No description available.

There is a lack of research based data in the field of learning disabilities, especially at the secondary level. The purpose of this study was to evaluate personality configuration patterns and vocational interests through the administration of the Myers-Briggs Type Indicator, Abbreviated Version (AV) and the Self-Directed Search, Form E (EASY) for learning disabled (LD) and non-learning disabled (NLD) students. The sample included 90 LD students and 100 Non-LD students grades 9 through 12 in a large suburban school system. Research questions considered: (1) differences in personality and vocational interest between LD and NLD students; (2) age and gender of LD and NLD students in relationship to vocational interests; (3) relationship between personality patterns and vocational interests between LD and NLD students. Treatment of the data used both descriptive and inferential statistical analyses. Analyses relied on categorical data, and the chi-square test was the statistical test used. Demographics provided data on groups regarding ability level and reading achievement scores related to occupational preferences and gender characteristics. Results indicated that no significant personality differences existed between LD and NLD adolescents. It was found, after looking at all possible interactions between vocational preferences and personality, age, grade, and gender, that significant differences occurred with gender and vocational preferences for both LD/NLD groups. Additionally, EI and TF differences in vocational preferences existed for LD and NLD students. EI and TF differences between LD and NLD career preference showed LD I's and T's prefer mechanical careers, whereas NLD I's and T's prefer teaching and sales. This is correlated with gender preference of LD males for mechanical (non interactive careers), whereas NLD prefer interactive careers / Ed. D.

No description available.

The accurate evaluation of substance use is a critical component of forensic assessment due to the well-established link between drug use sentencing issues and risk of recidivism. Due to limited resources and chronic time constraints, practitioners typically rely only on self-report measures to assess substance use (SU) patterns. As these measures directly inquire about SU patterns, they remain vulnerable to response distortion. This can lead to ineffective treatment recommendations made to the Court and misuse of resources. The present study investigated the utility of the PAI and SASSI-3 in identifying SU patterns in offenders mandated to a long-term treatment facility. As a second major component, offenders were examined post-release to identify predictors for poor treatment outcomes. Results found the direct questioning approach best identified SU patterns in the present sample. In addition, while statistically significant differences in treatment outcomes were not observed between offenders who endorsed a more severe course of their SU problem versus those who endorsed a much less problematic pattern of use, they were trending in the expected direction. Specifically, offenders who used "hard" drugs regularly (e.g., cocaine, heroin), had more negative consequences directly related to their use (e.g., more arrests, prior treatment), and had a more complex clinical presentation (e.g., endorsing more personality pathology) did have worse outcomes by follow up. Methodological and statistical limitations are discussed in depth, and future directions to improve on this study and clarify these relationships are emphasized.

A Venda version of the South African Sixteen Personality Factor Questionnaire Fifth edition(16PF5) was develop using forward and back translation methods. This version was administered to a sample of 85 Venda speaking subjects. Subjects ranged in age from 18 to 30 years old. Item analysis was done and a qualitative analysis of the reasons why items were not successful was done for each scale. Reasons identified included translation errors, problems in understanding the vocabulary and idiomatic language used, the use of the negative form and possible differences in the manifestation of constructs. Given the large number of items to be excluded, only general trends were indicated as to avoid over interpretation. These trends need to be considered when changing or replacing items. The results of this study can be regarded as a first step in developing a Venda version of the 16PF5. / Psychology / M.A. (Psychology)

This study evaluates whether it is viable to implement non-standardised thematic projection media when dealing with the young adolescent. The selection was based on the results of a pilot study involving fifty young adolescents. The young adolescents chose cards that reflected salient issues in their lives. The sample responded positively and spontaneously to the non-standardised thematic projection media implemented. A review of the results revealed that non-standardised thematic projection media can be used effectively in diagnosis and therapy and thus has viability when used with the young adolescent. The clients chose cards that appealed to their frames of reference. The use of non-standardised thematic projection media enhances the counselling relationship. It increases the understanding of the client and aids the therapist in clarifying therapeutic goals. It allows the therapist to act as an emotional container. By including guidelines for the selection and interpretation of non-standardised thematic projection media the researcher wishes to make a contribution in the repertoire of the educational psychologist when dealing with the young adolescent. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)

