In this study the impact of a board game as parent guidance strategy to reinforce Cognitive Control Therapy (CCT) in the home environment of a child with ADHD was explored. The influence of such a board game, based on the principles of CCT, on multiple contexts of the child’s existence - therapeutic and family contexts - was also investigated. There were two reasons for involving the parents in therapy. Firstly, children with an attention problem are situated within contexts and the effect of ADHD can permeate to the home and school environments. Secondly, for Cognitive Control Therapy (CCT) to be successful, it needs to be sustained by frequent repetition. It was hypothesized that sustainability of the effect of CCT should rise substantially after introduction of the board game, as the child and the parent can reinforce the principles of CCT by using it, even without being able to attend a session. The board game was designed by using the principles for game development as articulated by Dodge. A case study was then conducted by using a mixed methods approach, where quantitative and qualitative data were obtained. Data collection strategies consisted of quantitative methods in the form of the Cognitive Control battery (pre and post test), and the Copeland Symptoms checklist. Qualitative strategies included parental feedback, qualitative data during therapy sessions (observations and therapeutic notes) and a semi-structured interview with the mother. Data was collected before, after and during the intervention. The intervention consisted of individual therapy with the participant, parent guidance and parallel implementation of the designed board game by the parents with the child-participant. The quantitative data (from the CCB and the Copeland Symptoms Checklist) from the post test indicated that sensitivity towards distractions remains a concern, and that parental implementation of a board game (incorporating elements of CCT) with a child can possibly have a slightly negative effect on cognitive control functioning. However, the scope of this case study does not allow direct correlations to be drawn between the parental input and the child’s cognitive control functioning. It does point to the possibility of heeding caution when implementing a board game to reinforce CCT principles by a parent. Conversely, the findings from the study also indicated that family relations improved. Five qualitative insights emerged: i) increased ability to distinguish between relevant versus irrelevant information in the participant; ii) increase in organizational thought in the therapeutic situation and at home; iii) improved communication between parent and child, resulting in improved skills to maintain discipline; iv) improved interaction among family members; and v) transfer of skills to the mother. The study found that the greatest contribution of the board game appears to be the improvement experienced in the family context – probably as a result of increased interaction among family members and attention focused on the problem. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

The researcher embarked on this study, as the need was identified to investigate whether girls in primary schools have a realistic body image. The hypothesis was made that pressure from society, the media and parents might have a negative influence on a girl’s body image. The goal of this qualitative study was thus to determine how the primary school girl views her body and the influence this view has on her sense-of-self. It was anticipated that the outcome of the study would equip the researcher and social work colleagues with information that can be used in order to make parents and teachers aware of the pressures children experience and the effect this has on their sense-of-self. The exploratory study endeavoured to answer the following research questions: How does the primary school girl view her body, and how does this influence her sense-of-self? The objectives for this study were the following: <ul> <li>To provide a knowledge base on body image, sense-of-self and the perceptions primary school girls have regarding their bodies, based on a literature review.</li> <li>To use gestalt play therapy techniques to investigate the influence of perceptions regarding body image on the sense-of-self.</li> <li>To investigate primary school girls’ body image by means of an empirical study.</li> <li>To draw conclusions and make recommendations regarding the primary school girl’s perception of body image and the influence thereof on her sense-of-self.</li></ul> The study was feasible and consent was gained from the parents, respondents and organization where the study was done. The researcher studied with a bursary and costs were therefore covered by this. Eight respondents were selected at the researcher’s discretion by using certain criteria for selection. Care was given in selecting respondents who were representative of girls in the middle childhood phase. Five themes emerged from the study, namely sensory awareness, body image, the development of body image, the sense-of-self and the link between the sense-of-self and body image. Sub-themes were also identified from these five themes. Two consecutive play therapy sessions were used as data collection methods. From the empirical findings it is evident that the primary school girl’s perception of body image is largely based on the opinions and feedback from significant others. Self talk and self-statements play an important role in the formation of body image in the primary school girl. The study further indicates that body image has a direct influence on all aspects of the primary school girl’s sense-of-self and that a preoccupation with body size and shape amongst primary school girls is common. All of the respondents had hang-ups with regards to some aspect of their physical bodies, wished that they weighed less and indicated that they would want to change something about their bodies. It thus seems that girls in their middle childhood are particularly vulnerable to having a negative body image. From the research findings several conclusions and recommendations were made such as professionals needing to be aware of the potential negative impact that the media, peers and parents have on a child’s body image and sense-of-self. The recommendation was further made that professionals should encourage teachers, parents and child care workers to realize that in order for a child to develop a healthy sense-of-self and accept the way she looks, she has to receive positive feedback from significant others in her life. This study indicates that the primary school girl’s body image is fragile, and that significant others, the media and peers play an important role in the formation of a positive body image in children. / Dissertation (MSD)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

The purpose of this research is to determine the effect of divorce on the will and motivation of the child in the middle childhood phase. Instruments are identified for adaptation and use in determining the effect of divorce. In addition, ways of equipping the educational psychologist to facilitate the child's adjustment during and after the divorce process are examined. A literature study was undertaken to determine the theoretical context of the effect of divorce. A study was also undertaken of the cognitive development of the child in the middle childhood phase, which could shed some light on the reactions of the child during the divorce of his or her parents. The results of the empirical investigation showed that the child in the middle childhood phase can exhibit intrinsic motivation during the divorce process. It is, however, the external factors accompanying divorce that could cause the child to display a reduced will or motivation. / Educational Studies / M. Ed. (Voorligting)

The purpose of this research is to determine the effect of divorce on the will and motivation of the child in the middle childhood phase. Instruments are identified for adaptation and use in determining the effect of divorce. In addition, ways of equipping the educational psychologist to facilitate the child's adjustment during and after the divorce process are examined. A literature study was undertaken to determine the theoretical context of the effect of divorce. A study was also undertaken of the cognitive development of the child in the middle childhood phase, which could shed some light on the reactions of the child during the divorce of his or her parents. The results of the empirical investigation showed that the child in the middle childhood phase can exhibit intrinsic motivation during the divorce process. It is, however, the external factors accompanying divorce that could cause the child to display a reduced will or motivation. / Educational Studies / M. Ed. (Voorligting)