A RESEARCH REPORT SUBMITTED TO THE DIVISION OF SPECIALIZED EDUCATION, UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG, IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DSGREE OF MASTER OF EDUCATION (SCHOOL COUNSELLING) / There is generally a lack of research in the area of self concept development in the classroom, as related to Black education in general, and at Black colleges of education in particular. The importance of self-concept in the academic situation and the need to develop it in Black education was a motivating reason for the current research study. The study was undertaken at the Soweto College of Education. (Abbreviation abstract) / Andrew Chakane 2019

University of Macau / Faculty of Education

The past decade has witnessed students with disabilities attending university in everincreasing numbers. In particular, many countries, including Australia, now report that students with so-called 'invisible disabilities' comprise the vast majority of those seeking support from Student Disability Services at university. Despite this increase, relatively few researchers have investigated the processes involved in the university education of students with disabilities, particularly during their crucial first year, when the highest rate of student attrition occurs across the board. The substantial body of research which has investigated the 'first year experience' for university students in Australia and the United States of America has ignored the issues unique to students with disabilities during this critical period. At the same time, some researchers, predominantly in the United States of America and the United Kingdom, have studied the tertiary education of students with disabilities. However, the subject has received less attention in Australia. Also, certain categories of university students with disabilities have been overlooked. In particular, university students diagnosed with Attention Deficit/Hyperactivity Disorder (AD/HD) appear to be one of the groups that have attracted little attention worldwide, despite the vast body of research that exists on children and, increasingly, on adults with the diagnosis. These students constituted the focus of the study reported in this thesis. The aim of this study was to develop substantive theory about how university students who are diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD) deal with their first year. The study is conceptualised within the social theory of symbolic interactionism. A central research question and a series of related guiding questions were used as the starting point for data collection. Data collection was conducted largely through in-depth, individual, face-to-face semistructured interviews, and participant observation consistent with the interpretivist qualitative research tradition. In addition, informal interviews, telephone interviews and documents provided supplementary data for the study. Data analysis, which occurred concurrently with data collection, employed the open coding method consistent with the grounded theory model and the development and testing of propositions. The central proposition of the substantive theory generated from this study is that students diagnosed with AD/HD experience a sense of developing empowerment as they progress through three stages in their first year at university. The first stage in the theory of developing empowerment is entitled the development of empowerment through realising a dream. The second stage is entitled the development of empowerment through becoming proactive. The final stage is entitled the development of empowerment through the feeling of belonging. The theory of developing empowerment provides a new perspective on how university students with a diagnosis of AD/HD deal with their first year of study. A number of implications for further theory development, policy and practice are drawn from it. There are also several recommendations for further research.

Thesis (M.Sc. (Hons.)) -- University of Western Sydney, 2000. / "A thesis for the degree of Master in Applied Science" Bibliography : leaves 209-219.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 241-249).

Thesis (Ph.D.)--University of Western Sydney, 2007. / A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy (Social Ecology). Includes bibliographies.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 194-208).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 241-249).

Clients embark in therapy for different reasons and they often do not understand their own behaviour, thoughts and feelings. Some state that they do not feel themselves and ask questions about who they really are. This study explores different therapeutic ways in assisting clients to find answers to this question. The researcher indicates that the self is an energy system which can be in dissonance. It explores the subconscious as a resource that can be utilized in therapy, assisting clients to discover their essential selves. The study uses an eclectic approach, where the Medical Hypnoanalysis Model is used to identify aspects with regards to the self being dissonant. It is indicated how the hypnotherapeutic techniques within Ego-state therapy and Ericksonian psychotherapy contribute to the exploration of the subconscious and its resources. The study utilizes subconscious resources to assist clients to become more aware of their essential selves and to activate the process of self-actualization. From theory the study constructed a new eclectic approach in assisting clients to discover their essential selves through their subconscious resources. This proves to be of value in approaching therapy from a psycho-educational perspective. The therapeutic process of identifying and accessing subconscious resources takes place within the framework of the SARI-model (a model within the Ego-state therapy theory). This study presents four case studies and discusses information that can be gained from the subconscious mind of the client and its utilization in therapy. The cases illustrate that the subconscious has the resources available to assist in the identification of the cause of the problem, inner-strengths, a subconscious safe place and possible solutions to the problem. It was indicated that these resources can be used to integrate trauma from the past, resolve negative beliefs and to enhance the establishment of equilibrium within the self as energy system, which leads to the client discovering and becoming the essential self. The study concludes with a model that can be used to discover the essential self by means of subconscious resources in addressing client's fundamental question of `Who am I really?' / Educational Studies / D. Ed. (Psychology of Education)

The aim of this research is to show theoretical similarities between emotional intelligence and self-actualisation. The empirical results give evidence of the relationship between these two concepts. An assessment battery consisting of the BarOn Emotional Quotient Inventory (BarOn EQ-i), an emotional intelligence instrument and the Personal Orientation Inventory (POI), a self-actualisation instrument was used to measure the concepts of emotional intelligence and self-actualisation. A sample of 71 employees was assessed using psychometric tests and a biographical questionnaire. The data was collected over a period of four months. The statistical methods used in this research focus on quantitative measurement. Calculations are mainly done with t-tests and Pearson's product moment correlation coefficient. The empirical results of this research give partial evidence of the correlation between emotional intelligence and self-actualisation. Positive relationships between various factors of emotional intelligence and self-actualisation were found. / Industrial and Organisational Psychology / M.A.(Industrial Psychology)