Recent organisational changes have refocused attention on the productivity and performance of sales representatives and consequently brought about a re-evaluation of the QWL these employees experience, as well as their trust in the organisation to support them. Responses to an internet-based survey methodology were analysed using quantitative techniques and structural equation modelling. Results confirm a positive relationship between Managerial Practices and Organisational Trust, and a lower relationship between the dimensions of Personality and Organisational Trust. A positive relationship was noted between QWL and Managerial Practices, and a lower relationship between QWL and the Personality constructs. This study accentuates the importance of management to be aware of the trust employees have in the organisation as well as their experience of QWL, as it seems as though the Personality traits and Managerial Practices of managers influences both the trust relationship and QWL experienced by employees. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Thesis (MEd.) -- Stellenbosch University, 1993. / Bibliography / ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the Department of Education and Culture (Administration: House of Representatives) and the extent to which these are being addressed by existing educational structures. The investigatior: consists of two parts, a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. An analysis of South African and international school guidance programmes aimed at meeting the needs and solving possible problems is included and an overview is given of the role that the school, both nationally and internationally, can, is and should be playing to meet these needs and help solve these problems. The empirical investigation examined standard six pupils' problems and needs concerning extra-mural activities, relationships with peers and older pupils, teachers and parents and personal adjustment. A questionnaire to determine these needs and problems was administered to a representative random sample of secondary school pupils in the Cape Peninsula. To determine what is being done to address these needs and problems, a second questionnaire was sent to the 58 dual-medium state controlled schools in thE~ Cape Peninsula for standard Six guidance teachers. A third questionnaire was sent to the Department of Education and culture (Administration: House of Representatives) to determine whether the Department agreed that the school guidance programme for Standard six pupils had been adequately applied by the school guidance teachers. Both South African and internati.onal research indicates that many adolescents experience adjustment problems on entering secondary school. Education authorities worldwide address these problems in various ways. In South l~frica, guidance and counselling services are available through elll the education departments, but their effectiveness and implementation need to be clarified because uniform control is not being exercised. The present research showed that most of the secondary schools in the survey do not have an orientation programme to assist pupils to bridge the gap between the primary and the secondary schools. Although this research does not offer conclusive evidence that Standard Six pupils are adversely affected by their present circumstances, the following needs were established: pupils • need to belong, supported by their opinion that extra-mural activities should be compulsory pupils' need for parent~; to be more lnvolved in school activities pupils' need for satisfactory relationships with teachers pupils' need for satisfactory peer relationships. Bas~~ on the~e findings, a number of recommendations have been made. These include: a sound orientation programme and the Careful selection of teachers who are sensitive to the needs of standard six 1Jupils an extra-mural programme where teachers and senior pupils can play a significant role to enhance the formation of constructive social groups and engender a sense of belonging a guidance programme incorporating group work and which teaches coping and problem-solving skills one non-racial education department with equal financing for all pupils and a uniform system of examination and certifica.tion the establishment of "mini-schools" or "middle schools" and the adoption of extended support for pupils to reduce adjustment problems. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om die behoeftes en probleme van Standerd Ses-Ieerlinge in skole onder die Departement van Onderwys en Kultuur (Administrasie: Huis van Verteenwoordigers) te bepaal asook die mate waarin hierdie behoeftes en probleme deur bestaande onderwysstrukture aangespreek word. Die ondersoek bestaan uit twee dele, 'n literatuurstudie en empiriese ondersoek. Die literatuurstudie bestaan uit 'n ondersoek van relevante suidAfrikaanse en internasionale navorsing. Dit sluit ook in 'n ontleding van beide Suid-Afrikaanse en internasionale skoolvoorligtingsprogramme wat op behoeftebevrediging asook probleemoplossing gemik is. 