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)

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)