The influence of social climate in classroom on a self-concept of pupils with specific learning disabilities. The aim of the thesis was to outline the problems of the self-concept of pupils with specific learning disabilities in the classroom social climate. The thesis has the form of an overview study followed by a research probe into the given problems. The theoretical part of the thesis deals with the definition of the following main terms based on the literature studied: specific learning disabilities, self-concept, social climate in the classroom. Furthermore, symptoms of the specific learning disabilities and their impact on the self-concept of pupils within the social climate in the classroom are described. The practical part of the thesis deals with the research probe. The research sample is represented by seven classes of 7th and 8th grade pupils from two Central Bohemia schools and three Prague schools. The research probe has the form of a non-standard survey study. In conclusion, the necessity of further research in the area is emphasized. Key words Specific learning disabilities, self-concept, social climate in classroom, academic self-concept

The topic of this thesis is the self-concept of school success of a pupils with autism spectrum disorder. It focuses on academic self-concept and academic self-efficacy as two important and related concepts. These concepts are also compared. We know from available researches that pupils with autism spectrum disorder have lower self-concept in some areas than normal pupils. This research project aimed to compare the self- concept of school success with pupils with autism spectrum disorder with a normative sample of normal pupils and also with pupils with other difficulties in each category. Questionnaire method and interview were used. The results show that child with autism spectrum disorder have just a higher self-concept of orthography than normal child. Also they have higher self-concept at maths, reading, orthography, writing, self- confidence and global score of self-concept than dyslexic child. Next they have higher global self-concept and self-concept of maths than child with mild brain dysfunction. The others scales showed no statistically significant difference. The interview showed that about 40% of children with autism spectrum disorder don't like math and 40% of children with autism spectrum disorder have problem in maths. KEY WORDS Autism Spectrum Disorder, self-concept, academic...

The thesis deals with the issue of self-concept and stress. Determination of theoretical links focuses on defining of basic concepts connected with this issue. University studies are considered a demanding and stressful situation that can cause a wide range of problems in some students. There are considerable interindividual differences in stress perception - the personality can either create various defense mechanisms against critical situations or can cope with them by means of constructive perception and actions. The objective of the empirical part was to find out what is the relationship between self-concept of students of Faculty of Health and Social Studies in České Budějovice and perception and living stressful situations connected with their university study. Information necessary for quantitative research was obtained by the method of questioning. The technique applied was a questionnaire, filled in by students of both daily and combined studies. The research showed that there exists a moderate dependence between these two variables, which means that low values of self-concept and self-esteem correspond with high values of stress perception. It was also revealed that stress perception is associated mostly with an examination or a public speech of a student. This fact indicates that a situation that is directly. Thus it would be appropriate for students to know different techniques of preventing and coping with stress and they could try to reduce the tension or to eliminate stress through these techniques. Adequate self-image or self-concept is an important condition for psychical balance and satisfaction with own life and thus I believe that professional psychological care within psychological counseling at universities can contribute to solving the problem.

The thesis deals with the problems of a young adult human being's self-concept from the psychological point of view. The influence of the social elements on the start in an adult life can be observed through individualism, consumerism and quality of life, which all affect the two most important parts of life ? the work and human relations. The main part of the thesis focuses on the self-concept issues of a young adult in correlation to the (dis)satisfaction in the social roles as all the roles include various expectations. The dissatisfaction can be caused by preferring the ideal "myself" which is not in accordance with the actual requirements of the social environment. This can have a negative impact on the self-concept and individual's functioning within the community and society. The individual turns his attention to the social worker when having self-concept problems that might result in mental difficulties. The theoretical starting points are applied to some particular areas of the social work (social work with the young adults, social work with families, marital and family consultancy).

No description available.

"The emergence of rehabilitation as a social movement may be a significant contribution of the twentieth century to human development. Each step toward freeing human potentiality from the limitations of disability contributes to the dignity and growth of all mankind." (14:1) Through accident or disease. thousands each year are faced with the problems of physical disability. While the major concern in the rehabilitation of these people is the restoration or improvement of physical function. the social and psychological effects of disability are now being recognized as weighing heavily in the total adjustment to the problems of coping with life in normal society.

Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik. Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding, ten doel. Die model is saamgestel vanuit die navorser se praktykervaring en 'n literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van vaardigheidsopleiding. Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van kinders in die middelkinderjare plaasgevind bet met die toepassing van die model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van die model en die riglyne vir die operasionalisering daarvan, daarin dat dit praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative self-concept is underlying to several initial reported problems, as well as the child's inability to actualize in order to reach his full potential. Educational psychologists identified the necessity for supportive intervention to address this problem. This has led to the establishing of a model: "Model for psychotherapeutic skills training for the child with the purpose of improving self-concept". This model aims to relinquish self-concept shortcomings by means of psychotherapeutic skills training. This model has been constructed from the researcher's experience in her practice as well as a literature study, which led to the compilation of conceptual frameworks for self-concept and psychotherapeutic skills training. In this study, self-concept shortcomings have been linked to the lack of skills. This has resulted in self-concept shortcomings to be addressed by skills training. The conclusion which has been reached is that there is an improvement in the self-concept of children in mid-childhood years with the implementation of the model. According to educational psychologists in private practice, the value of the model and the guidelines for the implementation thereof, lie in the the fact that the model has practical applicational worth in the process of rendering support. / Psychology of Education / D. Ed. (Psychology of Education)

