The present study examined the relationship between the cognitive skill of role-or perspective-taking and naturally occurring behavior of behaviorally disordered children. Twenty-six boys, aged five years, nine months to twelve years, two months were tested and observed at their treatment facility. It was predicted that children who could take the perspective of others would prefer peer to adult interaction, would more likely give positive attention to their peers and would be more likely to use effective language than their non perspective-taking peers. These and related hypotheses were examined by observing each participant's interactive behavior for 36 minutes distributed over three different settings, lunch, freetime and organized activity on six or more different days. To determine perspective-taking skill, two perspective taking instruments were administered in a separate room at the treatment site. One measure (the Chandler role-taking task) required a child to tell a story from a series of three cartoon pictures and then retell the story from the point of view of a late arriving bystander. The other task (the Friendship interview from the Selman Measure of Interpersonal Understanding) assessed role-taking on the basis of the child's responses to questions about a filmstrip story that depicted a common dilemma between close friends. The variety and frequency of effective words was assessed by counting the effective words used by the child when responding to the first role-taking task, the cartoon stories. A vocabulary test was administered at the same time as the other cognitive measures. Before data analysis began, such methodological concerns as reliability of the observational code, reliability of the judges' scoring of the role-taking tasks and internal consistency of the measures were addressed. Cognitive measures, use of effective language and behavioral categories were then correlated with each other. The vocabulary test was used to partial general verbal skill from the relationship of role-taking and effective language. In addition to examining relationships among the measures, the children were divided into perspective-taking and non perspective-taking groups and compared on the various behavioral and language measures.

The present study investigated hypothesized links between subjects' perceptions of their own physical appearance and other aspects of psychosocial functioning (e.g., general anxiety, social acceptance, athletic competence, and global self-worth) as rated by self, peers, and counselors. In addition, the study attempted to isolate the age at which young females first experience a decline in perceptions of their own physical appearance. To investigate these relationships, 554 females (ages 7-18) attending a summer camp completed the Self-Perception Profile for Children (Harter, 1985) or the Self-Perception Profile for Adolescents (Harter, 1988), a sociometric friendship rating scale, and the Revised Manifest Children's Anxiety Scale (Reynolds and Richmond, 1978). In addition, camp counselors completed the Teacher's Behavior Rating Scale (Harter, 1985, 1988) for each subject. Results indicated that 45% of the variance in the subjects' ratings of their own physical appearance was accounted for by age, ratings of global self-worth, anxiety, social acceptance as rated by the subjects, and athletic competence as rated by the counselors. The first significant decrease in body image occurred between the ages of 12 and 13. Although there are several limitations with respect to cross-sectional designs, it may still be useful to conceptualize the possible psychosocial changes that occur during adolescence within a developmental-contextual model. This study does not purport to demonstrate bidirectional interactions and does not allow for a definitive interpretation of the results with respect to developmental patterns; however, the developmental-contextual model is suggested as a possible framework for understanding the development of body image, and is in need of further comprehensive investigation. In addition to past research, this study may contribute to speculation about when intervention programs may be useful in order to prevent the development of related psychological disorders. / Master of Science

Purpose The aim of the study was to investigate whether caries-active and caries-free children differ in terms of their taste perception for sweet, sour, salty and bitter. - Methods The study group consisted of 100 children aged 5–10 years: 50 caries-free children and 50 children with at least four untreated carious lesions. Taste perception was analysed using two test systems. First, filter paper strips impregnated with four taste qualities (sweet, sour, salty, and bitter) at four defined intensities were used (“taste strips”). Then a tasting spray in suprathreshold concentration of the respective taste was applied. The children were asked to name the perceived taste. The parents answered a questionnaire about the children’s dietary habits. - Results The children with high caries activity scored lower on average on the taste strips than the caries-free participants. For the taste sprays, the perception of the taste quality “bitter” was significantly worse in the children with caries than in caries-free children (Mann–Whitney U test p < 0.05). Conclusion The results of this study suggest that taste preferences in children are associated with increased susceptibility to tooth decay.

Text in Afrikaans / The young learner is in the developmental phase where he wants to master tasks successfully. When the learner experiences problems at school it influences his motivation and how he views himself. Learning disabled learners are exposed to academic failures and form negative views about their abilities and functioning. The effect of Gestalt play therapy on the self-esteem of the learning disabled learner was explored. The study was done through a baseline consisting of an adjusted Rosenberg's Self-esteem Questionnaire that was completed by educators and learners before and after the therapeutic program. Because of the learners' learning disability, they used an aid namely "Talking-Mats". Although learning disabilities influenced the learners' self-evaluations substantively, the learners' circumstances at home further substantively influenced their self-esteem. It seems that Gestalt play therapy did have a positive effect on the self-esteem of learning disabled learners. / Social work / M. Diac.

