Thirty-seven patients identified as vocally disruptive and a control group, selected from 264 patients at psychogeriatric wards were studied. Tape-recordings of their vocal behaviour, ratings of their functional performance and symptoms related to dementia, observations of their behaviour, activities and interaction with caregivers were performed. Seventeen plus sixteen caregivers were interviewed to give their interpretation of the experience behind the behaviour and describe their own experience of it. The severely demented vocally disruptive patients were found to be significantly more physically dependant, disorientated at the ward and prone to confusional reactions but they had a more preserved speech performance than the controls. The vocal activity expressed such as helplessness, pain, fear and protest. Some were emotionally indifferent and a few expressed positive emotions. Caregivers interpreted the behaviour as an expression of anxiety related to such as abandonment, dissolution and loss of autonomy. They also expressed a strong wish to comfort the patients but felt unable to do so. The patients' daily life was characterized by idleness and solitude. Caring activities and interactions were dominated by physical procedures performed in a fragmentary and rapid way. Two hypotheses are generated. 1. Vocally disruptive behaviour develops influenced by sensory deprivation and the brain damage. 2. The care provided is influenced by caregivers experiencing anxiety in the patients as well as experiencing a conflict between the care they would like to provide and the care they actually provide. This evokes anxiety in them which elicits defence mechanisms leading to emotional withdrawal from the patients and task oriented care. The results are discussed in a nursing perspective based on existential thoughts, psychoanalytic and psychosocial theory. / <p>S. 1-48: sammanfattning, s. 49-164: 6 uppsatser</p> / digitalisering@umu

Text in Afrikaans / The aim of this study was to determine the effect of labeling on a person's being from an educational-psychological perspective. The focus was therefore placed mainly on the following: § Labeling as a phenomenon, with specific reference to what labeling is and its effect on a person's being. § The use of the Edu-Psychological Relation Theory as a theoretical basis for determining the effect of labeling on a person's being. § The compilation of a diagnostic questionnaire within the framework of the Edu-Psychological Relation Theory that was used in the empirical study. It was found that the consequences of labeling are generally permanent and irreversible, and that they result in isolation of the individual. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and was used to determine the effect of labeling. / Educational Studies / M. Ed. (Guidance)

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Made available in DSpace on 2016-04-27T16:32:39Z (GMT). No. of bitstreams: 1 Flavia Roberta Torezin Liba.pdf: 1404117 bytes, checksum: f87fc8a7d01c2168a5054b0b4ad51d1f (MD5) Previous issue date: 2012-05-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research has the theme the school knowledge of Physics Education, more specifically, the relation theory and practice linked in the pedagogical discourse of the mentioned discipline. The study was conducted according to a mixed research approach that associates quantitative and qualitative aspects, and in an empirical form. It intends to offer subsidies support for the discussion and a better understanding about the process of formation of school knowledge of Physics Education. The research used two documents as the source: the National Curricular Parameters and the Curriculum Proposal of São Paulo State.The search procedures adopted were the documentary analysis, using as theoretical-methodological reference, Bersntein's theory, specifically on those aspects that relate the process of pedagogical discourse of re-contextualization and the concept of classification. The results obtained demonstrate the possibility of finding the process of re-contextualization through analysis of instances that constitute it, besides revealing that the establishment of the relation between the "know-how" and the "know about" in physical education has been more valued in the official pedagogic discourse / Esta pesquisa tem como tema o conhecimento escolar de Educação Física, mais especificamente, a relação teoria e prática veiculada no discurso pedagógico da referida disciplina. O estudo foi realizado segundo uma abordagem mista de investigação, que associa aspectos quantitativos e qualitativos, e de forma empírica. Tem a pretensão de oferecer subsídios para a discussão e melhor compreensão acerca do processo de constituição do conhecimento escolar de Educação Física. A pesquisa utilizou dois documentos como fonte: os Parâmetros Curriculares Nacionais e a Proposta Curricular do Estado de São Paulo. Os procedimentos de pesquisa adotados foram a análise documental, utilizando como referência teórico-metodológica, a teoria de Bersntein, especificamente nos aspectos que incidem sobre o processo de recontextualização do discurso pedagógico e o conceito de classificação. Os resultados obtidos evidenciam a possibilidade de flagrar o processo de recontextualização por meio da análise das instâncias que o constituem, além de revelar que o estabelecimento da relação entre o saber fazer e o saber sobre o fazer em Educação Física vem sendo mais valorizado no discurso pedagógico oficial

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Text in Afrikaans / The aim of this study was to determine the effect of labeling on a person's being from an educational-psychological perspective. The focus was therefore placed mainly on the following: § Labeling as a phenomenon, with specific reference to what labeling is and its effect on a person's being. § The use of the Edu-Psychological Relation Theory as a theoretical basis for determining the effect of labeling on a person's being. § The compilation of a diagnostic questionnaire within the framework of the Edu-Psychological Relation Theory that was used in the empirical study. It was found that the consequences of labeling are generally permanent and irreversible, and that they result in isolation of the individual. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and was used to determine the effect of labeling. / Educational Studies / M. Ed. (Guidance)

The purpose of this study is to show principles of TAT card pull are applicable to object relations theory, and card pull effects are greater in subjects with greater impairments. Stories of physically abused and control child and adolescent subjects were evaluated on object relations scales of the SCORS (Westen et al., 1985). Scores varied systematically as a function of card stimulus characteristics. Analysis of scales assessing internalization of self supported stimulus inhibition interpretation while scales measuring views of others or individual affective experiences advanced stimulus pull explanation. Abused individuals' response patterns were similar to controls except on CR. Results of this study may increase TAT utility for evaluating object relations functioning by guiding card selection.

Afrikaans text / Hierdie studie het ten doel gehad om die Opvoedkundig-Sielkundige Relasieteorie te gebruik in die identifisering van 'n middeljarekrisis by middeljariges. Met die oog hierop is daar hoofsaaklik op die volgende gekonsentreer: Die middeljare as fenomeen, met spesifieke verwysing na die belewing van krisis­ elemente tydens hierdie lewensfase, wat op 'n middeljarekrisis sou kon dui Die gebruik van die Opvoedkundig-Sielkundige Relasieteorie as gefundeerde teoretiese vertrekpunt in die identifisering van 'n middeljarekrisis Die daarstel van •n diagnostiese vraelys binne die raamwerk van die Opvoedkundig- Sielkundige Relasieteorie wat in die empiriese studie gebruik is om 'n middeljarekrisis te identifiseer Daar is bevind dat, aJhoewel nie aile middeljariges 'n krisistydperk ervaar nie, daar tien verskillende krisis-elemente is wat op 'n middeljarekrisis sou kon dui. 'n Diagnostiese vraelys is in terme van die Opvoedkundig-Sielkundige Relasieteorie veroperasionaliseer, en gebruik in die identifisering van 'n middeljarekrisis. / The aim of this study was to use the Edu-Psychological Relation Theory in the identification of a midlife crisis in middle aged persons. The researcher concentrated on the following main aspects: The middle years as phenomenon, with specific reference to the experience of crisis - elements during this life phase, which could lead to a crisis The use of the Edu-Psychological Relation Theory as well-grounded theoretical point of departure in the identification of a midlife crisis The compilation of a diagnostic questionnaireusing the Edu-Psychological Relation Theory as framework, which was used in the empirical study to identify a midlife crisis It was found that, although not all middle aged persons experience a crisis during this time, there are ten different crisis elements which could indicate a midlife crisis. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and used in the identification of a midlife crisis. / Psychology of Education / M. Ed. (Voorligting)

本論文旨在從心理分析和女性主義的立場探討女性的母職對兩性人格發展 及其再製產生的影響，主要根據Nancy Chodorow的論述為依歸作此主題的 推演。發軔於十九世紀的女性主義經歷第一波、第二波婦運的洗禮及經濟 大蕭條、兩次世界大戰的衝擊，發展出各類因應時代變遷及婦女需求的理 論，由政權參與、經濟獨立、法律權利、婚姻自由、身體自主等議題一路 行來，歷經重重險阻，女性的母職始終是婦女排徊猶豫的十字路口，成為 今日女性主義者關注的焦點，因為它深刻地影響了女性的人格特質及兩性 關係的互動。 Chodorow以對象關係的理論基礎出發，佐以女性主義及社 會學的相關理論，融貫為其個人獨到精闢的見解。她由質疑女性母職的合 理性起始，詳細闡述女性的母職如何深植於人們的意識與潛意識之中的過 程及其對兩性人格發展及關係形成的影響。由於女性母職的排外與獨佔、 母親對兒子、女兒不同的態度，使得兩性在前伊底帕斯時期、伊底帕斯時 期的對象關係有不同的發展，其解決伊底帕斯情結的程度亦有所差異，此 導致日後兩性迴異的人格特質及感情關係。最顯著的差別是男性面對女性 時趨於防衛的態度，不善表達感情且將精力集於工作領域。女性則有在關 係中建立自我的需要，但是男性的封閉妨衛無法滿足女性的感情需求，若 轉向同性又有觸犯社會禁忌－同性戀之虞，女性惟有試圖由自己的孩子身 上尋得感情關係的滿足。由此，母子間密切的聯結再度形成，兩性的人格 特質及女性的母職便依此模式代代複製，循環不已。Chodorow認為解決之 道在於由兩性共同擔負撫育下一代的職責，使兩性孩童在均衡的親職中培 養相同的能力及平等的人格發展，以打破女性母職獨佔、再製的代代循環 ，創造嶄新、開闊的兩性關係。本篇論文共分五章。第一章為前言，第二 章介紹女性主義興發的時代背景及各主要派別的基本論述；第三章說明心 理分析派女性主義的主要論點及心理分析與女性主義二者間的牽連；第四 章闡述Chodorow對女性母職產生、再製過程及其影響的詳細推演；第五章 為結論，評析Chodorow母職再製理論的貢獻和缺失。

Afrikaans text / Hierdie studie het ten doel gehad om die Opvoedkundig-Sielkundige Relasieteorie te gebruik in die identifisering van 'n middeljarekrisis by middeljariges. Met die oog hierop is daar hoofsaaklik op die volgende gekonsentreer: Die middeljare as fenomeen, met spesifieke verwysing na die belewing van krisis­ elemente tydens hierdie lewensfase, wat op 'n middeljarekrisis sou kon dui Die gebruik van die Opvoedkundig-Sielkundige Relasieteorie as gefundeerde teoretiese vertrekpunt in die identifisering van 'n middeljarekrisis Die daarstel van •n diagnostiese vraelys binne die raamwerk van die Opvoedkundig- Sielkundige Relasieteorie wat in die empiriese studie gebruik is om 'n middeljarekrisis te identifiseer Daar is bevind dat, aJhoewel nie aile middeljariges 'n krisistydperk ervaar nie, daar tien verskillende krisis-elemente is wat op 'n middeljarekrisis sou kon dui. 'n Diagnostiese vraelys is in terme van die Opvoedkundig-Sielkundige Relasieteorie veroperasionaliseer, en gebruik in die identifisering van 'n middeljarekrisis. / The aim of this study was to use the Edu-Psychological Relation Theory in the identification of a midlife crisis in middle aged persons. The researcher concentrated on the following main aspects: The middle years as phenomenon, with specific reference to the experience of crisis - elements during this life phase, which could lead to a crisis The use of the Edu-Psychological Relation Theory as well-grounded theoretical point of departure in the identification of a midlife crisis The compilation of a diagnostic questionnaireusing the Edu-Psychological Relation Theory as framework, which was used in the empirical study to identify a midlife crisis It was found that, although not all middle aged persons experience a crisis during this time, there are ten different crisis elements which could indicate a midlife crisis. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and used in the identification of a midlife crisis. / Psychology of Education / M. Ed. (Voorligting)