were found between the Std. 9 experimental and control groups. In the case of the total and the Std. 8 experimental group the alternative hypothesis was accepted while the zero hypothesis was maintained in the case of the Std. 9 groups. * SCHOLASTIC ACHIEVEMENT - The scholastic achievement of the total experimental group showed a significant improvement when compared with the total control group. Seen reductionistically the Std. 8 experimental group also achieved significantly higher marks at school than the Std. 8 control group. This te1dency was not repeated in the Std. 9 experimental group, where no significant differences were found. In the case of the total and the Std. 8 investigations the alternative hypothesis was accepted, while the zero hypothesis had to be maintained for the Std. 9 group comparison. * STUDY HABITS AND ATTITUDES - Seen globally the total experimental group exhibited better study habits and attitudes than the total control group. When judged reductionistically neither the Std. 8 not the Std. 9 group comparisons brought to light any significant differences. Thus the zero hypothesis was applicable to the reductionistic investigations, while the alternative hypothesis was accepted in the case of the tota1 experimental group. * APTITUDE - The zero hypothesis had to be accepted right through, in the global as well as the reductionistical investigation, in other words, no significant differences were found between the different groups as far as aptitude is concerned. An interesting tendency was discovered, however, from the calculated IQ's of the SAT, namely that there is a connection between a supplementary reading course and a rise in intelligence. * PERSONALITY - The total evaluation of personality traits of the Coloured high school pupils by means of the HSPQ and IPAT Anxiety scale shows that the reading course, judged globally or reductionistically, did not bring about significant differences between the experimental and control groups. Thus the zero hypothesis was accepted throughout. 5. SUMMARY AND CONCLUSION - In researching the effect of a supplementary reading programme on Coloured high school pupils it was found that there was a definite beneficial influence on reading ability and scholastic achievement. It does seem however, as if aptitude and personality development are established aspects which will not be changed by a reading development course. If the reading course should have a lasting effect on the aspects which it improves, it is possible that in the .long run personality changes and even improvement in aptitude may take place. As far as study habits and attitudes are concerned, positive results were obtained, but it had been expected to have been even better. The results of this study correlate well with those of other researchers on reading improvement by means of a supplementary reading course in which apparatus is used. It should not be considered however as the only method of reading aid, since many other researchers obtain positive results with other methods. On account of the distinctiveness of this study its results cannot be generalised by the norms formed by the results of other researchers. By reason of the population and the size of the sample of this study, the results of this investigation can only be made applicable to the Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom. As a result of the new political dispensation it is to be expected that there will be an improvement in the factors which cause reading difficulties among the Coloured population, but it is .sure to be a long drawn out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986

The demand for forensic social work as a specialist field is increasing rapidly, due to the increasing moral decline of the community and consequent higher demands set to generic social workers. Amendments to existing acts as well as the development of new legislation, lead to more opportunity for the prosecution of the perpetrator, and therefore a higher utilization of the forensic social worker. A need was experienced to do research regarding the gaps experienced by social workers or any other workers who are currently executing forensic assessments with the sexually traumatised child. The aim of the investigation was to determine which gaps social workers experience in the field when assessing a child forensically. A recording procedure was used to obtain qualitative as well as quantitative data. A purposive sampling was used were interviews were held with five participants to obtain the data. A selfdeveloped questionnaire was used as measuring instrument. It is clear from the findings that there are definite gaps within the field of forensic social work and the need of further research within the field of forensic social work in South Africa is highlighted. / Thesis (MA (SW (Forensic))--North-West University, Potchefstroom Campus, 2012.

The demand for forensic social work as a specialist field is increasing rapidly, due to the increasing moral decline of the community and consequent higher demands set to generic social workers. Amendments to existing acts as well as the development of new legislation, lead to more opportunity for the prosecution of the perpetrator, and therefore a higher utilization of the forensic social worker. A need was experienced to do research regarding the gaps experienced by social workers or any other workers who are currently executing forensic assessments with the sexually traumatised child. The aim of the investigation was to determine which gaps social workers experience in the field when assessing a child forensically. A recording procedure was used to obtain qualitative as well as quantitative data. A purposive sampling was used were interviews were held with five participants to obtain the data. A selfdeveloped questionnaire was used as measuring instrument. It is clear from the findings that there are definite gaps within the field of forensic social work and the need of further research within the field of forensic social work in South Africa is highlighted. / Thesis (MA (SW (Forensic))--North-West University, Potchefstroom Campus, 2012.

Please read the abstract in the section 07back, of this document / Thesis (DEd)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted