Abstract not available

M.A. / This research has been undertaken against the background of Coronary Heart Disease (CHD) as being one of the major causes of death in South Africa. An indepth literature study made it evident that, despite intervention programs that have been successful in reducing the CHD rate, it still remains a number one killer. This could possibly be attributed to CHD prevention programs that historically have focused on biologically related lifestyle factors, and neglected a very important adjuvant risk factor for CHD, namely Type A behaviour. The aim of this dissertation was to study the viability of changing Type A behaviour in childhood through group sport participation in view of the fact that the Type A behaviour pattern (TABP) already present in childhood, has to date not been addressed as a primary preventative possibility. Group sport was chosen as an intervention by nature of it being co-operative, socially supportive and successful in the improvement of a number of relevant factors. Sport has also been demonstrated to be an appropriate outlet for aggressive impulses apparent in Type A behaviour. Twenty subjects participated in the intervention program that took place over a period of eight weeks. A second group of ten Type A subjects served as a no-treatment control group. The intervention was carried out at a primary school in Johannesburg. The results of the study revealed that Type A behaviour (TAB) was not reduced, save for the impatience component, by participation in group sport. Aggressive potential and anxiety in the Type A child, were also not reduced. It is concluded that the intervention of group sport in the reduction of TAB was not successful, and that future studies should investigate an intervention that is successful for the reduction of the TABP in childhood.

The prevalence of anxiety amongst children with Autism Spectrum Conditions (ASC) is reportedly considerably higher than the general population (Ozsivadjian & Knott, 2011). Research considering intervention for children with ASC and anxiety has predominantly been from a clinical perspective, with limited evidence based literature being found that explored the needs of these students in relation to anxiety within the mainstream secondary school educational context. Anxiety can increase during adolescence for children with ASC (White, Ollendick, Scahill, Oswald, & Albano, 2009) and many of the anxiety related worries of children with ASC have been found to be related to school (Ozsivadjian & Knott, 2011). However, there is a dearth of research regarding practical support within an educational setting that can be implemented by schools on a needs basis to support students with ASC and signs of anxiety. Four students with a diagnosis of an ASC who had presented with signs of anxiety were identified from mainstream secondary schools across one English local authority. A parent and an educational practitioner who worked with each student also participated. A qualitative multiple embedded case study design was utilised. Suitably differentiated methods for gaining this cohort of students’ views and engaging them in the research were employed. Data from semi-structured interviews and educational documentation were analysed for main themes using thematic analysis based upon Braun and Clarke's (2006) six phase model. The perceived needs and difficulties of anxious students with ASC and what is considered to be effective practice in supporting them within a mainstream secondary school setting are outlined. The study provides some understanding of the needs of students with ASC and how schools support management of their anxiety. The research intends to extend knowledge of the needs of these students and what works in effectively supporting these students within a mainstream secondary school setting.

The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.

The service role and functions of school counseling and school psychology have been discussed extensively for several decades. The literature from each professional discipline is replete with calls to expand the training and service capacity of these school professionals. Simultaneously calls are made for even broader educational reform as it specifically relates to student pupil services. From within this context an integrated school counseling and school psychology program known as the School Counseling Psychology Program was organized and administered at Brigham Young University. This qualitative dissertation study highlights the perceived strengths and limitations of this integrated training program. The impact of integrated services and collaboration among student service professionals is highlighted from a regional perspective that reaffirms the value of grassroots level research. Lastly, the conceptual barriers and recommendations of administering an integrated school counseling and school psychology training program are presented and discussed.

There is a lack of research based data in the field of learning disabilities, especially at the secondary level. The purpose of this study was to evaluate personality configuration patterns and vocational interests through the administration of the Myers-Briggs Type Indicator, Abbreviated Version (AV) and the Self-Directed Search, Form E (EASY) for learning disabled (LD) and non-learning disabled (NLD) students. The sample included 90 LD students and 100 Non-LD students grades 9 through 12 in a large suburban school system. Research questions considered: (1) differences in personality and vocational interest between LD and NLD students; (2) age and gender of LD and NLD students in relationship to vocational interests; (3) relationship between personality patterns and vocational interests between LD and NLD students. Treatment of the data used both descriptive and inferential statistical analyses. Analyses relied on categorical data, and the chi-square test was the statistical test used. Demographics provided data on groups regarding ability level and reading achievement scores related to occupational preferences and gender characteristics. Results indicated that no significant personality differences existed between LD and NLD adolescents. It was found, after looking at all possible interactions between vocational preferences and personality, age, grade, and gender, that significant differences occurred with gender and vocational preferences for both LD/NLD groups. Additionally, EI and TF differences in vocational preferences existed for LD and NLD students. EI and TF differences between LD and NLD career preference showed LD I's and T's prefer mechanical careers, whereas NLD I's and T's prefer teaching and sales. This is correlated with gender preference of LD males for mechanical (non interactive careers), whereas NLD prefer interactive careers / Ed. D.

published_or_final_version / Education / Master / Master of Education

The problem with which this investigation was concerned was that of determining the effects that an achievement motivation program had on changing the self-concepts and academic achievement among ninth-grade students in a triethnically mixed junior high school. The subjects for this study were ninth-grade students from a large southwestern city. The experimental program was conducted in a junior high school composed of Anglo, Mexican-American, and Negro students of approximately 30 per cent, 40 per cent, and 30 per cent ratios, respectively. The comparison school was an adjoining area with approximately the same ethnic mixture. In measuring changes in self-concept, the Piers-Harris Children's Self-Concept Scale was used. Teacher-assigned grades converted to numerical equivalents were used in measuring changes in academic achievement. All hypotheses were tested at the .05 level of confidence by using two by three analysis of covariance. All data were entered on computer cards, using computer services of North Texas State University.