'n Oorsig word ook gegee van die rol wat die skool, op nasionale asook internasionale vIak, kan, moet en reeds speel om behoeftebevrediging teweeg te bring. Die empiriese ondersoek het standerd Ses-leerlinge se behoeftes en probleme met betrekking tot hul houding jeens die skool, akademiese prestasie, buitemuurse aktiwiteite, verhouding met die portuurgroep en ouer leerlinge, onderwysers en ouers, en persoonlike aanpassing ondersoek. 'n Vraelys om hierdie behoeftes en probleme vas te stel is deur 'n verteenwoordigende ewekansige monster van sekondêre skool leerlinge in die Kaapse Skiereiland ingevul. Om vas te stel wat reeds gedoen word om hierdie behoeftes en probleme aan te spreek, is vraelyste aan standerd Sesvoorligtingonderwysers van die 58 dubbelmedium staatsbeheerde skole in die Kaapse Skiereiland gestuur. 'n Derde vraely- is aan die Departement van Onderwys (Administrasie: Huis van Verteenwoordigers) gestuur met die doel om vas te stel of die skoolvoorligtingsprogram vir standerd sesleerlinge doeltreffend aangewend is deur die skoolvoorligtingsonderwysers. Beide suid-Afrikaanse en internasionale navorsing toon dat baie adolessente aanpassingsprobleme ondervind by toetrede tot die sekondAre skool. Onderwysowerhede wêreldwyd spreek hierdie probleme verskillend aan. In suid-Afrika is voorligtings- en raadgewende dienste deur middel van al die onderwysdepartemente beskikbaar, maar hul effektiwiteit en implementering moet ondersoek word aangesien eenvormige kontrole nie uitgeoefen word nie. Die onderhawige navorsing het getoon dat die meeste sekondere skole in die opname nie oor 'n orienteringsprogram beskik om leerlinge te help om die gaping tussen die primere en die sekondere skool te oorbrug nie. Alhoewel hierdie ondersoek nie afdoende bewys lewer dat Standerd Ses-leerlinge deur hul huidige omstandighede benadeel word nie, is die volgende behoeftes vasgestel: - leerlinge se behoefte om in te skakel, wat ondersteun word deur hul mening dat buitemuurse aktiwiteite verpligtend behoort te wees - leerlinge se behoefte dat ouers meer betrokke moet wees by skoolaktiwiteite - leerlinge se behoefte aan bevredigende verhoudings met hul onderwysers - leerlinge se behoefte aan In bevredigende verhouding met hul portuurgroep. 'n Aantal aanbevelings is op grond van hierdie bevindinge gedoen. Dit sluit in: - 'n goeie orienteringsprogram en die omsigtige seleksie van onderwysers wat sensitief is vir die behoeftes van Standerd Ses-leerlinge - 'n buitemuurseprogram waar onderwysers en senior leerlinge 'n doeltreffende rol kan speel om konstruktiewe sosiale groepe te bevorder sowel as In gevoel van samehorigheid - 'n voorligtingsprogram wat groepwerk insluit en wat lewens-en probleemoplossingsvaardighede onderrig - een nie-rassige onderwysdepartement met gelyke finansiering vir aIle leerlinge asook In uniforme eksamen- en sertifiseringstelsel - die oprig van "miniskole" of "middelskole" en die daarstel van aanvullende ondersteuning vir leerlinge om aanpassingsprobleme te verminder

The fifth edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM 5) presents an alternate model for personality disorders, blending categorical and dimensional assessment into a hybrid diagnostic procedure. Released concurrently, the Personality Inventory for DSM 5 (PID 5) measures the five domains and 25 facets that comprise the trait components of this hybrid model. However, the PID 5 currently lacks validity indicators to capture intentionally distorted responding. The current study investigated the susceptibility of the PID 5 to defensiveness and feigning among a large sample of undergraduate students. First, a detailed desirability analysis (N = 465) was conducted of the PID 5 items and response options. Responses from the study were used to create three desirability based validity scales. Next, in a between-subjects simulation design (N = 128), the effects of faking were explored at domain and facet levels. As a result, two symptom based validity scales were created. In a separate validation sample (N = 134), the five newly created validity scales were compared with the Paulhus Deception Scales for capturing both defensiveness and feigning. All five scales were evaluated for ruling out faking (i.e., identifying likely genuine respondents) and ruling in either defensiveness or feigning. In most areas, the symptom based scales were more successful than the desirability based scales, though all scales had difficulty identifying defensiveness. These initial results offer fertile ground for additional testing and development of PID 5 validity scales.

The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection