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The Whole thesis is in Afrikaans: Epilepsy is a phenomenon that can manifest in a variety of ways, which differ mainly in severity, appearance, aetiology, effect and control thereof. In this study a lack of knowledge and education about epilepsy is pointed out as a factor that was neglected over the years. It is of utmost importance to distinguish between three main categories of epilepsy as all three types have a restraining effect that may leave any learner vulnerable. The popular belief about the concept epilepsy until recently did not recognize the type of epilepsy where a disturbance in consciousness or relapse in consciousness only occurred as in the case with elementary partial attacks (temporal and frontal lobe epilepsy). Ignorance about temporal and frontal lobe epilepsy, as well as the fact that the physical symptoms of this type of epilepsy are very subtle in nature, may be the cause why acceptance of this condition has been slow or undervalued. In reality learners with lobe epilepsy are not regarded as disabled and should such a learner not be diagnosed and not receive the correct treatment, he/she will not be able to function optimally. The researcher has made a study of epilepsy as well as the physical, cognitive, emotional, social, self image impact on the learner in family and school context. The impact of epilepsy on the primary school learner was studied from a gestalt point of view. In this study the researcher employed both a quantitative and qualitative research approach. It was therefore fitting to formulate a research question and a hypothesis. The research question formulated for this study is as follows: What is the knowledge basis of teachers regarding learners with lobe epilepsy? The empirical study indicated that the researcher could provide an answer to the research question by way of semi-structured interviews that indicated that the knowledge basis of the teachers was not sufficient to identify learners with this phenomena. The researcher determined through these interviews that teachers experienced a need to extend their knowledge about temporal and frontal lobe epilepsy. The hypothesis formulated for this study is as follows: Should information and clear guidelines regarding the identification of a learner with lobe epilepsy be offered to teachers, the learner with lobe epilepsy would be identified timeously in the school system. The researcher did a pre-test on the knowledge levels on lobe epilepsy among teachers by way of questionnaires. The pre-test was followed by a structured information session after which an after-test was done by way of questionnaires to determine the change in the teachers’ knowledge basis. The empirical study showed that the teachers’ knowledge basis increased due to the information session offered to them. After this study the teachers could identify learners and refer them for diagnosis and treatment as a result of an increased knowledge basis about this phenomena. The study was followed up by guidelines offered to the teachers on identifying the primary school learner with temporal and frontal lobe epilepsy. / Thesis (DPhil (Social Work))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted

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Validation of an adventure programme with cooperative elements in school P.E. lessons Summary of the thesis The thesis deals with validating an innovative motor program with adventure and cooperative elements at a Czech elementary school. The aims of the thesis was to observe possible changes under the influence of the programme in social acceptance of children in class, in their self-concept and the amount of physical activities in their leisure time. The study was a quasi-experiment, concretely a cross classification with repeated testing. It was realized in classes of 6th , 7th and 8th grade (12-14 year old boys) (N=154) in physical education lessons. The research was realized during 6 month, intervention time was 3 months and data were gained in three time intervals. We have used the Social acceptance questionnaire and Self-concept and quality of life questionnaire as main research methods. Results brought two statistically significant values, however, in practical significance they explain a small number of results. Values in the sub-scale Pupil-classmates relationship were statistically significant (p=0,031), which explained 3% of results, and values in the item Evaluation of satisfaction with factors effecting self-concept had the statistical significance p=0,002 explaining 6,5% of results. In the...

Student success and motivation are issues that baffle parents and educators. Various factors go a long way in explaining why these educational phenomena occur. Current research has confirmed that issues such as parental involvement, home life, attitude, intellect, and teacher and student relations and rapport have an impact on motivation and future success of students. This research project focused on students' perceptions of factors that affect their success and achievement. These factors were categorized into four areas: intrapersonal influences, parental influences, educational influences, and external influences. These areas were explored in an attempt to promote an awareness of the factors necessary for student success. The purpose of this study was to examine the perceptions of honor and at-risk high school students regarding achievement factors. The method of acquiring information for this phenomenological study was exclusively through indepth interviews. The study was limited to 16 students at a specific Northeast Tennessee high school. Sixteen students were selected from a stratified purposeful sample. Eight students were selected from the top 10% of their class and eight students were selected from the bottom 10% of their class. Each interview contained semistructured and open-ended questions. The questions were prewritten but flexible in interview presentation. The results of this study should promote an awareness of the factors that foster success and those that are detrimental to the success of all students. This awareness might motivate educators to work harder at preventing students from slipping through the cracks. 