Visual perception plays a fundamental role in a prospective learner’s ability to learn to read and spell; as well as in the accomplishment of written and numeracy tasks. Aspects of visual perception are facilitating functions and skills which a learner requires for acquiring basic literacy and numeracy proficiency. Yet, despite this importance, there exists no test that is standardised for the South African Foundation Phase population which adequately measures distinct visual perceptual aspects of individual learners. The study was undertaken in an attempt to alleviate the dilemma of the South African Foundation Phase learners who tend to experience visual perceptual challenges that hamper their level of academic learning, performance and competency. Firstly, the literature study explored the construct of visual perception and focussed on the relationship between vision, visual perception and academic learning, performance and competency. Secondly, in order to adequately measure the South African Foundation Phase population’s visual perceptual level of proficiency a new test was developed. Based on the literature study and the empirical investigation recommendations to educational psychologists, teachers, parents and learners have been made. / Educational Studies / M.Ed. (Guidance and Counselling)

Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2005. / The purpose of this study was to determine the effectiveness of a perceptual-motor development programme for children with Developmental Coordination Disorder (DCD), as identified on the Movement Assessment Battery for Children (M-ABC). A pre- and post-test design was employed in the study and data were reported as case studies. The programme included a cognitive approach to perceptual-motor activities, with special attention to visual perception. The intervention programme was implemented over six consecutive weeks, with two 45-minute sessions each week. The motor proficiency of nine of the 12 children who participated in this study improved to the point where they were no longer classified as having DCD. The reasons for this improvement could be attributed to the regular practise provided by the perceptual-motor activities that were the content of the program and to the method of presentation, i.e. the cognitive strategies that were child-centred, which could have helped develop self-confidence in the children. These results are in agreement with the research of Schoemaker and Kalverboer (1994) that many children with DCD may learn to overcome or cope with their movement problems. The three children who performed most poorly on the M-ABC pre-test did not improve over the course of the intervention programme. A thorough examination of their perceptual-motor system could provide more information about the various factors that may contribute to their movement problems. It is also possible that the programme simply was not long enough for these children (they did not get enough practise) and/or they were not able to respond to the child-centred cognitive approach in such a short period of time.

This study attempted to determine the relationship between self concept and participation in extra-curricular activity: specifically, whether self concept differentiates between participants and nonparticipants and whether self concept scores differed between male and female participants. Sixty fourth graders were assessed on self concept by the Piers-Harris Children's Self Concept Scale. Participation or non-participation was determined by written parental response. Analysis of variance was used, with level of significance at .05. There was no evidence that participants can be distinguished from non-participants on measures of self concept. Scores on self concept did not differ for males and females.

Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.

Visual perception plays a fundamental role in a prospective learner’s ability to learn to read and spell; as well as in the accomplishment of written and numeracy tasks. Aspects of visual perception are facilitating functions and skills which a learner requires for acquiring basic literacy and numeracy proficiency. Yet, despite this importance, there exists no test that is standardised for the South African Foundation Phase population which adequately measures distinct visual perceptual aspects of individual learners. The study was undertaken in an attempt to alleviate the dilemma of the South African Foundation Phase learners who tend to experience visual perceptual challenges that hamper their level of academic learning, performance and competency. Firstly, the literature study explored the construct of visual perception and focussed on the relationship between vision, visual perception and academic learning, performance and competency. Secondly, in order to adequately measure the South African Foundation Phase population’s visual perceptual level of proficiency a new test was developed. Based on the literature study and the empirical investigation recommendations to educational psychologists, teachers, parents and learners have been made. / Educational Studies / M.Ed. (Guidance and Counselling)

M.Ed. (Educational Psychology) / In this study an attempt was made to ascertain if there Is a difference In personality traits between behaviorally handicapped children from Intact homes and behaviorally handicapped children from divorced homes. In South-Africa one out of every two marriages tend to end up In divorce. Divorce has a negative Influence on children and more children from divorced homes show deviant behaviour and are failures at school, than children from Intact homes. Boys are more adversely affected by divorce than girls ...