Each new student arriving at the university or college brings an assortment of expectations, different types and levels of academic competency, different levels of psychological well-being, a variety of attitudes, values and divergent life experiences. Each adjusts at his or her own rate and experiences life as a student in unique ways. The focus of this study is on the problems that are encountered by the first year student on arrival at the institution and throughout the course of his or her first year studies. Using both qualitative and quantitative research methods that include work-shopping many issues, a questionnaire and focus group interviews, this triangulation of data-collection techniques has helped to provide a rich and deep exploration of the perceived problem areas. The study examines various factors that are perceived as limiting the potential performance and achievement of the student, specifically academic aspects and those factors and circumstances that affect psychological well-being. The psycho-educational issues found to be perceived as problematic by both students and staff members are a lack of preparation and insufficient academic competencies that are necessary for successful tertiary education. Of critical concern with the resultant necessity of immediate intervention, are the lack of accountability and a fear of failure with concomitant anxiety. Issues other than psycho-educational problem areas are highlighted such as economic and social variables. Although not part of the study, issues such as lack of finance and the impact of HIV/AIDS cannot be ignored as they may have a possible detrimental effect on first year student achievement. As academic competency development and psychological well-being are but two areas of concern within the gestalt of student development, the study is conducted from a theoretical stance that embraces holistic student development. It is in this light of developing the student as a totality that an intervention programme is suggested, affording the new student many opportunities to develop all facets of his being. / Faculty of Education / D. Ed.

Summaries in English and Afrikaans / Text in English / Children with learning disabilities often exhibit emotional problems. Conversely, children experiencing emotional upsets cannot achieve scholastically. The exact nature of the relationship is difficult to elucidate. Most aid programmes deal with one aspect of the problem, placing little or no emphasis on the child in totality. This study focuses on the learning disabled child as a whole from a relation theory perspective. The aim is to ascertain how the child's difficulties affect his relation structures. Once the interaction between the relation structures had been established a programme was devised to assist the child emotionally and scholastically. Play therapy has proved one of the most successful methods of child psychotherapy. This study attempts to incorporate the essential elements of play therapy into a remedial programme. It was found that the children benefitted from both components of the programme and that it had a positive influence on their relation structures / Kinders met leerprobleme toon dikwels ook emosionele probleme. Omgekeerd kan kinders met emosionele versteurings dikwels nie skolasties presteer nie. Die presiese aard van hierdie verwantskap is nie duidelik nie. Die meerderheid hulpprogramme fokus op enkele aspekte van die probleem, ,met min of geen klem op die kind·in-totaliteit nie. Hierdie studie is daarop gerig om die leergestremde kind vanuit die relasieteorie waar te neem en van hulp te wees. Die doel is om te bepaal hoe die kind se probleme sy relasies be"invloed. Nadat die interaksie vasgestel is, is 'n hulpprogram ontwerp om emosionele sowel as skolastiese hulp te verleen. Spelterapie. blyk een van die mees geslaagde metodes in kinderpsigoterapie te wees. Die studie poog om die essensiele elemente van spelterapie by 'n remedierende hulpprogram in te sluit. Daar is bevind dat die proefpersone by hierdie program gebaat het en dat hulle relasies positief be"invloed is. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling)

