In die studie is besin oor die wyse waarop die opvoedkundige sielkundige die probleme wat deur die epileptiese adolessente dogter ondervind word, kan aanspreek. 'n Groepterapeutiese begeleidingsprogram is ten doel gestel sodat die intra- en inter-psigiese effek daarvan op die epileptiese adolessente dogter bepaal kon word. Agt epileptiese adolessente dogters is vir die doel van hierdie studie geselekteer, waama hulle aan 'n reeks psigometriese toetse onderwerp is. Voorts het die onderskeie vakonderwysers 'n evalueringsvraelys voltooi. Daar is bevind dat die dogters in die algemeen 'n negatiewe selfkonsep het. Die meeste proefpersone was angstig en depressief. Verhoudingsprobleme en 'n gebrek aan doelstellings het ook onder hulle voorgekom. Volgens die literatuurstudie blyk dit 66k dat die epileptiese kind oor die algemeen 'n hoe voorkoms van psigo-sosiale probleme toon en <lat <lit dikwels lei tot 'n negatiewe selfkonsep. Faktore wat die psigo-sosiale wording van die epileptiese kind kan bei'nvloed, is neuroIV biologiese faktore (byvoorbeeld die tipe toeval), psigo-sosiale faktore (byvoorbeeld stigmatisering) en farmakologiese faktore (byvoorbeeld newe-effekte van medikasie ). Die proefpersone is onderwerp aan 'n groepterapeutiese begeleidingsprogram van tien sessies. Die program het gefokus op intra-psigiese aspekte soos die regstelling van negatiewe selfspraak, asook op die bewusmaking en oefening van interpersoonlike vaardighede. Uit die resultate van die na-toetsing kan afgelei word dat persoonlike groei plaasgevind het - in die algemeen was daar 'n verhoging ten opsigte van die selfkonsep. Interpersoonlike verhoudinge het skynbaar ook verbeter, terwyl angs afgeneem en depressie verminder het. Voorts het die proefpersone se skolastiese prestasie met 5,1 persent verbeter. Die groepterapeutiese begeleidingsprogram het dus 'n positiewe intra- en inter-psigiese effek op die epileptiese adolessente dogter gehad. / This study addressed the ways in which the educational psychologist can address the problems experienced by epileptic adolescent girls. Eight epileptic adolescent girls were subjected to a series of psychometric tests. The results indicated that in general, the majority of the girls were suffering from a negative self-concept, depression and anxiety. They experienced problems with relationships and reflected a lack of goals. The epileptic adolescent girls were subjected to a group therapeutic guidance programme. The programme focussed on intra- and interpsychological aspects such as the modification of negative self-talk and the exercising of interpersonal skills. The results of follow-up tests revealed that in general there had been an improvement of the self-concept. Apparently inter-personal relations had improved, whereas anxiety and depression had declined. At the same time, school performance had increased. Hence, the group therapeutic guidance programme had a positive intra- and interpsychological effect on the epileptic adolescent girls. / Psychology of Education / M.Ed.

In die studie is besin oor die wyse waarop die opvoedkundige sielkundige die probleme wat deur die epileptiese adolessente dogter ondervind word, kan aanspreek. 'n Groepterapeutiese begeleidingsprogram is ten doel gestel sodat die intra- en inter-psigiese effek daarvan op die epileptiese adolessente dogter bepaal kon word. Agt epileptiese adolessente dogters is vir die doel van hierdie studie geselekteer, waama hulle aan 'n reeks psigometriese toetse onderwerp is. Voorts het die onderskeie vakonderwysers 'n evalueringsvraelys voltooi. Daar is bevind dat die dogters in die algemeen 'n negatiewe selfkonsep het. Die meeste proefpersone was angstig en depressief. Verhoudingsprobleme en 'n gebrek aan doelstellings het ook onder hulle voorgekom. Volgens die literatuurstudie blyk dit 66k dat die epileptiese kind oor die algemeen 'n hoe voorkoms van psigo-sosiale probleme toon en <lat <lit dikwels lei tot 'n negatiewe selfkonsep. Faktore wat die psigo-sosiale wording van die epileptiese kind kan bei'nvloed, is neuroIV biologiese faktore (byvoorbeeld die tipe toeval), psigo-sosiale faktore (byvoorbeeld stigmatisering) en farmakologiese faktore (byvoorbeeld newe-effekte van medikasie ). Die proefpersone is onderwerp aan 'n groepterapeutiese begeleidingsprogram van tien sessies. Die program het gefokus op intra-psigiese aspekte soos die regstelling van negatiewe selfspraak, asook op die bewusmaking en oefening van interpersoonlike vaardighede. Uit die resultate van die na-toetsing kan afgelei word dat persoonlike groei plaasgevind het - in die algemeen was daar 'n verhoging ten opsigte van die selfkonsep. Interpersoonlike verhoudinge het skynbaar ook verbeter, terwyl angs afgeneem en depressie verminder het. Voorts het die proefpersone se skolastiese prestasie met 5,1 persent verbeter. Die groepterapeutiese begeleidingsprogram het dus 'n positiewe intra- en inter-psigiese effek op die epileptiese adolessente dogter gehad. / This study addressed the ways in which the educational psychologist can address the problems experienced by epileptic adolescent girls. Eight epileptic adolescent girls were subjected to a series of psychometric tests. The results indicated that in general, the majority of the girls were suffering from a negative self-concept, depression and anxiety. They experienced problems with relationships and reflected a lack of goals. The epileptic adolescent girls were subjected to a group therapeutic guidance programme. The programme focussed on intra- and interpsychological aspects such as the modification of negative self-talk and the exercising of interpersonal skills. The results of follow-up tests revealed that in general there had been an improvement of the self-concept. Apparently inter-personal relations had improved, whereas anxiety and depression had declined. At the same time, school performance had increased. Hence, the group therapeutic guidance programme had a positive intra- and interpsychological effect on the epileptic adolescent girls. / Psychology of Education / M.Ed.

After the dispensation of the White Paper 6 in schools, there were no detailed guidelines to accommodate the learners with invisible impairments like absence epilepsy, especially those who live in underprivileged communities. Affected learners are still struggling and not receiving proper instruction in ordinary schools because of the nature of absence epilepsy. It seems like it is unknown that they are suffering, because the symptoms are absent. These learners are performing poorly; they are having learning and behavioural problems. At home parents are ignorant of their plight, teachers are oblivious of their problems and at schools they are being discriminated against by other children. As a result, they repeat grades and some end up leaving school to join the unemployed. They have a low self-esteem and remain unsociable. This is because they suffer from absence epilepsy which is a medical problem. Absence epilepsy is unknown to both parents and teachers in these communities. Cultural beliefs and ignorance prevent parents from taking these children to clinics for identification, which results in them not being supported in schools. / Inclusive Education / M. Ed. (Inclusive Education)