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The viability of expressive techniques as used by the educational psychologistExner, Rosemary Joyce 05 1900 (has links)
This study proceeds from the assumption that art as a creative modality, is
capable of deepening the individual's awareness of the self and the manner in
which he communicates and forms relationships with his self as well as with
significant others.
This assumption is supported by references to personality theory which is
essentially client-centred in origin.
The study describes and assesses the value of art as a therapy for the
emotionally troubled adolescent, focusing on the process rather than the
product.
The results would indicate that art is therapeutic as the cathartic experience
allows the graphic image to speak in symbolic language for the client, allowing
the therapist to observe the client's psychic relationships and his coming to
terms with his self. / Psychology of Education / M.Ed. (Psychology of Education)
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The viability of expressive techniques as used by the educational psychologistExner, Rosemary Joyce 05 1900 (has links)
This study proceeds from the assumption that art as a creative modality, is
capable of deepening the individual's awareness of the self and the manner in
which he communicates and forms relationships with his self as well as with
significant others.
This assumption is supported by references to personality theory which is
essentially client-centred in origin.
The study describes and assesses the value of art as a therapy for the
emotionally troubled adolescent, focusing on the process rather than the
product.
The results would indicate that art is therapeutic as the cathartic experience
allows the graphic image to speak in symbolic language for the client, allowing
the therapist to observe the client's psychic relationships and his coming to
terms with his self. / Psychology of Education / M.Ed. (Psychology of Education)
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Play therapy as a component of an aid programme for reading disabled children : a psycho-educational perspective / Spelterapie as 'n komponent van 'n hulpprogram vir leergestremde kinders : 'n sielkundige opvoedkundige perspektiefKoller, Nancy Ruth 11 1900 (has links)
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)
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Play therapy as a component of an aid programme for reading disabled children : a psycho-educational perspective / Spelterapie as 'n komponent van 'n hulpprogram vir leergestremde kinders : 'n sielkundige opvoedkundige perspektiefKoller, Nancy Ruth 11 1900 (has links)
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)
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Relasieterapieteorie : 'n opvoedkundige sielkundige teorie vir diagnose en terapie / The relationship therapy theory : an educational psychological theory for diagnosis and therapyPienaar, Emily 11 1900 (has links)
Summaries in Afrikaans and Engish / There is at present a lack of consensus in the Educational
Psychological domain to a universal point of departure of a
uniform approach for Educational Psychologists. Educational
Psychologists have become increasingly aware that the
therapy and theories that they use for diagnoses and therapy
are not based on educational theories. They frequently fall
back on existing psychological schools of thought with the
result that very few of the educational theories feature
there in.
The purpose of this dissertation is therefore:
• To devise an accountable educational psychological theory
which will lead to the integrating of psychological and
educational insights.
• To devise diagnostic and research models to create an
accountable design in practice.
• To utilize the essence of
educational psychology
educational psychologists
for diagnoses and therapy. / Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied
'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike
vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige
sielkundiges. Opvoedkundige sielkundiges het toenemend
daarvan bewus geword dat die terapie en teoriee wat hulle
gebruik vir diagnose en terapie nie gebaseer is op
opvoedkundige teoriee nie, maar gewoonlik terugval op
bestaande sielkundige skole en denkrigtings met die gevolg
dat baie min van die opvoedkundige teoriee daarin voorkom.
Die doel van die proefskrif is gevolglik om:
• 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die
Relasieterapieteorie" daar te stel wat sal lei tot die
integrering van sielkundige- en opvoedkundige insigte.
• Diagnoserings- en navorsingsmodelle daar te stel ten
einde 'n verantwoordbare praktykontwerp te skep.
• Die Relasieterapieteorie in praktyk te veroperasionaliseer
om die opvoedkundige sielkundige essensies in die
praktyk in te dra en aan opvoedkundige sielkundiges 'n
gemeenskaplike vertrekpunt te gee vir diagnose en
terapie. / Psychology of Education / D.Ed. (Sielkundige Opvoedkunde)
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Relasieterapieteorie : 'n opvoedkundige sielkundige teorie vir diagnose en terapie / The relationship therapy theory : an educational psychological theory for diagnosis and therapyPienaar, Emily 11 1900 (has links)
Summaries in Afrikaans and Engish / There is at present a lack of consensus in the Educational
Psychological domain to a universal point of departure of a
uniform approach for Educational Psychologists. Educational
Psychologists have become increasingly aware that the
therapy and theories that they use for diagnoses and therapy
are not based on educational theories. They frequently fall
back on existing psychological schools of thought with the
result that very few of the educational theories feature
there in.
The purpose of this dissertation is therefore:
• To devise an accountable educational psychological theory
which will lead to the integrating of psychological and
educational insights.
• To devise diagnostic and research models to create an
accountable design in practice.
• To utilize the essence of
educational psychology
educational psychologists
for diagnoses and therapy. / Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied
'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike
vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige
sielkundiges. Opvoedkundige sielkundiges het toenemend
daarvan bewus geword dat die terapie en teoriee wat hulle
gebruik vir diagnose en terapie nie gebaseer is op
opvoedkundige teoriee nie, maar gewoonlik terugval op
bestaande sielkundige skole en denkrigtings met die gevolg
dat baie min van die opvoedkundige teoriee daarin voorkom.
