The current investigation compared the fit of three models of internalizing in middle childhood: (1) a unitary factor model, (2) a two-factor model corresponding to the DSM-IV Anxiety/Depression distinction, and (3) a two-factor model corresponding to the Fear/Distress distinction observed in structural studies of adult psychopathology (Krueger, 1999; Slade & Watson, 2006). Mothers of 344 children (50.6% female, mean age = 9.97, SD = .82) reported on childhood internalizing symptoms and personality traits. Confirmatory factor analyses revealed acceptable fit indices for all three models. The unitary factor model provided the most parsimonious fit to the data. Although the structural analyses suggested that internalizing subfactors were not differentiated in middle childhood, hierarchical regression analyses revealed that personality dimensions uniquely predicted fear and distress disorders. These results suggest that personality foreshadows later psychopathology structure before it is manifest at the symptom level.

Parents constantly experience contradictions because children’s development may lead to new or surprising interactions that fail to fit parents’ current ways of thinking about their children. This qualitative study used a dialectical perspective of contradictions from social relational theory to explore how contradictions instigate parental change (Kuczynski & Parkin, 2007; Kuczynski, Pitman, & Mitchell, 2009). Forty families with children aged 8-13 participated in open-ended interviews that were analyzed with thematic analysis. Results revealed that contradictions occurred because of parents’ own incompatible or inconsistent thoughts and/or behaviours, and children’s behaviours. Parents processed and managed contradictions with description, information gathering and reflecting, and acting on contradictions. The nature of the outcome of parents’ contradictions included: outcome not evident, outcome in process, partial strategy or temporary solution and contradiction is resolved. Surprise, sadness, anxiety, stress, and anger were the emotions associated with contradictions. Analyses indicated that parents constantly experience contradictions and few are fully resolved.

This thesis is an investigation of rules which are historically conceptualized as static and unidirectional constructs strictly enforced by parents. This behavioural perspective is focused on parents as active agents and children immediately obey parental requests (Patterson, 1982). In contrast, a developmental perspective was used in this study in which rules are flexible and coconstructed by parents and children (Parkin & Kuczynski, 2012). Forty families participated in open-ended interviews; each family had one child between the ages of eight and thirteen. A thematic analysis was conducted and results suggested that rules were constructed by a bidirectional process in which parents and children were active agents. Parents most commonly perceived the rules to be flexible, coregulated and inherent - few parents described firm and explicit rules. Rules were developed by negotiation, based on the child’s development and by accommodating external influences. Leeway was an inherent, expected component of parent-child interactions

Empirical studies have documented aggression in children as a typical, normal developmental phenomenon, characterized as having the highest levels of aggression between the ages of two and three, and gradually declining by early childhood. However, the escalating levels of aggression by children within the teaching-learning environment, as emphasized by the media, crime statistics and relevant research studies, presents an apparent incongruence. This propelled the need to address aggression as experienced by male learners in school during the Intermediate Phase. Masculinity was an important lens in contextualizing male learners’ experiences of aggression to help explore and describe to what extent, if any, male learners do experience aggression in school during the Intermediate Phase. A qualitative study with a phenomenological approach, within the protocol of ethical procedures and measures of trustworthiness, was conducted to explore and describe male learners’ experience of aggression in school during the Intermediate Phase. Twenty-seven middle-childhood male learners aged 9 to 11 from grades four to six from three primary schools in District D14 in Lenasia participated in the process of phenomenological interviewing in one-on-one semi-structured interviews. An interpretive data analysis by means of Tesch’s open-coding systematic process proffered the following findings: Firstly, Intermediate Phase male learners described aggression using concrete examples of their lived experience and these experiences of aggression translated into verbal and physical aggression as the ‘fight instinct’. In addition, these experiences of aggression indicated male learners’ middle-childhood developmental stage and their experience of aggression as a feeling of anger and a justification of their aggressive behaviour. Secondly, male learners’ experience of aggression in school during the Intermediate Phase formed a cycle of aggression with a focus on the role of school authority in the management of aggression and resolution of conflict, where male learners’ experienced gangs and bullies as provocation for them to behave aggressively in return, and gender identity and gender roles were constructed and interpreted within the framework of the Sex Role Socialisation Theory. Thirdly, Intermediate Phase learners made suggestions in managing their own and others’ aggression in terms of self-regulation, morality and religion. Whilst masculinity is an elusive and ambiguous concept, the manifestation of aggressive behaviours by male learners within the context of the adapted definition of masculinity as a negotiation of ‘cognitive, behavioural, emotionally expressive, psychosocial and sociocultural experience’ indicated that male learners aspire to the ‘way men are’ or are in pursuit of being ‘real men.’ A subtle form of hegemonic masculinity alluding to dominance, power and competiveness was evident in the male learners’ practice of aggression. The findings validate the notion that male learners psychological wellbeing is at risk should the cycle of aggression persist. Hence, the researcher suggests that learners need to be skilled in ameliorating aggression by means of a process of teachers demonstrating and skilling learners in identifying conflict and resolving conflict; a coaching model should be adopted and implemented to train learners to manage aggression; the sensitization of gender roles, namely masculinity; and that counsellors and qualified psychologists be available at schools. Guidelines were described from the themes emanating from male learners’ experience of aggression in school during the Intermediate Phase. A valuable contribution from the research study was that learners had the platform to be heard and that some found the interview process interesting. / Thesis ((MEd (Learner support))--North-West University, Potchefstroom Campus, 2013.

Empirical studies have documented aggression in children as a typical, normal developmental phenomenon, characterized as having the highest levels of aggression between the ages of two and three, and gradually declining by early childhood. However, the escalating levels of aggression by children within the teaching-learning environment, as emphasized by the media, crime statistics and relevant research studies, presents an apparent incongruence. This propelled the need to address aggression as experienced by male learners in school during the Intermediate Phase. Masculinity was an important lens in contextualizing male learners’ experiences of aggression to help explore and describe to what extent, if any, male learners do experience aggression in school during the Intermediate Phase. A qualitative study with a phenomenological approach, within the protocol of ethical procedures and measures of trustworthiness, was conducted to explore and describe male learners’ experience of aggression in school during the Intermediate Phase. Twenty-seven middle-childhood male learners aged 9 to 11 from grades four to six from three primary schools in District D14 in Lenasia participated in the process of phenomenological interviewing in one-on-one semi-structured interviews. An interpretive data analysis by means of Tesch’s open-coding systematic process proffered the following findings: Firstly, Intermediate Phase male learners described aggression using concrete examples of their lived experience and these experiences of aggression translated into verbal and physical aggression as the ‘fight instinct’. In addition, these experiences of aggression indicated male learners’ middle-childhood developmental stage and their experience of aggression as a feeling of anger and a justification of their aggressive behaviour. Secondly, male learners’ experience of aggression in school during the Intermediate Phase formed a cycle of aggression with a focus on the role of school authority in the management of aggression and resolution of conflict, where male learners’ experienced gangs and bullies as provocation for them to behave aggressively in return, and gender identity and gender roles were constructed and interpreted within the framework of the Sex Role Socialisation Theory. Thirdly, Intermediate Phase learners made suggestions in managing their own and others’ aggression in terms of self-regulation, morality and religion. Whilst masculinity is an elusive and ambiguous concept, the manifestation of aggressive behaviours by male learners within the context of the adapted definition of masculinity as a negotiation of ‘cognitive, behavioural, emotionally expressive, psychosocial and sociocultural experience’ indicated that male learners aspire to the ‘way men are’ or are in pursuit of being ‘real men.’ A subtle form of hegemonic masculinity alluding to dominance, power and competiveness was evident in the male learners’ practice of aggression. The findings validate the notion that male learners psychological wellbeing is at risk should the cycle of aggression persist. Hence, the researcher suggests that learners need to be skilled in ameliorating aggression by means of a process of teachers demonstrating and skilling learners in identifying conflict and resolving conflict; a coaching model should be adopted and implemented to train learners to manage aggression; the sensitization of gender roles, namely masculinity; and that counsellors and qualified psychologists be available at schools. Guidelines were described from the themes emanating from male learners’ experience of aggression in school during the Intermediate Phase. A valuable contribution from the research study was that learners had the platform to be heard and that some found the interview process interesting. / Thesis ((MEd (Learner support))--North-West University, Potchefstroom Campus, 2013.