[pt] Esquemas são estruturas mentais que organizam informações e influenciam processos cognitivos como a atenção e a recordação. Os esquemas que dizem respeito às próprias pessoas são chamados de autoesquemas. Informações relevantes para os autoesquemas podem ser mais facilmente recordadas. Assim, quando pessoas observam comportamentos característicos do seu autoesquema, elas tendem a recordar em maior grau essas informações. Dessa forma, a presente pesquisa teve como objetivo verificar relações entre traços pessoais de personalidade e traços de personalidade recordados de terceiros. Participaram da pesquisa 4.488 pessoas, sendo 66,4 por cento mulheres e 33,6 por cento homens e com média de idade de 27,8 anos (DP = 9,17). Foi realizado um experimento com duas condições em que as pessoas liam a descrição de uma pessoa e, posteriormente, eram solicitadas e recordar as características dessa pessoa. A diferença entre as condições era o gênero da pessoa descrita. Os resultados indicaram que a maior parte dos efeitos encontrados ocorreram nas condições em que o gênero das pessoas foi compatível com o da personagem. Para os fatores extroversão e socialização verificou-se o efeito de autorreferência na recordação. Na condição em que os participantes leram sobre uma pessoa do mesmo gênero, verificou-se que uma proporção maior de homens baixos em extroversão recordou de características de extroversão; e uma proporção maior de mulheres altas no fator socialização recordou de características de socialização. Esses achados permitem concluir que, para contextos complexos, o efeito de autorreferência se sobressai para os traços diretamente relacionados à interação social. / [en] Schemas are mental structures that organize information and influence cognitive processes such as attention and recall. Schemas that concern people themselves are called self-schemas. Information relevant to self-schemas can be more easily recalled. Thus, when people observe behaviors characteristic of their self-schema, they tend to recall this information to a greater degree. Thus, this research aimed to verify the relationships between personal personality traits and personality traits remembered by others. Participated in the research 4,488 people, 66.4 percent women and 33.6 percent men, with a mean age of 27.8 years (SD = 9.17). An experiment was carried out with two conditions in which people read a person s description and were later asked to recall that person s characteristics. The difference between the conditions was the gender of the person described. The results indicated that most of the effects found occurred in conditions in which the people s gender was compatible with the character s. For the extraversion and socialization factors, the effect of self-reference on recall was verified. In the condition where the participants read about a person of the same gender, it was found that a greater proportion of men who were low in extraversion recalled characteristics of extraversion; and a greater proportion of women high in the socialization factor recalled socialization characteristics. These findings allow us to conclude that, for complex contexts, the self-reference effect stands out for traits directly related to social interaction.

Small groups of friends—or peer groups—are a central feature of adolescence that contribute to the development of social identity and feelings of self-worth for group members. Additionally, adolescents value music highly and view it as a vital part of their lives. The purpose of this study was to examine and clarify the extent to which adolescents use music as an identity resource in small peer groups. Using Tajfel and Turner’s Social Identity Theory as a framework, I conducted a collective case study to understand (a) the ways in which adolescents use music to form and maintain a peer group, (b) the extent to which peer groups use music for the social categorization and stereotyping of other groups of adolescents, (c) the ways by which adolescents use music associated with their peer group to maintain a positive self-concept, and (d) how the peer group influences members’ enjoyment of music and music participation. I conducted group interviews with three adolescent peer groups that contained 5–8 seventh- and eighth-grade students. The peer group members shared experiences of bonding and socializing as a part of a peer group, and described time spent in their music classes. During the discussions, group members explained the role that music plays in their lives. The group members explained their peer group in the context of the school, describing instances of social categorization and stereotyping, in-group and out-group distinction, and self-concept maintenance made from comparisons to the out-groups. The participants discussed their views on school music courses, advocating for the implementation of new classes that included non-traditional instruments and the inclusion of more popular styles of music. Keywords: social identity, adolescent peer groups, in-group, out-group, social categorization, self-concept, stereotyping, adolescence music preference, positive distinctness