Die doel van die proefskrif is gevolglik om:
• 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die
Relasieterapieteorie" daar te stel wat sal lei tot die
integrering van sielkundige- en opvoedkundige insigte.
• Diagnoserings- en navorsingsmodelle daar te stel ten
einde 'n verantwoordbare praktykontwerp te skep.
• Die Relasieterapieteorie in praktyk te veroperasionaliseer
om die opvoedkundige sielkundige essensies in die
praktyk in te dra en aan opvoedkundige sielkundiges 'n
gemeenskaplike vertrekpunt te gee vir diagnose en
terapie. / Psychology of Education / D.Ed. (Sielkundige Opvoedkunde)
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Enkele riglyne vir opvoedkundige-sielkundige terapie binne verskillende kultureConradie, Catharina 06 1900 (has links)
Text in Afrikaans / Die doel van hierdie ondersoek was om:
1. Die struikelblokke wat in terapie binne verskillende kulture voorkom, te ontleed.
2. Verskillende Westerse en nie-Westerse terapeutiese benaderings se toepassing op
multikulturele terapie te ontleed.
3. Bestaande riglyne en modelle vir multikulturele terapie daar te stel, ten einde 'n model vir
relasieterapie te ontwerp.
4. Ondersoek in te st el na die doeltreffendheid van relasieterapie op kliente uit verskillende
kulture.
Daar is 'n idiografiese model vir Opvoedkundige-Sielkundige terapie binne verskillende kulture
ontwerp. Die model is enersyds gebaseer op 'n Iiteratuurstudie en andersyds op die beginsels van
relasieterapie as Opvoedkundige-Sielkundige benadering.
Die resultate het die volgende getoon:
1. Hindernisse in Opvoedkundige-Sielkundige terapie met persone uit verskillende kulture kan
oorbrug word.
2. V erkryging van kulturele kennis oor die klient asook selfondersoek deur die terapeut
vergemaklik multikulturele Opvoedkundige-Sielkundige terapie.
3. Aan die hand van die model vir relasieterapie binne verskillende kulture kan doeltreffende
multikulturele terapie uitgevoer word.
4. Die model bied riglyne vir terapie binne verskillende kulture. / The purpose of this investigation was:
1. To analyse impediments appearing in therapy within different cultures.
2. To analyse the application of different Western and non-Western therapeutic approaches on
multicultural therapy.
3. To bring about existing guidelines and models for multicultural therapy, in order to design a
model for relation therapy.
4. To examine the effectiveness of relation therapy on clients from different cultures.
A model was designed for multicultural Educational Psychological therapy. The model is based
on a study of literature as well as the principles of relation therapy as an Educational
Psychological perspective.
The results have shown the following:
1. Obstacles in educational psychological therapy with persons from different cultures can be
bridged.
2. Attainment of cultural knowledge of the client as well as introspection by the therapist
facilitate multicultural educational psychological therapy.
3 . The model for relation therapy within different cultures can be utilised effectively for therapy
4. The model offers guidelines for multicultural therapy. / Psychology of Education / M. Ed. (Voorligting)
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Enkele riglyne vir opvoedkundige-sielkundige terapie binne verskillende kultureConradie, Catharina 06 1900 (has links)
Text in Afrikaans / Die doel van hierdie ondersoek was om:
1. Die struikelblokke wat in terapie binne verskillende kulture voorkom, te ontleed.
2. Verskillende Westerse en nie-Westerse terapeutiese benaderings se toepassing op
multikulturele terapie te ontleed.
3. Bestaande riglyne en modelle vir multikulturele terapie daar te stel, ten einde 'n model vir
relasieterapie te ontwerp.
4. Ondersoek in te st el na die doeltreffendheid van relasieterapie op kliente uit verskillende
kulture.
Daar is 'n idiografiese model vir Opvoedkundige-Sielkundige terapie binne verskillende kulture
ontwerp. Die model is enersyds gebaseer op 'n Iiteratuurstudie en andersyds op die beginsels van
relasieterapie as Opvoedkundige-Sielkundige benadering.
Die resultate het die volgende getoon:
1. Hindernisse in Opvoedkundige-Sielkundige terapie met persone uit verskillende kulture kan
oorbrug word.
2. V erkryging van kulturele kennis oor die klient asook selfondersoek deur die terapeut
vergemaklik multikulturele Opvoedkundige-Sielkundige terapie.
3. Aan die hand van die model vir relasieterapie binne verskillende kulture kan doeltreffende
multikulturele terapie uitgevoer word.
4. Die model bied riglyne vir terapie binne verskillende kulture. / The purpose of this investigation was:
1. To analyse impediments appearing in therapy within different cultures.
2. To analyse the application of different Western and non-Western therapeutic approaches on
multicultural therapy.
3. To bring about existing guidelines and models for multicultural therapy, in order to design a
model for relation therapy.