The problem of this study was to determine the relationship between self-concept, expressed sexual knowledge, and attitude toward sex education of a group of experienced elementary teachers. A second dimension of the problem was to investigate the relationship of the three variables above with certain other factors that could possibly influence the effectiveness of the elementary teacher of sex education. These factors were age of the teacher, sex of the teacher ,grade level of teaching, educational level of the teacher, teaching experience, marital status of the teacher, number of siblings of the teacher, and church preference or affiliation of the teacher.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-07T11:08:13Z No. of bitstreams: 1 MARIANA FELDMANN.pdf: 2801607 bytes, checksum: 68c81e3b64a35ec1f758b9078d854c31 (MD5) / Made available in DSpace on 2018-02-07T11:08:13Z (GMT). No. of bitstreams: 1 MARIANA FELDMANN.pdf: 2801607 bytes, checksum: 68c81e3b64a35ec1f758b9078d854c31 (MD5) Previous issue date: 2017-12-12 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This work is based on the need to understand how Ethnic-Racial Relations are established within a public school. Through the researcher?s insertion in the ECOAR (Space of Coexistence, Action and Reflection), a psychosocial project in the public schools, the research had the objective of accompanying, describing and analyzing the daily school life, taking as a reference the ethnic-racial relations, thus making possible the mapping of actions which are carried out in congruence with Public Policy. Stemming from the theoretical contributions of Cultural Historical Psychology, Psychology, and Ethnic-Racial Relations, Critical Psychology and Historical Dialectical Materialism, we understand the constitution of the subject from the historical, cultural and social dimensions. It is an Action-Participation Research that utilized as sources of information: 1) Political Pedagogical Project; 2) City Hall website and MIPID program website; 3) Mapping with students; 4) Field Diaries prepared by the ECOAR team 5) Expressions of the students from the activities carried out by the ECOAR project. The analysis of the sources of information was carried out from the Constructive-Interpretive Analysis. The results demonstrated the presence of racism and discrimination, violence lived, naturalized and reproduced daily in the school environment; the lack of interest and knowledge of the origins of the students themselves; the difficulty in understanding the importance of discussing Laws 10.645 and 11.645 and how to work this aspect in school; the importance of discussing the students' life history. From the results found, it was possible to outline actions to address racism and other forms of violence encountered, as well as demonstrate the importance of Psychology for monitoring children and youth development in school. / Este trabalho parte da necessidade de compreender como as Rela??es ?tnico-Raciais s?o estabelecidas dentro de uma escola p?blica. Por meio da inser??o da pesquisadora no ECOAR (Espa?o de Conviv?ncia, A??o e Reflex?o), projeto psicossocial na escola p?blica, a pesquisa teve como objetivo acompanhar, descrever e analisar o cotidiano da escola tomando como refer?ncia as rela??es ?tnico-raciais e mapear as a??es que s?o realizadas diante da Pol?tica P?blica. Partindo das contribui??es te?ricas da Psicologia Hist?rico Cultural, Psicologia e as Rela??es ?tnico-Raciais, Psicologia Cr?tica e do Materialismo Hist?rico Dial?tico, entendemos a constitui??o do sujeito a partir das dimens?es hist?rica, cultural e social. Trata-se de uma Pesquisa A??o-Participa??o que utilizou como fontes de informa??o: 1) Projeto Pol?tico Pedag?gico; 2) Site da Prefeitura Municipal e Site do programa MIPID; 3) Mapeamento com os estudantes; 4) Di?rios de Campo elaborados pela equipe ECOAR 5) Express?es dos estudantes a partir das atividades realizadas pelo projeto ECOAR. A an?lise das fontes de informa??o foi realizada a partir da An?lise Construtiva-Interpretaria. Os resultados encontrados demonstraram o racismo e discrimina??o sofridos pelos estudantes; a viol?ncia vivida, naturalizada e reproduzida no cotidiano da escola; a falta de interesse e conhecimento das origens dos pr?prios estudantes; a dificuldade na compreens?o da import?ncia da discuss?o das Leis 10.645 e 11.645 e de como trabalhar essa quest?o na escola; a import?ncia de discutir a hist?ria de vida dos estudantes. A partir dos resultados encontrados, foi poss?vel tra?ar algumas a??es para o enfrentamento do racismo e as outras formas de viol?ncia encontradas, assim como a import?ncia da Psicologia para o acompanhamento do desenvolvimento de crian?as e jovens na escola.