Though depression in children has received attention in psychological research, the study of depression in special populations has been sadly neglected. Research has indicated that although depression in children is analogous to adult depression it is expressed in different I ways. Comparative studies on children with learning difficulties and children in regular educational programmes report higher levels of depressive symptomatology in the former group. This study investigated depressive symptomatology in Indian children in the age range 8 to 11 at two schools in Durban, South Africa. Levels of depressive symptomatology in 84 children (41 boys and 43 girls) with learning difficulties in a remedial education programme were compared with those of 116 children (57 boys and 59 girls) from the regular education programme. The children with learning difficulties were placed in self-contained classroom units after being psychometrically assessed. The assessment focused mainly on cognitive functioning with little regard for the affective domain. The Children's Depression Inventory (CDI) (Kovacs, 1992) was administered to all the children in the study. Two separate one way anovas were used to analyse the raw score data for: 1) levels of depressive symptomatology in children with and without learning difficulties, and 2) age differences in depressive symptomatology in children with learning difficulties. The chi-square test of significance was used to investigate gender differences in depressive symptomatology in children with learning difficulties. Children with learning difficulties displayed significantly higher levels .- of depressive symptomatology than children in the regular-education programme. The children with learning difficulties obtained a mean score that implies that they are mildly depressed. There were no statistically significant age and gender differences. However, an age trend was noted in that younger children displayed higher levels of depressive symptomatology than older children. These findings are similar.to those of other authors (Hall and Haws, 1989; Wright-Strawderman and Watson, 1992). Implications of these results are discussed in terms of the relationship between depression and learning difficulties; the assessment of children with learning difficulties; the role of school psychologists and teachers; and the treatment of depressive symptomatology in children with learning difficulties. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

This qualitative interpretative study used a case study approach to explore the depth of insight foundation phase educators in a public primary school in KwaZulu-Natal had about learners’ educational resilience, especially those from disadvantaged socioeconomic backgrounds. The study design was underpinned by a theoretical framework that integrated concepts of Ecological and Resiliency Theory and was aimed at answering two research questions; • Do foundation phase educators recognize and understand educational resilience? • Do foundation phase educators enhance educational resilience in learners they consider to be ‘at-risk’ of academic failure? A purposive sample of three Grade 3 educators completed qualitative open-ended questionnaires before participating in a focus group discussion on educational resilience. Reliability and validity was ensured through triangulation of data collection methods; member checking of data verified its accuracy. Classroom observations yielded information about educator instructional style; demographic details and language literacy results of six educator-identified resilient and non-resilient learners provided corroborative data. Findings were analyzed and collated into common themes which revealed that foundation phase educators’ insight about resilience was superficial. Educators were able to identify non-resilient learners but failed to be responsive in their teaching methods. Lack of parental support was considered by educators to be a significant factor in the difference in resilience between learners who experienced the same socioeconomic disadvantage. Educators acknowledged their lack of formal training in the concept of educational resilience. The study concluded that the need for foundation phase educators to deepen their insight level about educational resilience does exist and recommends that pre-and in-service resilience education is included in the professional development of foundation phase educators in South Africa. Limitations of the study were noted. / Thesis (M.Ed.)-University of KwaZulu-Natal,Durban, 2010.

No description available.

Thesis (Ed.D.)--Texas Christian University, 2008. / Title from dissertation title page (viewed Aug. 25, 2008). Includes abstract. Includes bibliographical references.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 132-136). Also available via the Internet.

Thesis (M.S.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 146-161).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 244-257). Also available via the Internet.

Thesis (Ph.D.(Educational Psychology))--University of Pretoria, 2009. / Includes bibliographical references.