Inaug.-diss.-Freiburg i. Breisgau. / Lebenslauf. "Sources" ; p. 51-52.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 77-[78]).

Assignment (MA)--University of Stellenbosch, 2005. / Bibliography. Also availabe via the Internet.

This study asserts that loss has been primarily focused on in terms of a set of reactions whose goals and content tend to be externally orientated. The thesis presented here states that the consideration of reaction to loss is incomplete without a detailed understanding of how the phenomenological self, on the intrapsychic level, is effected by loss. Consequently, this study takes a comprehensive look at how loss can effect this level of the phenomenological self, as well as the types of losses it can experience. An attempt is made to demonstrate that these losses to the phenomenological self can be identified and defined as a generic set of experiences, or, class of psychological events, which when taken together, this study considers as the loss of self. Given this class of psychological events, it is further claimed that mourning the loss of self, in different forms, is a universal change process. When dealt with in therapy this change process of mourning the loss of self is considered as a class of therapeutic event. An extensive literature review examines the basis for these claims, and provides the foundations for the presentation of a clinical model for mourning the loss of self. In this model, self, types of loss of self, and the process of mourning the loss of self, as relevant to this study, are defined. Utilization of this model for therapeutic purposes is demonstrated in case studies, and implications for research, as well as areas of application, are suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This research, as a multiple-participant case study, has explored the integration of Self Psychology and art therapy with three women who have disorders of self known as Narcissistic Behaviour Disorders. These disorders are defined in Self Psychology by the presence of perversion, addiction and/or delinquency that represent the enactment of fantasies that are markedly and decidedly narcissistic in nature. In this thesis, only addiction and perversion were considered feasible for psychotherapy in which the integration of Self Psychology and art therapy were achieved. The findings of this research support this integration as a form of psychotherapy that is successful in treating women who can be diagnosed as having Narcissistic Behaviour Disorders. In the case of the abuse of alcohol, the abuse of food and the presence of sexual self-mutilation, this integration was found to provide patient-participants with the opportunity to use the art as external, healthy transitional selfobjects that could replace the external ersatz selfobjects of food and alcohol and the objects that had become sexualised as part of the perversion. In breaking from findings on treating addiction within Self Psychology, this research provided evidence to support the use of the transitional selfobjects in the form of art within the self-selfobject relationship with the psychotherapist-researcher. This finding backs the move to the use of transference and the self-selfobject psychotherapeutic relationship as the guiding context for psychotherapy, while moving away from the notion that people with Narcissistic Behaviour Disorders should use the psychotherapist for the purposes of healing. Instead, the emphasis in the current findings is that the art can be used within the therapeutic relationship, providing two forms of selfobjects for the patient, each with a different purpose. This research has generated guidelines for psychotherapists and art therapists who wish to integrate art therapy and Self Psychology. An absence of literature in art therapy based on the paradigm of Self Psychology has made these guidelines a working model that will need further refinement and research. These guidelines are derived from the analysis of data that revealed how the integration of Self Psychology and art therapy articulated and manifested the diagnosis, understanding and treatment of three women with Narcissistic Behaviour Disorders in long-term art therapy informed by Self Psychology. / Prof. H.G. Pretorius

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work.

Thesis (PhD) -- Auckland University of Technology, 2005. / Also held print (xiii, 286 leaves, 30 cm.) in North Shore Campus Theses Collection. (T 510.71293 MAR)

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 66-72).

Thesis (Ph.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 131-135) and index.

Improving the achievement of students in New Zealand is a major commitment of the Government. In his report on the national education priorities, the Minister of Education (2003) clearly stipulates the key goals and strategies across the education system to improve educational outcomes. One of the two major goals, which is a part of the key priorities for the next three years, is to "reduce systematic underachievement in education" (p. 8). To attain this goal the focus of the Government will be, among others, to lift the achievement levels of the bottom 25% especially in literacy and numeracy, increase retention in senior secondary school, and increase achievement at higher tertiary levels by all cultural groups. Strategies focus on raising expectations for achievement of all learners, focusing on quality teaching, strengthening family and community involvement and focusing on learning outcomes. Fancy (2004), Secretary of Education in New Zealand, states that from the 1990s there is a shift in focus in the education sector from that of good administration to effective teaching and clearer expectations on student achievement. A crucial factor in achievement is self-efficacy. Research has been extensive on the relationship between self-efficacy and student achievement in academic settings. With increasing diversity in the student population, and wide disparities in achievement of students in New Zealand, the need to assess student self-efficacy emerges as a valuable source of evidence about students' self-beliefs in achievement in distinct subjects, and in the use of cognitive, motivational, self-regulatory strategies and related determinants of achievement. The concept of self-efficacy is based on the triadic reciprocality model symbolising a relationship between: (a) personal factors i.e., cognition, emotion, and biological events, (b) behaviour, and (c) environmental factors (Maddux, 1995). Cognition, emotion and behaviour are the domains of personality which form the basis of research in self-efficacy. Self-report scales are most commonly used in the assessment of self-efficacy. The guidelines to construct scales to assess selfefficacy have been specified by Bandura (2001). These guidelines highlight the importance of developing self-report measures which are task specific, and take into consideration all three domains of self-efficacy and three levels within each domain. Suggestions to develop measures which are reliable and have content validity have been provided in the guidelines. Self efficacy is viewed as a multidimensional construct which shares a reciprocal relationship with various determinants of learning and achievement. The determinants considered in the present study include: (a) motivation strategies, (b) cognitive strategies, (c) resource management, (d) self-regulated learning, (e) meeting others' expectations, and (f) self-assertiveness. The major aims of the present research are to assess diverse students' self-efficacy in mathematics, and the relationship between self-efficacy and achievement. Students' self-efficacy in the use of specific learning strategies is further explored. Teachers' beliefs in the use of learning strategies within the classroom context are also surveyed. Situated in multicultural schools with groups of diverse students, participants were students who opted for mathematics in Form VI and Form VII from three schools, and mathematics teachers from one of the secondary schools. In Phase I, self-efficacy is assessed in the context of the three domains; that is, cognitive, behavioural and emotional self-efficacy. A survey of students and teachers' self beliefs in the use of learning strategies is undertaken in Phase II of the study. The scores on the scales of self-efficacy in mathematics and in use of learning strategies are correlated with students' achievement results in mathematics. While the findings from the study show students reporting moderately high levels of self-efficacy, the perceived levels of self-efficacy in the different domains is not reflected in achievement in mathematics. The reasons for this incongruence is explored in the context of student achievement trends, and the wider socio-cultural and historical context of New Zealand society, with recommendations including a four-point strategy to raise achievement of students.