Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 17, 2006. Dissertation Committee: Pamela Wheeler, Thomas Caldwell (co-chairs), Lanny Morreau, Jerome Tillman, Ramesh Chaudhari. Includes bibliographical references (leaves 83-93) and abstract. Also available in print.

Text in afrikaans / The main object of this research was to present the profile of a child that bullies other children and to place one changeable element, namely self-esteem, within this profile. The description of children that reflect bully behaviour in accordance with the Gestalt approach is absent in most of the familiar Gestalt literature. The Gestalt approach is therefore utilized as a theoretical framework to describe the profile of children that bully others. The empirical research methodology is performed by combining a qualitative and a quantitative research approach. The approach to the research was based on the dominant-less-dominant model whereby the dominant approach, namely the qualitative approach, was utilized. The quantitative approach had a supportive role to the qualitative approach in this research by utilizing a standardized measurement instrument to round off the profile of the child identified as a bully. The profiles compiled of the children that bully others can be utilized as a guideline for Gestalt therapeutic interventions. / Social work / M. Diac.

The purpose of the research was to use life mapping during the intervention period in order to enhance the self-knowledge of the children in their mid-childhood years, in a children’s home. In order to reach this goal, the life mapping- and the gestalt play- therapeutic processes had been combined with, art and creativity included in the process. The study is quantitative and a standardised measuring instrument had been used for the pre-test and posttest, according to the single-system design. The hypothesis was tested by way of statistical analysis, by comparing data obtained from the pre-test and posttest. The child in a children’s home does not always know who he/she is. Because of possible trauma experienced before admission to the children’s home, self-knowledge could not be developed from within or from input obtained out of the social environment. Sometimes, a child in a children’s home, does not know why he/she was admitted. It is necessary for the child to know where he/she came from, where he/she is at present and where is he/she is going. The framework of life mapping integrates these concepts. By compiling a life map, a child obtains self-knowledge. When he/she had formed a perception of who and what he/she is and what he/she wants to achieve, the child can start working on self-fulfillment. With self-knowledge and a good perception of his/her life, the child develops a self concept, which usually contains an element of self-evaluation. The child can start leading an own life, make own choices, take responsibility for his/her own life and becomes independent, notwithstanding the circumstances of origin. The purpose is to bring back balance and a sense of self into the life of the child, which are also the purposes emphasised by both life mapping and gestalt play therapy. The literature study includes both the behaviour and emotions of the child in a children’s home. The influence on the life of the child had been investigated. Objective one was to build on the knowledge base on life mapping and gestalt play therapy processes. The processes were compared and integrated in this study. Life mapping as a concept, is known since the early 20th century, but was not applied in therapy, often. The developmental phase of a child in mid-childhood, in a children’s home had been studied. The developmental tasks in the mid-childhood are varied and is a progression of tasks from the previous phases. The synthesis, according to Erikson, during this phase, is capability. Industry versus inferiority could be seen as the “crisis” of this developmental phase. The child starts having the concept of the true self, versus the ideal self and he/she compares him/herself with others. Objective two was intervention by way of life mapping, together with the gestalt principles. This proved to have been very successful with observing the research results. Aspects of the whole life of every respondent had been included into the life maps. The fact that the life had been looked at in totality is in accordance with the gestalt concept of gestalt therapy. The respondents started owning their own personality traits and began to experiencing their uniqueness. It was thus enhancement of self-knowledge that took place. All the objectives of the study had been reached. The study resulted in an 80 percent significant change in the average self-knowledge of the respondents. / Dissertation (MSD Play Therapy(Social Work))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

Elementary-school children (4th-6th grades)--Perceived parenting methods and scholastic achievement--Harter's Self-Perception Profile--Parent-Child Relationship Questionnaire--Gender and ethnicity factors.

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A dissertation submitted to the Faculty of Arts at the University of Zululand, (South Africa), in fulfillment of the requirements for the Master of Arts in Research Psychology degree, 2004. / The purpose of the study was to examine certain aspects of educational and occupational development in adolescent females. Specifically, the aims were: (1) to ascertain the nature of occupational aspirations of black adolescent girls, (2) to determine the relationship between black adolescents self esteem and occupational aspirations, and (3) to find out whether parents' level of education has an influence on black adolescents' occupational aspirations. Subjects were 161 black girls, aged between 14 and 23 years, from two schools (one a private school and the other a government school) in the township of Atteridgeville, west of Pretoria. The overall results on the educational aspirations of this sample of adolescent girls indicated that these girls intend to graduate from, high school and achieve higher levels of education beyond high school. Occupational aspirations were assessed on the basis of their training requirements, on the first choice of occupation, which the students wanted more than the others; a majority of them aspired to occupations necessitating a degree. The type of schooling did play a role in influencing occupational aspirations, it is thus important to acknowledge that socioeconomic factor is the important variable , since socioeconomic influences which children go to public schools and which go to private schools. It was interesting to find that individual value for educational aspirations and social approval for educational aspirations were significantly related, and that the individual value for occupational aspirations and social approval for occupational aspirations were significant. The t-test for equality of means showed that the government school girls were slightly higher than the private school girls on school ability, while the private school girls were significantly higher on occupational aspirations than the government school girls

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This study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's liking of each peer, (c) each peer's actual liking of the child, and (d) the child's perceived similarity to each peer. Participants were 197 children in the fourth through eighth grades at a university school. Narcissism predicted the four types of target-specific aggression in disparate ways for boys and girls. Narcissistic boys were especially likely to direct aggression toward male peers whom (a) they perceived as disliking them, (b) they disliked, and (c) they perceived as dissimilar to themselves. Narcissistic girls were especially likely to attack female peers whom they perceived as similar to themselves. Narcissism may enhance different motives for boys and girls in same-sex peer relatinships. We propose that narcissism enhances investment in status and rivalry amoung girls while enhancing the motive to attack dissimilar peers among boys. / by Chelsie Anderson. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

University of Macau / Faculty of Education