No description available.

Published also as Thesis (Ph. D.)--Columbia University, 1923. / Bibliography: p. [211]-216.

Thesis (M.S.)--East Carolina University, 2009. / Presented to the faculty of the Department of Occupational Therapy. Advisor: Beth Velde. Title from PDF t.p. (viewed June 22, 2010). Includes bibliographical references.

Published also as Thesis (Ph. D.) Columbia University, 1923. / Bibliography: p. [211]-216.

Thesis (Ph. D.)--University of Virginia, 2006. / Includes bibliographical references. Also available online through Digital Dissertations.

Diss. (sammanfattning) Uppsala : Univ., 2003. / Härtill 4 uppsatser.

No description available.

Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009 / This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.

This thesis examined the social competency and affective functioning of people with mild intellectual disabilities through salient variables that impact on people with disabilities who have been deinstitutionalised. Its primary purpose was to extend the previous research on the impact of deinstitutionalisation by incorporating multi-dimensional self-concept, adaptive behaviour and quality of life, in combination with self esteem and locus of control, in longitudinal/comparison design. It is also aimed to examine the development of identity, self-esteem and social competencies from a qualitative perspective. Finally it assessed the efficacy of an interpersonal cognitive problem-solving intervention which incorporated techniques for the development of maintenance and generalisation and determined the impact of this intervention on real-life social behaviours. The findings have important implications for current theory of the self-concept for people with intellectual disabilities, the provision of programs and techniques to improve self-concept, and also for the provision of social skills programs to enhance the social competencies and the social integration for people who have been deinstitutionalised. / Doctor of Philosophy (PhD)

This thesis examined the social competency and affective functioning of people with mild intellectual disabilities through salient variables that impact on people with disabilities who have been deinstitutionalised. Its primary purpose was to extend the previous research on the impact of deinstitutionalisation by incorporating multi-dimensional self-concept, adaptive behaviour and quality of life, in combination with self esteem and locus of control, in longitudinal/comparison design. It is also aimed to examine the development of identity, self-esteem and social competencies from a qualitative perspective. Finally it assessed the efficacy of an interpersonal cognitive problem-solving intervention which incorporated techniques for the development of maintenance and generalisation and determined the impact of this intervention on real-life social behaviours. The findings have important implications for current theory of the self-concept for people with intellectual disabilities, the provision of programs and techniques to improve self-concept, and also for the provision of social skills programs to enhance the social competencies and the social integration for people who have been deinstitutionalised. / Doctor of Philosophy (PhD)