4. To examine the effectiveness of relation therapy on clients from different cultures.
A model was designed for multicultural Educational Psychological therapy. The model is based
on a study of literature as well as the principles of relation therapy as an Educational
Psychological perspective.
The results have shown the following:
1. Obstacles in educational psychological therapy with persons from different cultures can be
bridged.
2. Attainment of cultural knowledge of the client as well as introspection by the therapist
facilitate multicultural educational psychological therapy.
3 . The model for relation therapy within different cultures can be utilised effectively for therapy
4. The model offers guidelines for multicultural therapy. / Psychology of Education / M. Ed. (Voorligting)
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Terapie met die junior-primêre kind wat skeidingsangs ervaarHefer, Elizabeth 02 1900 (has links)
Text in Afrikaans / Skeidingsangs is 'n angsversteuring by kinders weens die onvermoe om van die
moeder te skei. Skeidingsangs is by die meeste jong kinders 'n realiteit wanneer
hulle van hul moeders geskei word. Die intensiteit van die angservaring van die
kind by skeiding word meestal onderskat.
Skeidingsangs manifesteer by skooltoetrede. Dit is die kind se eerste formele
toetrede tot die leefwereld waar eise aan horn gestel word. Skeidingsangs het
'n negatiewe invloed op die kind se totale leefwereld, sy relasies, skolastiese funksionering
en sosiale verhoudinge.
Vir die doel van hierdie navorsing word daar gefokus op die junior-primere leerling
(Sub A tot Standerd een). Daar is geen differensiasie ten opsigte van geslag
nie. 'n Diagnoseringslys, die idiografiese navorsings- en diagnoseringsmodel en
pedoterapieprogram (Jacobs: 1980, 1981) is gebruik vir diagnose en terapie van
skeidingsangs. Die effektiwiteit en bruikbaarheid van die terapeutiese tegnieke
en riglyne vir die ko-terapeute is empiries getoets vanuit 'n sielkundig opvoedkundige
perspektief. / Separation anxiety is an anxiety disorder in children as a result of their inability to
separate from their mothers. The intensity of the anxiety experience in the child
is generally underestimated.
Separation anxiety manifests itself when the child enters school. This experience
presents in the child's formal entry into the field of experience where personal individual
demands are made. Separation anxiety presents a negative influence on
the total field of experience, his relations to it, encompassing scholastic
functioning and social relationships.
The research is focused on the junior primary pupil (Sub A up to Stan de rd 1).
There is no differentiation regarding sex. A list of diagnosis, the idiographic research
and diagnostic model, and the pedotherapy programme (Jacobs: 1980, ·
1981) are all used, to diagnose separation anxiety and for the treatment of this
condition. The effectiveness and usefulness of these therapeutic techniques and
guidelines for the co-therapists were empirically tested from a psychological educational
point of view. / Psychology of Education / M. Ed. (Voorligting)
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Terapie met die junior-primêre kind wat skeidingsangs ervaarHefer, Elizabeth 02 1900 (has links)
Text in Afrikaans / Skeidingsangs is 'n angsversteuring by kinders weens die onvermoe om van die
moeder te skei. Skeidingsangs is by die meeste jong kinders 'n realiteit wanneer
hulle van hul moeders geskei word. Die intensiteit van die angservaring van die
kind by skeiding word meestal onderskat.
Skeidingsangs manifesteer by skooltoetrede. Dit is die kind se eerste formele
toetrede tot die leefwereld waar eise aan horn gestel word. Skeidingsangs het
'n negatiewe invloed op die kind se totale leefwereld, sy relasies, skolastiese funksionering
en sosiale verhoudinge.
Vir die doel van hierdie navorsing word daar gefokus op die junior-primere leerling
(Sub A tot Standerd een). Daar is geen differensiasie ten opsigte van geslag
nie. 'n Diagnoseringslys, die idiografiese navorsings- en diagnoseringsmodel en
pedoterapieprogram (Jacobs: 1980, 1981) is gebruik vir diagnose en terapie van
skeidingsangs. Die effektiwiteit en bruikbaarheid van die terapeutiese tegnieke
en riglyne vir die ko-terapeute is empiries getoets vanuit 'n sielkundig opvoedkundige
perspektief. / Separation anxiety is an anxiety disorder in children as a result of their inability to
separate from their mothers. The intensity of the anxiety experience in the child
is generally underestimated.
Separation anxiety manifests itself when the child enters school. This experience
presents in the child's formal entry into the field of experience where personal individual
demands are made. Separation anxiety presents a negative influence on
the total field of experience, his relations to it, encompassing scholastic
functioning and social relationships.
The research is focused on the junior primary pupil (Sub A up to Stan de rd 1).
There is no differentiation regarding sex. A list of diagnosis, the idiographic research
and diagnostic model, and the pedotherapy programme (Jacobs: 1980, ·
1981) are all used, to diagnose separation anxiety and for the treatment of this
condition. The effectiveness and usefulness of these therapeutic techniques and
guidelines for the co-therapists were empirically tested from a psychological educational
point of view. / Psychology of Education / M. Ed. (Voorligting)
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