The present study is a comparison of music and non-music students with respect to their response patterns on the Brief Symptom Inventory as well as several demographic questions. The sample consisted of 148 non-music students and 141 music students at three levels: (1) freshmen/sophomore; (2) juniors/seniors; and (3) graduate students. Music students consisted of volunteers from several different music classes and non-music students were volunteers from non-music classes. There were no significant differences found among or between groups for the BSI subscales. However, music students were significantly less likely to have gone to counseling in the past and to seek professional counseling for future problems. Recommendations for psycho-educational interventions with musicians are discussed as well as suggestions for future research.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Made available in DSpace on 2016-04-28T20:57:26Z (GMT). No. of bitstreams: 1 Renata Capeli Silva Andrade.pdf: 270710 bytes, checksum: 7c0391f22ce3b6b71c65390ea4eab488 (MD5) Previous issue date: 2008-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The questioning that originated this work appeared in the practice of researcher while educator of the public net: how if unveiling the care in the daily life of the school? With this question permeating the search your goal was to, on the lived in the duty, investigate how if unveiling solicitude, the care, in the daily life in a first grade public school, and a day care center of the periphery of the city of Sao Paulo. The analytical heideggeriana was the source to understand how unveiling the solicitude in the daily of the institutions. For Heidegger, the man is entity for who is the Being opens, and it is he who must take responsibility for their own Being - take caring of the possibilities of what is and is around his. The psycho-educational duty itself as a place of listening and attention differentiated to educators within the working environment, has shown itself as an opening for the unveiling of care. The concern of educators is revealed in the movement to care for themselves, in their relations as mother / father, wife / o, daughter / and with peers, students and technical team. We can understand it as a reflective space favored by the dialogue with the plantonista, in the referencial of Freire. In the psycho-educational duty new forms of perception of everyday living can be produced, unveiling see other possibilities of power-be. The duty proved itself as a place of care, a care of the care by experienced educators in their place / O questionamento que originou esse trabalho revelou-se na prática da pesquisadora enquanto educadora da rede pública: como se desvela o cuidar no cotidiano da vida escolar? Com esse questionamento permeando a pesquisa o seu objetivo foi o de, partindo do vivido no plantão, investigar como se desvela a solicitude, o cuidado no cotidiano da vida escolar do educador, numa creche e numa escola da periferia da cidade de São Paulo. A analítica heideggeriana foi fonte para compreender o desvelar a solicitude no cotidiano das instituições. Para Heidegger o homem é o ente a quem o Ser se abre e, cabe a este ente a responsabilidade de assumir seu próprio Ser cuidar das possibilidades de tudo o que é e está ao seu redor. O plantão psicoeducativo abrindo-se como um espaço de escuta e atenção diferenciada aos educadores dentro do ambiente de trabalho, mostrou-se como uma abertura para o desvelar do cuidar. A solicitude dos educadores se revelou no movimento de cuidar de si, nas suas relações como mãe/pai, esposa/o, filha/o e com pares, equipe técnica e educandos. Podemos entendê-lo como um espaço reflexivo favorecido pelo diálogo com o plantonista, no referencial de Freire. No plantão psicoeducativo novas formas de percepção do cotidiano vivido podem ser engendradas, ver desvelar possibilidades outras de poder-ser. O plantão revelou-se como um lugar de cuidado, um cuidar do cuidado vivenciado pelos educadores em seu existir

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

During the past decade, South Africa has become the country with the highest number of HIV/AIDS infections in the world. In the wake of the widely spread HIV/AIDS epidemic in South Africa, hundreds of thousands of children are left parentless. Since limited research exists on the psycho-educational needs of children orphaned by AIDS in South Africa, the focus of this study was on their psycho-educational development. A literature study was conducted to investigate the HIV/AIDS epidemic in South Africa and its consequences for the psycho-educational development of AIDS orphans. A qualitative investigation was undertaken and interviews were conducted with caregivers of AIDS orphans at two care centres in rural KwaZulu-Natal. The aim of the investigation was to identify the psycho-educational needs of AIDS orphans as perceived by their caregivers. Moreover, the investigation also aimed at identifying factors that impede the psycho-educational development of AIDS orphans, and to determine the extent to which these day care centres meet the psycho-educational needs of these orphans. The following psycho-educational needs of AIDS orphans emerged from the investigation: - the need to socialise and communicate - the need to cope with parental death - the need for acceptance - the need for security and care - the need for love and belonging - the need to deal with negative emotions Physical and material needs were added to the above needs, since these were frequently mentioned during the course of the interviews. Factors that seriously impeded the psycho-educational development of AIDS orphans were abuse and neglect. The investigation also revealed that the care centres were to a large extent able to meet a broad spectrum of these orphans’ psycho-educational needs, especially at the care centre where the AIDS orphans were able to sleep over and received the full-time attention caregivers. Since the extended family system can no longer fully carry the burden of hundreds of thousands of AIDS orphans in South Africa, care centres situated in the affected communities can offer a viable alternative to traditional models of care. The study emphasised the need for further research on the needs of AIDS orphans as well as increased support of AIDS orphans on local, provincial and national levels. / MEd (Learner support), North-West University, Potchefstroom Campus, 2012