Aims and Rationale: The present study aims to enrich understanding of the professional identity of counselling psychology in the UK by exploring both the individual professional identities of counselling psychologists and the broader identity of the profession as a whole. This will elaborate on the existing literature base and allow the researcher to gather a breadth of perspectives of counselling psychology identity whilst also exploring the issues surrounding the identity development of practitioners in greater depth. Method: The study adopts a triangulation mixed methods design to explore the professional identity of counselling psychologists (Cresswell, Plano Clark, Guttman & Hanson, 2003). An exploratory online survey was designed to explore 1) the training, employment and practice characteristics of counselling psychologists and 2) their perception of the role, contribution and future identity of the profession. Concurrent with this data collection, qualitative interviews were conducted which aimed to explore the participants’ experience of training and working as a counselling psychologist, and develop an understanding of factors that have impacted upon their individual professional identity. Results: Both data sources contribute to the conception of counselling psychology as a diverse and multi-faceted profession. ‘Unity within diversity’ has been proposed as an overarching theme that marries the data sources and highlights the different ways in which counselling psychologists experience and articulate their individual professional identity, and the collective identity of the profession. Conclusions: The findings reveal there is no single professional identity inherent within counselling psychology. Multiple professional identities exist and are shaped by a range of factors. Uniting these diverse identities is a central commitment to a humanistic philosophy and value base. This provides a foundation on which therapeutic decision making is made and clients’ difficulties conceptualised. Whilst counselling psychology’s interest in identity and critical self-reflection has been questioned, this process may allow the profession to remain alert to the changing professional climate and adapt their practice to ensure that they remain valuable and are not overlooked within the field of therapeutic provision.

BACKGROUND: Social self-concept is a foundational construct in the healthy development of early adolescent girls; however, few gender-specific social self-concept interventions exist to support adolescent girls' development. OBJECTIVES: The overarching goal of the dissertation was to enhance the design, delivery, and evaluation of the Growing Girls Program. To achieve this, three distinct yet complimentary aims were established, to: (1) identify best practices in existing social self-concept interventions, (2) evaluate the effect of the current Growing Girls Program on early adolescent girls' social self-concept, and (3) identify gender-specific messages that early adolescent girls interpret from print media. METHODS: The dissertation employs a mixed-methods design, integrating findings from a systematic review of social self-concept interventions, content analysis of parent focus groups (n=4) and interviews (n=11), quantitative analysis of participant questionnaires (n=40) and visual content analysis of adolescent created collages (n=20). RESULTS: The results by specific aim illustrated: 1) the value of interventions that are: implemented in the school setting, developmentally and culturally appropriate, informed by theory, led by well-trained and supported facilitators, and implemented for 12 weeks to 6 months in duration, 2) that the evaluation of the Growing Girls Program provided promising evidence for its future implementation; and 3) that early adolescent girls perceived media messages to promote the importance of physical beauty, sex-appeal, cosmetic use, confidence, designer brands, perfect bodies and health. CONCLUSIONS: This study contributes to the improvement of the Growing Girls Program, and thereby to the practice of promoting early adolescent girls' social self-concept. Findings illustrate the lack of interventions focused on social self-concept and the challenges of adequately conceptualizing and measuring the construct. Therefore, the enhancement of the gender-specific Growing Girls Program fills an important gap in the social self-concept development literature. RECOMMENDATIONS: The Growing Girls Program should retain current practices assumed to be associated with its success, including its developmentally appropriate, gender specific, 22-week curriculum, its school-based setting, its use of trained and well-supported program facilitators, and it fidelity tracking. To improve, the program should 1) add lessons on the subjects of physical beauty, sex appeal, and the need to appear confident, 2) reduce levels of attrition, and 3) enhance its evaluation practices by including a comparison group, utilizing alternative self-report social self-concept measures, and including a follow up post-intervention.

When choosing a gift, the gift-giver has three distinct but interdependent goals: the item must 1) satisfy the recipient 2) be self-reflective for the gift-giver, and 3) indicate the nature of the relationship between the giver and the recipient. However, these goals are often mutually exclusive, making it infeasible for the giver to meet both his/her own and the recipient’s needs with his/her gift choices. In both essays we look at how the important moderator of social closeness between the giver and recipient influences givers’ prioritization of these goals. In Essay 1, we constrain givers to choose from a gift registry and posit that purchasing an identity-incongruent product can threaten an individual’s identity, particularly when purchasing for a close (vs. distant) friend who is an integral part of the self. Five experiments in the context of gift registry show that givers choosing identity-incongruent gifts for a close (vs. distant) friend experience an identity threat and seek to re-establish their shaken identities by endorsing the threatened identity and choosing identity-expressive products in subsequent decisions. In Essay 2 we loosen the constraints of the gift choice and allow givers to choose or reject the gift registry. Our main hypothesis is that when choosing for a close (vs. distant) friend, the giver will discount the recipient’s explicit preferences in favor of a gift that signals the giver’s identity or the relationship between them. However, prior research indicates that close friends choose inaccurately for one another as they conflate their own preferences with those of the recipients’. Thus we suggest that since givers are more likely to make a free choice (vs. registry choice) for a close (vs. distant) friend, they face an increased likelihood of choosing a less desirable gift for their close friends. / text