Thesis named How can be sibling constellations by health disability affected, researchs effect of health disability to sibling constellations. Influence of health disability is examined in the area of career orientation, spending freetime and position of intact sibling in sibling constellation. Data gained from semistructured interviews are sorted by contained informations and contexts to these three categories. The objective of thesis is to find out whether sibling constellations are ind the fixed areas affected by health disability. The data and codes are obtained by summary in interviews according to required categories. These data are compared with theoretical basis and then they are formed to answers to research questions. The conclusions of research established that in investigated areas sibling constellations are influenced. The influence comes from the individual dispositions of each of the respondent. At the end of the thesis based on the survey results there are proposed additional procedures for the processing of reladed research. The idea of the thesis is to express and give support for persons similar life situations. KEYWORDS health disability, sibling constellation, parents and children, career orientation, freetime

M.Ed. / Riglyne kan ontwerp en beskryfword vir opvoedkundige sielkundiges om die ouers van serebraalgestremde kinders te help om die opvoedingsverhouding tussen die ouers en die betrokke kinders te probeer herstel, indien die behoeftes en verwagtings van 'n ouerbegeleidingsprogram van die ouers van hulle serebraal-gestremde kinders verken en beskryf word. Verder kan die aspekte wat opvoedkundige sielkundiges as suksesvol beskou in hulle begeleiding van ouers van serebraalgestremde kinders ook verken en beskryf word. Navorsing oor die behoeftes van ouers van serebraal-gestremde kinders, die ouers se vewagtings van 'n ouerbegeleidingsprogram, asook die bepaling van riglyne vir die opvoedkundige sielkundige om hierdie ouers te help om die opvoedingsverhouding te probeer herstel, kan as 'n integrale deel van die opvoedkundig-sielkundige paradigma gesien word. Van Niekerk (1986:43) onderskei die volgende aspekte as deel van die opvoedkundige sielkundige se terrein, nl. Die gee van voorkomende begelleiding aan ouers en onderwysers ten aansien van die opvoeding, onderwys en ontwikkeling van die kind as persoon. Intervensie, veral ten aansien van die kind en vroee volwassene wie se persoonsvoltrekking probleme openbaar, met die oog op harmoniering van die disharmoniese en die opheffing van sodanige probleme. Hierdie probleme kan in 'n uiteenlopende verskeidenheid simptome manifesteer, wat as verhoudingsprobleme, gesinsprobleme, skoolprobleme, gedragsprobleme, leerprobleme, waaronder onderprestasie, spesifieke leergeremdhede; beroepskennis- en keuseprobleme geopenbaar word. â ienslewering aan onderwysdepartemente se skoolklinieke en hulpdienste, skole vir buitengewone onderwys; in privaatpraktyke of ander instansies waar by lid is van 'n interdissiplinere en transprofessionele span. Die samestelling van 'n begeleidingsprogram vir ouers van serebraal-gestremde kinders behoort betrekking te he op al hierdie aspekte. Eerstens kan so 'n program gesien word as voorkomemde begeleiding aan die ouers en onderwysers van serebraal-gestremde kinders. Ouers van leerlinge in skole vir buitengewone onderwys kan so 'n begeleidingsprogram, wat aangebied word deur die opvoedkundige sielkundige by die skool, volg as deel van 'n orientasieprogram. Onderwysers kan op hierdie wyse bewus gemaak word van die dinamiek in 'n gesin met 'n serebraal-gestremde kind.

In this study, the perceptions of parents of elementary school age children with disabilities, constructs of family-centered behavior (e.g., Petr, Allen, & Brown, 1995) and empowerment (e.g., Zimmerman, 1995, 2000) were examined. Parent perceptions of the importance and frequency of an empowerment process, family-centered teacher behavior, were explored. Previous work of family support researchers is extended by exploring the effects of parents' perceptions of family-centered teacher behavior on psychological empowerment, and by considering the relative importance of parent and child variables and family-centered teacher behavior, in predicting parent psychological empowerment, specific to the elementary school context. Parents (n = 256) of elementary school-age children (ages 5-14) with a wide range of disabilities/special needs completed a questionnaire assessing: their perceptions of the importance and frequency of family-centered teacher behavior, psychological empowerment, parent status variables (income and education level) and child disability characteristics. As hypothesized, respondents rated family-centered teacher behavior as very important, but they identified that they only "sometimes" experienced it in the elementary school setting. In addition, a significant discrepancy between parent ratings of importance and frequency was found, suggesting that parents overall are not satisfied with the levels of family-centered behavior they receive from teachers. Some relationships between parent and child characteristics and psychological empowerment were found. As hypothesized, the importance of parents' perceptions of family-centered teacher behavior in predicting psychological empowerment, specific to the school context, above and beyond parent and child characteristics, was supported. Child disability characteristics (severity of child behavior and diagnostic category) also contributed to the prediction of empowerment, but parent characteristics were not important or significant in the final increment of the regression model. Implications and the potential of this study to inform practice and policy and to contribute to new directions in research are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of this study was to explore the unique experiences and specific needs of single parent families while assessing their level of stress raising a developmentally disabled child.