During the past decade, South Africa has become the country with the highest number of HIV/AIDS infections in the world. In the wake of the widely spread HIV/AIDS epidemic in South Africa, hundreds of thousands of children are left parentless. Since limited research exists on the psycho-educational needs of children orphaned by AIDS in South Africa, the focus of this study was on their psycho-educational development. A literature study was conducted to investigate the HIV/AIDS epidemic in South Africa and its consequences for the psycho-educational development of AIDS orphans. A qualitative investigation was undertaken and interviews were conducted with caregivers of AIDS orphans at two care centres in rural KwaZulu-Natal. The aim of the investigation was to identify the psycho-educational needs of AIDS orphans as perceived by their caregivers. Moreover, the investigation also aimed at identifying factors that impede the psycho-educational development of AIDS orphans, and to determine the extent to which these day care centres meet the psycho-educational needs of these orphans. The following psycho-educational needs of AIDS orphans emerged from the investigation: - the need to socialise and communicate - the need to cope with parental death - the need for acceptance - the need for security and care - the need for love and belonging - the need to deal with negative emotions Physical and material needs were added to the above needs, since these were frequently mentioned during the course of the interviews. Factors that seriously impeded the psycho-educational development of AIDS orphans were abuse and neglect. The investigation also revealed that the care centres were to a large extent able to meet a broad spectrum of these orphans’ psycho-educational needs, especially at the care centre where the AIDS orphans were able to sleep over and received the full-time attention caregivers. Since the extended family system can no longer fully carry the burden of hundreds of thousands of AIDS orphans in South Africa, care centres situated in the affected communities can offer a viable alternative to traditional models of care. The study emphasised the need for further research on the needs of AIDS orphans as well as increased support of AIDS orphans on local, provincial and national levels. / MEd (Learner support), North-West University, Potchefstroom Campus, 2012

The purpose of this study is to examine the effect of an Attachment-Oriented-Psychoeducational-Group-Training on the preoccupied/insecure attachment style of university students. This study consists of two phases. In the first phase of the study, Relationship Scales Questionnaire (RSQ), Relationship Questionnaire (RQ), Rosenberg Self-Esteem Scale (RSS), and an Information Form were given to the 755 third year METU students. The differences among the attachment styles (RSQ and RQ) of the participants by gender and self-esteem levels (RSS) were explored by using a 2 (gender) x 2 (high-low self-esteem) factorial MANOVA. Results showed significant self-esteem differences in fearful, preoccupied and secure subscale scores in RQ and RSQ and gender differences in fearful, preoccupied and secure subscale scores of RSQ and RQ. These results indicated that students who had lower self-esteem scored significantly higher in fearful and preoccupied subscales of RSQ while students who had higher self-esteem had statistically significant higher mean scores in secure attachment subscales. No significant differences were found between the insecure/avoidant subscale scores of the high and low self-esteem group students. Results showed that females scored significiantly higher in fearful attachment style of RQ and RSQ. Male students scored significiantly higher in both preoccupied subscales of RQ and RSQ and in secure attachment subscale of RSQ. In the second phase, the Attachment-Oriented-Psychoeducational-Group-Training was implemented to the experimental group of 11 volunteered preoccupied subjects. The control group consisted of 8 preoccupied students. The control group subjects did not receive any training. Both experimental and control groups were given Relationship Scales Questionnaire and Rosenberg Self-esteem Scale at pre-test, post-test and follow up. Non-parametric statistical analyses of Wilcoxon test and Mann-Whitney U test were employed to the RSQ and RSS scores of the subjects to assess the effect of the Attachment-Oriented-Psychoeducational-Group-Training. The results showed that experimental group subjects&amp / #8217 / secure attachment subscale scores have increased from pre-test to posttest but not pre-test to follow up or posttest to follow up tests of both RSQ and RSS. A significant difference was found between pre and follow up tests scores of RSS for control group.

