Spelling suggestions: "subject:"selfreliance inn children"" "subject:"selfreliance iin children""
1 |
Developing independent instrumentalists a thesis presented ... in partial fulfillment ... for the degree Master of Music Education /Halverson, Judith. January 1957 (has links)
Thesis (M.M.)--University of Michigan, 1957.
|
2 |
Developing independent instrumentalists a thesis presented ... in partial fulfillment ... for the degree Master of Music Education /Halverson, Judith. January 1957 (has links)
Thesis (M.M.)--University of Michigan, 1957.
|
3 |
Effects of failure in competition on the self-confidence and state anxiety of boys in various treatment conditionsEdwards, Verneda D. January 2011 (has links)
Typescript (photocopy). / Digitized by Kansas Correctional Industries
|
4 |
Children's self-efficacy and perceived problem-solving skills, an investigation of parental communication stylesWolfersberger-Melcher, Deborah Rae 01 January 1988 (has links)
A number of studies have investigated the factors that lead to peer acceptance in children. Particularly, the problem-solving skills of accepted and unaccepted children have been examined, with differences being substantiated. The present study investigated the possibility that problem-solving skill differences may be attributed to varying self-efficacy levels in children. Further, the communication styles of parents of high vs. low self-efficacy children were examined by observing parent/child interactions in a problem-solving situation. The results indicated that children did not differ in their ability to identify effective solutions to problems; rather, they did differ in their perceived ability to engage in effective solutions, with high self-efficacy children choosing more appropriate solutions as those that they would actually enact. Low self-efficacy children, on the other hand, chose less appropriate solutions as those that they would engage in. Finally, it was discovered that parents of high self-efficacy children utilized more positive types of messages (praise and modeling) than did those parents of low self-efficacy children. Low self-efficacy children had parents who utilized more controlling and negative types of communication styles. This study supports the motion that parents may be a significant contributing factor in the development of their child’s self-efficacy, which in turn affects the social problem-solving skills of children.
|
5 |
Zookie: A program on self protection for pre-school age childrenYoung, Sharon Y. 01 January 1986 (has links)
No description available.
|
6 |
Transformative self-discoveries for a preschool child : from a passive to an agentic lifepositionVan Heukelum, Gudrun 30 June 2003 (has links)
This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant.
Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand".
Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'.
Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. / Educational Studies / M. Diac (Play Therapy)
|
7 |
Transformative self-discoveries for a preschool child : from a passive to an agentic lifepositionVan Heukelum, Gudrun 30 June 2003 (has links)
This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant.
Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand".
Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'.
Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. / Educational Studies / M. Diac (Play Therapy)
|
Page generated in 0.0516 seconds