published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

No description available.

The proposed study examined differences in self-concept between ADHD (n = 61) and non-ADHD boys and girls. Participants included 108 children between 6 and 11 years old. Children completed the Self Description Questionnaire-I, and teacher reports of child competence were obtained. Girls reported lower physical ability and mathematics self-concept than boys. The results also indicated that ADHD girls may be more susceptible to low physical ability and mathematics self-concept than control children or ADHD boys. Teachers also rated ADHD girls as having lower scholastic competence than the other three groups. Teachers reported significant differences in level of competence based on ADHD status. The implications of the current study and directions for future research will be presented.

The problem of this study was the relationship of the self-concept of fifth-grade Negro students with their knowledge of Negro leaders and events. Sub-problems of this study were (1) the relationship between the self-concept of fifth-grade students and their reading achievement and (2) the relationship of their knowledge of Negro leaders and events and their reading achievement.

The Piers-Harris Self-Concept Scale for Children, the Florida Key: A Scale to Inter Learner Self-Concept, and the Walker Problem Behavior Identification Checklist were used to assess the self-concepts of 18 ambulatory physically handicapped children between the ages of 6 and 12 years. Data were analysed via one-sample t-tests. The hypothesis that mainstreamed handicapped children would exhibit somewhat lower self-concept than their nonhandicapped peers was not supported. In fact, some mainstreamed physically handicapped children may indeed exhibit higher frequencies of relating to peers and teachers, less acting-out behavior (among males), and better overall self-concept than the nonhandicapped populations from which the normative data were obtained (p < .05). These results were discussed in terms of the children's experiences within the hospital environment from which they were selected.

This study examined differences in social self-concept, as measured by the Self-Perception Profile for Children (SPPC), between boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) while controlling for internalizing symptoms. Ninety-six children between the ages of 8 and 13 participated in the study as part of a larger project. Teacher reports of social competence were collected using the Teacher Rating Scale (TRS). The results indicated ADHD children experienced more peer rejection than control children. ADHD girls appeared to be more susceptible to low social self-concept and competence than control children or ADHD boys. Inattentive symptoms were most predictive of teacher reports of competence. Positive illusory bias was not found to serve a protective function in children regardless of ADHD status. The implications of the current study and directions for future research are presented.

M.Ed. / This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.

The purpose of this study was to determine whether kindergarten children possess the ability to recognize, match, and discuss lines and line qualities. Using graphics and art reproductions, three matching tasks were constructed which examined young children's awareness of the line qualities of length, width, straightness, direction, movement, and uniformity. Graphics and art reproductions were also used to construct two tracing tasks employed to examine young children's awareness of actual and implied lines. The tasks were administered to 69 kindergarten students from four elementary schools in a public school district in the north central Texas area.

A research report in partial fulfilment of the requirements for the degree of Masters of Arts in Audiology by coursework and research report in the Faculty of Humanities, University of the Witwatersrand, 2016 / Auditory-verbal therapy (AVT) is an intervention approach used as part of an aural (re)habilitation programme conducted by an audiologist with deaf or hard-of-hearing (HOH) children. AVT is a refinement of the oral-aural approach and emphasizes listening instead of visual input. Previous research has focused on AVT in developed countries; however, there is limited available research in developing countries such as South Africa. This study explores and describes the relevance of AVT provided by audiologists in Gauteng, South Africa. The specific objectives of the study were to explore the differences between AVT and general paediatric aural rehabilitation therapies conducted by audiologists; the impact of language on the implementation of AVT and the challenges associated with AVT training. A qualitative research design was used. A purposive sampling strategy was used to identify and recruit participants. Ten audiologists currently conducting aural rehabilitation were selected to participate in the study. The sample size was divided into five audiologists who had obtained the LSL certification (equivalent to AVT certification) and five audiologists without the LSL certification. A pilot study was conducted prior to data collection to determine the applicability of the research study. Thereafter semi-structured interviews were conducted, using an interview schedule. Thematic analysis was employed and themes were described qualitatively. Results revealed the emergence of three resounding themes which included challenges, differences in therapy approaches, and implementation and contributing factors to the success of AVT. The results concluded the need for the implementation of newborn hearing screening programmes to assist with early identification and detection of hearing loss. The study identifies a strong need for the increase in the number of certified LSL therapists in South Africa and additional AVT comprehensive programmes to be implemented at various institutions in Gauteng. Awareness regarding the success of AVT implementation needs to be raised. Finally, the HPCSA needs to revisit and explicitly define the role of audiologists interacting with deaf or HOH children with the LSL qualification being a mandatory postgraduate pre-requisite for working in the field of aural rehabilitation. Key words: Auditory-verbal therapy; aural rehabilitation; deaf; hard-of-hearing. / GR2017