Thèse de doctorat présenté en vue de l'obtention du doctorat en psychologie - recherche intervention, option psychologie clinique (Ph.D) / L’impulsivité des personnes atteintes de trouble de personnalité limite (TPL) est un problème important et un critère diagnostic majeur qu’il convient de mieux comprendre. L’étude des fonctions d’inhibition permet d’appréhender ce phénomène à travers certains déficits cognitifs qui sous-tendent ces comportements. Le but général de cette thèse, composée de deux articles empiriques, était d’interroger le rôle des perturbations identitaires dans la survenue des déficits d’inhibition chez des individus ayant un TPL. Le premier article est une revue systématique de la littérature des études mesurant trois types de fonction d’inhibition (inhibition de réponse; résistance à l’interférence de distracteur; résistance proactive à l’interférence) en condition de stress ou d’émotion négative, auprès d’individus ayant un TPL. Le premier objectif était de dresser un portrait de la littérature des études ayant mesuré les fonctions d’inhibition en condition de stress ou émotionnelle chez des individus ayant un TPL ou de hauts traits de PL comparativement à des sujets contrôle. Le second était de documenter l’impact différentiel des processus de référence à soi sur les capacités d’inhibition des sujets ayant un TPL ou de hauts traits de PL versus les sujets contrôle, en lien avec (1) l’hypothèse de Winter (2016) selon laquelle une référence à soi impacterait davantage leurs processus attentionnels en raison du contenu négatif de leur identité, et (2) un aspect de la théorie de Kernberg (1976) qui fait le lien entre perturbations identitaires et impulsivité dans cette population. Sur un total de 1215 articles, 26 études ont été sélectionnées et comparées. Les résultats indiquent que l’amoindrissement des performances des individus ayant un TPL semble survenir davantage lorsque les paradigmes expérimentaux comprennent une référence à soi, et ce, pour les trois types d’inhibition. Un modèle théorique a été formulé afin d’intégrer les apports de Winter (2016) et Kernberg (1976) pour comprendre le lien entre ces variables et qui répond ainsi au troisième objectif d’apporter une compréhension théorique à ces résultats. Le deuxième article présente un protocole de recherche (quatrième objectif) permettant de tester une partie du modèle théorique proposé dans le premier article, à savoir l’hypothèse selon laquelle les déficits d’inhibition de réponse pourraient être attribuables à la disposition de l’identité à augmenter l’intensité des émotions négatives chez les individus ayant un TPL. Des analyses préliminaires (cinquième objectif) ont été effectuées auprès de 56 participants présentant différents niveaux de traits de personnalité limite. Ces derniers ont été soumis à deux conditions, soit une épreuve de description de soi (n = 29) ayant le potentiel de manipuler la cohérence identitaire ou une épreuve contrôle (n = 27), avant d’effectuer une tâche d’inhibition comportant des stimuli émotionnels d’intensité faible et élevée. Les résultats indiquent une interaction significative entre la condition, le niveau de traits limite, la valence et l’intensité des stimuli avec la performance d’inhibition. L’analyse post-hoc n’a pas révélé de différences significatives. Dans un deuxième temps, la relation entre la description de soi des participants (n = 29) et leur performance à la tâche a été explorée. Une corrélation modérée a été retrouvée entre une description de soi peu différenciée et une moins bonne performance d’inhibition. Ces résultats préliminaires soulignent la pertinence de s’intéresser à la relation entre l’identité et les fonctions d’inhibition. De façon générale, la présente thèse dresse un portrait complexe des liens entre inhibition, stress, intensité émotionnelle, et identité dans le TPL. Les implications des résultats sont discutés. De nouvelles études sont nécessaires afin d’approfondir les conclusions de ces articles. / Impulsivity among individuals with borderline personality disorder (BPD) is an important problem and a major diagnostic criterion that needs to be better understood. The study of inhibition functions allows to apprehend this phenomenon through certain cognitive deficits which underlie those behaviors. The aim of this thesis, composed by two empirical articles, was to question the role of identity disruptions in the occurrence of inhibition deficits among individuals with BPD. The first article is a systematic literature review of studies measuring three types of inhibitory functions (response inhibition; resistance to distractor interference; resistance to proactive interference) under stress or negative emotion, among individuals with BPD or high BP features. The first objective was to portray literature of the studies. The second was to document the impact of the presence of self-reference in the experimental procedures among subjects with BPD or high BP features versus controls, in relation to (1) Winter's hypothesis (2016) according to which self-reference disrupts their attentional processes due to the negative content of their identity, and (2) an aspect of Kernberg's theory (1976) which links identity disturbances and impulsivity in this population. Out of 1215 articles, 26 studies were selected and compared. The results indicate that the impairment of individuals with BPD’s performance for all three types of inhibition seems to occur more frequently when the experimental paradigms include self-reference. A theoretical model was formulated to integrate the contributions of Winter (2016) and Kernberg (1976) in the understanding of the link between those variables and respond to the third objective. The second article presents a research protocol (fourth objective) which aims to test a part of the theoretical model developed in the first article which hypothesized that the deficits in response inhibition could be attributable to the disposition of identity to increase the intensity of negative emotions in individuals with BPD. A preliminary analysis (fifth objective) was conducted among 56 participants with different levels of borderline personality features were assigned to two conditions: either a self-description task (n = 29) that had the potential to manipulate the identity coherence, or a control condition (n = 27), prior to a response inhibition task with high and low arousal emotional stimuli. The results indicate a significant interaction between condition, the level of borderline features, valence, and stimulus intensity on inhibition performance. Post-hoc analysis did not reveal significant differences. Secondly, the relationship between participants' self-description (n = 29) and their performance on the inhibition task was explored. A moderate correlation was found between a lesser differentiated self-description and a higher mean of errors of commission. Those preliminary results highlight the relevance of studying the relationship between identity and inhibition functions. Overall, this thesis presents a complex portrait of the links between inhibition, stress, emotional intensity, and identity in BPD. The implications of those results are discussed. Further studies are needed to strengthen the conclusions of these articles.

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