O presente estudo teve como objetivo investigar as contribuições de uma intervenção psico-educativa para as estratégias de enfrentamento e a qualidade de vida de gestantes portadoras de HIV/Aids. Participaram 20 gestantes, entre 20 e 40 anos (M=29,9; DP=5,7), com 24 semanas ou mais de gestação e que engravidaram sabendo-se portadoras de HIV/Aids. Utilizou-se um delineamento quase experimental, com pré e pós-teste, e as contribuições da intervenção foram avaliadas por uma escala de estratégias de enfrentamento, outra sobre qualidade de vida, além de uma entrevista de avaliação da intervenção. A intervenção consistiu em cinco encontros individuais de aconselhamento, envolvendo diversos temas sobre gestação, parto, puerpério, desenvolvimento inicial do bebê, apoio social e o tratamento para HIV/Aids da gestante e do bebê. Quanto às estratégias de enfrentamento, os resultados corroboraram a hipótese inicial, ao revelar aumento significativo nos fatores Foco no Problema e Busca de Apoio Social e diminuição no fator Foco na Emoção. Análise de covariância revelou uma interação entre o tempo de diagnóstico e as diferenças entre as médias do fator Foco no Problema e uma interação entre a escolaridade e o Foco na Emoção, indicando que, quanto maior o tempo de diagnóstico e menor a escolaridade, maior foi o efeito da intervenção. Quanto à qualidade de vida, os resultados apoiaram parcialmente a hipótese inicial, ao revelarem um aumento significativo nos domínios Psicológico, Ambiente e Qualidade de Vida Geral, porém não houve o aumento esperado no domínio Relações Sociais. Análise de covariância revelou uma interação entre tempo de diagnóstico e o efeito da intervenção para o Domínio Ambiente indicando que quanto menor o tempo de diagnóstico maior foi o efeito da intervenção. Análise de conteúdo qualitativa das respostas à entrevista de avaliação da intervenção, com estrutura de categorias definida a partir das escalas utilizadas, também endossaram a importância da intervenção para as estratégias de enfrentamento e a qualidade de vida das gestantes. Juntos, os resultados indicam que, de modo geral, a intervenção apresentou contribuições importantes para as gestantes, embora o tempo de diagnóstico e uma maior ênfase em aspectos de relações sociais e apoio social devam ser considerados em futuras intervenções. / The aim of the study was to investigate the contributions of a psycho-educational intervention to coping strategies and quality of life among pregnant women living with HIV/Aids. Twenty pregnant women, aged between 20 and 40 years (M=29,9; SD=5,7), participated in the study. They were at least with 24 weeks of pregnancy, and got pregnant after knowing about their own seropositivity. We conducted a quasi-experimental study, with pre and post-test, investigating the contributions of the intervention through a coping strategies scale, a quality of life scale, and an interview on intervention evaluation. The intervention was composed by five counseling sessions on pregnancy, delivery, post-partum situations, early development of the baby, social support and treatment of pregnant women and babies. Considering coping strategies, findings confirmed the initial hypothesis, showing significant increasing in scores of Focus on Problem and Search for Social Support, and decreasing of Focus on Emotion. Covariance analysis showed interaction between time since diagnostics and the differences between means of Focus on Problem, and between school level and Focus on Emotion, indicating that the higher was time since diagnosis among pregnant women, and the lower was the school level, the better was the effect of intervention. Considering the quality of life, findings partially confirmed the initial hypothesis, showing significant increasing in scores of the domains: Psychological, Environmental, and General Quality of Life, without showing the expected increasing on Social Relations Domain. Covariance analysis showed interaction between time since diagnostics and the effect for Environmental Domain, indicating that the lower was time since diagnosis, the better was the effect of the intervention. Qualitative Contend Analysis of the answers to the interview evaluation used a structure of categories based on the scales, and also highlighted the importance of the intervention to coping strategies and to quality of life for pregnant women. Together, these findings show that the intervention represented an important contribution to pregnant women, although time since diagnosis, social relations and social support should be considered in future investigations.