Huguenot Primary School expressed its need for a scientifically based programme which could be used to implement, within the context of the holistic approach and the community of Wellington, the principle of respect in the current curriculum. Specific components for a guidance programme have been identified by means of focus group meetings gathered from the target population (parents, educators and learners from Huguenot Primary School, and role models within the community). The theoretical base of Kohlberg (1964, 1966, 1978, and 1985) and the three levels of moral development were applicable in this instance. The Gestalt perspective and field theory formed the paradigm of the study. From the qualitative approach, applied research with an explorative and descriptive nature was used to identify and describe the above-mentioned components. The instrumental case study method was utilized as research strategy. A purposive test sample was done in order to compile a representative target population. / Social Work

The rationale for the choice of the topic is embedded in the researcher’s practical experience. It is a fact that divorce has a definite influence on all children; however it has become clear to the researcher that the degree to which parents are able to handle their divorce minimises these effects on the children. In this research the researcher explored whether children tend to adjust to divorce with less difficulty when they are able to maintain the family relations. The procedure of obtaining the information required for the research was done through utilising both the qualitative and quantitative approaches. The researcher has done an in-depth study of a family who succeeded in minimising the impact of changing from an intact family to a divorced family. The dominant approach was done in the form of a case study and the data was collected through unstructured interviews and observations. The interviews were recorded and the responses analysed in terms of themes and sub-themes. For the quantitative data standardised measuring instruments, namely the Hudson Scales for children’s attitude towards their parents, were used to explore the parent-child relationship after divorce. These responses were analysed according to the prescribed format by Perspective College. At the end of the study the researcher was able to draw conclusions and make recommendations to professionals involved in working with families that go through a divorce, on the aspects that can make the transition during parental divorce less traumatic. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

This research is aimed at the needs of counsellors working with children infected and affected by HIV/AIDS. A lack of sufficient guidelines for this field has been identified in the relevant literature. This shortage has been confirmed by experienced counsellors working with children. To reach the required goal a number of objectives were set. This included setting up a theoretical framework by way of a literature study as well as consultation with experts in the field; studying the developmental needs of children in the mid childhood phase and how these needs are influenced by HIV/AIDS; the need for guidance of children affected by AIDS as well as the role that counsellors can play in this regard. An empirical study was undertaken during which focus group interviews were held with a group of lay counsellors as well as a group of trained counsellors. Ten participants took part in the focus groups. Applied research was undertaken as the researcher aimed at establishing the true needs of counsellors working in the field. The empirical data showed the following: Ø Counsellors feel that they have a specific role to play during the therapy with AIDS-affected children. Ø Counsellors have definite views on the needs of children affected by AIDS. Ø Counsellors have listed specific skills and training needed by therapists working with these children. Ø Counsellors have listed definite shortcomings and needs that they experience in their work with AIDS-affected children. The basic need for the establishing of a protocol to be used in guidance of children infected and affected by AIDS was one of the key findings of the study. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / Unrestricted

No description available.

Current statistics show an alarming number of children entering the South African children’s court system annually. Yet little to no research has been conducted involving children who actually attend children’s court within the South African context, specifically since the promulgation of the new Children’s Act 38 of 2005. Consequently, very little knowledge regarding these children’s experiences and where the court system may be failing them exists. Statutory intervention with children in the middle-childhood phase is based on the premise that such intervention is in the best interest of the child. The process begins with the assignment of a social worker who is tasked with conducting a comprehensive investigation into the child’s life. Once this investigation has been finalised, the child and all relevant parties will attend children’s court where a final decision will be made regarding the child’s future care. The question arises how children experience children’s court procedures and whether there are areas where improvement would be warranted, especially since heavy caseloads often result in postponements which could exacerbate any negative experiences. With a view to gaining insight into middle-childhood children’s experience of children’s court procedures, the researcher conducted a qualitative, applied study using a collective case study design. Two literature studies form the knowledge base of the study, where the first explores the various areas of development in middle childhood and the second the children’s court process, with specific reference to the relevant legislation and polices underlying this process. In-depth interviews with nine children in the middle-childhood phase who had been exposed to children’s court procedures allowed the researcher to gather data from the children’s perspectives, rather than from the perspective of professionals as is the case in the majority of other studies. This empirical study contributed to the knowledge base by providing evidence that children are not by any means adequately prepared for children’s court and do not meaningfully participate in the process. Furthermore, empirical evidence revealed that children in middle childhood often associate negative emotions – notably fear, sadness and anger – with children’s court procedures. From this empirical study, it was concluded that social workers need to take responsibility for ensuring that children are comprehensively prepared for court procedures. Furthermore, steps need to be taken to enhance children’s level of participation throughout the entire process. / Dissertation (MSW)--University of Pretoria, 2013. / lmchunu2014 / Social Work and Criminology / unrestricted