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1	Relasieterapieteorie : 'n opvoedkundige sielkundige teorie vir diagnose en terapie / The relationship therapy theory : an educational psychological theory for diagnosis and therapy Pienaar, Emily 11 1900 (has links) Summaries in Afrikaans and Engish / There is at present a lack of consensus in the Educational Psychological domain to a universal point of departure of a uniform approach for Educational Psychologists. Educational Psychologists have become increasingly aware that the therapy and theories that they use for diagnoses and therapy are not based on educational theories. They frequently fall back on existing psychological schools of thought with the result that very few of the educational theories feature there in. The purpose of this dissertation is therefore: • To devise an accountable educational psychological theory which will lead to the integrating of psychological and educational insights. • To devise diagnostic and research models to create an accountable design in practice. • To utilize the essence of educational psychology educational psychologists for diagnoses and therapy. / Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied 'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige sielkundiges. Opvoedkundige sielkundiges het toenemend daarvan bewus geword dat die terapie en teoriee wat hulle gebruik vir diagnose en terapie nie gebaseer is op opvoedkundige teoriee nie, maar gewoonlik terugval op bestaande sielkundige skole en denkrigtings met die gevolg dat baie min van die opvoedkundige teoriee daarin voorkom. Die doel van die proefskrif is gevolglik om: • 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die Relasieterapieteorie" daar te stel wat sal lei tot die integrering van sielkundige- en opvoedkundige insigte. • Diagnoserings- en navorsingsmodelle daar te stel ten einde 'n verantwoordbare praktykontwerp te skep. • Die Relasieterapieteorie in praktyk te veroperasionaliseer om die opvoedkundige sielkundige essensies in die praktyk in te dra en aan opvoedkundige sielkundiges 'n gemeenskaplike vertrekpunt te gee vir diagnose en terapie. / Psychology of Education / D.Ed. (Sielkundige Opvoedkunde) The Relation Therapy Theory Educational Psychological Theory Self-concept Diagnosis Therapy Meaning attribution Experience Involvement Self-actualization Pedagogical climate Inner speech Relations External frame of reference Educational psychological essentials Identity formation Life world Sensitivity 370.15 Self-actualization (Psychology) Educational psychology Relation therapy theory Educational psychological theory
2	Institutional arrangements and student involvement at the Elijah Mango College : a sociological analysis Resha, Vuyile Ronnie 11 1900 (has links) This study undertakes to explore the extent to which students at the Elijah Mango College are involved in college decision making structures. The whole process of “carrying” of major subjects was selected to crystallise the extent of this involvement. The varying patterns of meanings attributed by the students to this phenomena were explored. By way of a theoretical contribution, the researcher synthesised features of interpretive and resistance theories in education to further explain this involvement. The empirical component which is attendant on the theoretical elaboration undertakes to explore and capture the patterns of meanings that the students used as a rationale for their reflexive resp^ ,ses to the college decision making structures. The epistemology underlying this investigation also enabled the researcher to gain a sensitivity towards the meanings formulated by the students. / Sociology / M.A. (Sociology) Resistance theory Relative autonomy Voluntarism Human volition Patterns of meaning Meaning creation Meaning attribution Interpretive view Direct reproduction Positivist epistemology Content analysis 371.810968296 Students -- South Africa -- KaNgwane Elijah Mango College of Higher Education
3	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
4	Relasieterapieteorie : 'n opvoedkundige sielkundige teorie vir diagnose en terapie / The relationship therapy theory : an educational psychological theory for diagnosis and therapy Pienaar, Emily 11 1900 (has links) Summaries in Afrikaans and Engish / There is at present a lack of consensus in the Educational Psychological domain to a universal point of departure of a uniform approach for Educational Psychologists. Educational Psychologists have become increasingly aware that the therapy and theories that they use for diagnoses and therapy are not based on educational theories. They frequently fall back on existing psychological schools of thought with the result that very few of the educational theories feature there in. The purpose of this dissertation is therefore: • To devise an accountable educational psychological theory which will lead to the integrating of psychological and educational insights. • To devise diagnostic and research models to create an accountable design in practice. • To utilize the essence of educational psychology educational psychologists for diagnoses and therapy. / Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied 'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige sielkundiges. Opvoedkundige sielkundiges het toenemend daarvan bewus geword dat die terapie en teoriee wat hulle gebruik vir diagnose en terapie nie gebaseer is op opvoedkundige teoriee nie, maar gewoonlik terugval op bestaande sielkundige skole en denkrigtings met die gevolg dat baie min van die opvoedkundige teoriee daarin voorkom. Die doel van die proefskrif is gevolglik om: • 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die Relasieterapieteorie" daar te stel wat sal lei tot die integrering van sielkundige- en opvoedkundige insigte. • Diagnoserings- en navorsingsmodelle daar te stel ten einde 'n verantwoordbare praktykontwerp te skep. • Die Relasieterapieteorie in praktyk te veroperasionaliseer om die opvoedkundige sielkundige essensies in die praktyk in te dra en aan opvoedkundige sielkundiges 'n gemeenskaplike vertrekpunt te gee vir diagnose en terapie. / Psychology of Education / D.Ed. (Sielkundige Opvoedkunde) The Relation Therapy Theory Educational Psychological Theory Self-concept Diagnosis Therapy Meaning attribution Experience Involvement Self-actualization Pedagogical climate Inner speech Relations External frame of reference Educational psychological essentials Identity formation Life world Sensitivity 370.15 Self-actualization (Psychology) Educational psychology Relation therapy theory Educational psychological theory
5	Institutional arrangements and student involvement at the Elijah Mango College : a sociological analysis Resha, Vuyile Ronnie 11 1900 (has links) This study undertakes to explore the extent to which students at the Elijah Mango College are involved in college decision making structures. The whole process of “carrying” of major subjects was selected to crystallise the extent of this involvement. The varying patterns of meanings attributed by the students to this phenomena were explored. By way of a theoretical contribution, the researcher synthesised features of interpretive and resistance theories in education to further explain this involvement. The empirical component which is attendant on the theoretical elaboration undertakes to explore and capture the patterns of meanings that the students used as a rationale for their reflexive resp^ ,ses to the college decision making structures. The epistemology underlying this investigation also enabled the researcher to gain a sensitivity towards the meanings formulated by the students. / Sociology / M.A. (Sociology) Resistance theory Relative autonomy Voluntarism Human volition Patterns of meaning Meaning creation Meaning attribution Interpretive view Direct reproduction Positivist epistemology Content analysis 371.810968296 Students -- South Africa -- KaNgwane Elijah Mango College of Higher Education
6	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

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