The diploma thesis titled Assisted contact parents with children in the Czech Republic focuses on the current description of the service, which aims to promote relations in the divorcing family and the common safe and nonconflict contact between parents and child. The aim of the diploma thesis is to describe the current form of assisted contact parents with children in Czech organizations. The work is mentioned in the foreign organization, from which this practice has spread to the Czech Republic. The thesis is divided into a theoretical and practical part, which maps the assisted contact of parents with children. The theoretical part deals with the impact of family breakdown on the family, the description of assisted parenting with children. Part is dedicated to foreign organizations providing assisted parenting with children. The last chapter is then mapped by Czech organizations. The practical part shows the results of structured interviews with organizations. The interview was divided into four areas. During the research, it was found that the current state of assisted parenting with children is used by parents rather after the recommendation of the body for social and legal protection of children or the court. A big issue is funding, which is very complicated due to the non-abusive...

Trust amongst key stakeholders in schools is a vital aspect for a healthy school culture and climate. This study aims to investigate faculty trust perceptions within an international school context in West Africa. Grounded within a theoretical framework of “Schools as Open-Social Systems”, faculty trust perceptions in colleagues, principals and parents & children were investigated via a quantitative analysis process. Whilst overall results reflect positive faculty trust perceptions in colleagues, principals and clients (parents and children) at the various schools in question, there exists a significant difference for faculty trust in clients and faculty trust in principals across secondary and elementary schools. Results therefore point to a difference in culture and climate that exists across secondary and elementary sections of these schools. An implication of this study would be for school leaders to make tangible efforts towards harmonising the overall culture and climate of these various school sections in order to work towards a common mission and vision. / Tillit bland olika aktörer i skolan är viktig för ett positiv skolkultur och klimat. Denna studie syftar till att undersöka lärarnas tillitsuppfattning i ett internationellt sammanhang i Väst Afrika. Teoretiska utgångspunkter för studien utgår från skolorna som öppna sociala system och kvantitativ analys används för att undersöka lärarnas tillitsuppfattning hos rektorer, kollegor samt föräldrar och barn. Trots att resultaten visar ett positiv tillitsuppfattning hos kollegor, finns det skillnader i lärarnas förtroende i rektorer samt lärarnas förtroende i föräldrar och barn i olika skolnivåer det vill säga mellan grundskolorna och gymnasieskolor. Det påpekar dels skillnader i skolkultur och klimat som existerar mellan grundskolorna och gymnasieskolorna i denna studie. Studien påvisar att skolledare borde agera för att bibehålla ett gemensamt skolklimat och kultur inom alla avdelningar. På så sätt stärks skolans vision och uppdrag.

The purpose of this study was twofold: 1) To analyze the similarities and differences between parent responses to the birth and rearing of a child with Down syndrome and; 2) To document the characteristics of grieving described in Engel's 3-stage model of grieving. A questionnaire was used to assess responses from randomly chosen parent members of the Dallas Down Syndrome Guild. Qualitative data analysis was conducted, using the methodology of triangulation.

In this qualitative study the focus lies on parents' experience of the influence of the cerebral palsy child on the marital relationship. This research aimed at determining the way in which parents experience the influence of the cerebral palsy child on the marital relationship. 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 of cerebral palsy children, semi-structured interviews with parents of cerebral palsy children, analysing of data and conclusions and recommendations according to the parents' experiences. Five married couples participated as respondents during the study. Semi-structured interviews were conducted with all the participants. Each of the interviews was video-recorded and transcribed. Main themes, sub-themes and categories were identified in the transcriptions and studied in relation to the existing literature. True to the qualitative nature of the study, the aim was not to generalise the findings, but to give each couple the opportunity to tell their story. / Social Work / Thesis (M. Diac. (Spelterapie))

In this qualitative study the focus lies on parents' experience of the influence of the cerebral palsy child on the marital relationship. This research aimed at determining the way in which parents experience the influence of the cerebral palsy child on the marital relationship. 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 of cerebral palsy children, semi-structured interviews with parents of cerebral palsy children, analysing of data and conclusions and recommendations according to the parents' experiences. Five married couples participated as respondents during the study. Semi-structured interviews were conducted with all the participants. Each of the interviews was video-recorded and transcribed. Main themes, sub-themes and categories were identified in the transcriptions and studied in relation to the existing literature. True to the qualitative nature of the study, the aim was not to generalise the findings, but to give each couple the opportunity to tell their story. / Social Work / Thesis (M. Diac. (Spelterapie))

Text in Afrikaans / The focus of this qualitative study is the way teachers experience parental involvement in the learning process of mentally disabled children. Five participants, teaching at a school for disabled children for more than ten years and working with children between the ages of six and 18, participated in this study. Individual, unstructured interviews were conducted with the participants to describe how they experience parental involvement in the learning process of mentally disabled children. The interviews were recorded and transcribed. Nine recurring themes were identified in the transcriptions and compared with current literature. The aim of the study was not to generalize the findings, as it was a qualitative study and the participants were given the opportunity to share their experience. The result of this study is a detailed description of how teachers experience parental involvement in the learning process of mentally disabled children. / Social Work / M.Diac