No description available.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 141-152). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 141-152). Also available on the Internet.

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 78-95). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR51611

The transition from home to preschool is a very emotional and sometimes distressing period for both parent and child. The teacher plays a significant role, in that they are entrusted with the distressed and separation anxious child, and assist in helping both parent and child to adjust to the change. Research in the field of early childhood separation anxiety has suggested that, when the child has difficulty managing their anxiety, maladjustment can potentially predispose them to various other forms of pathology later in life. Thus, the potential implications of maladjustment simultaneously imply the importance of understanding and helping anxious and struggling preschoolers to adjust to developmental demands. This study qualitatively explored the perspectives and experiences of teachers, and how they have come to make sense of and respond to separation anxiety in children. Four private preschools in the Johannesburg area participated in the study and a sample of thirteen teachers were interviewed. The data was collected through semi-structured interviews which were audio-recorded. A thematic content analysis of the collected data revealed two core themes concerning teachers’ views on separation anxiety. The first theme addressed the ‘challenges encountered’ during the transitional period, which focused primarily on the presentation, impacts and predisposing factors of separation anxiety. The second major theme addressed ‘helpful qualities in the caregiver role’, which discussed useful qualities to be considered when engaging with a separation anxious child. Collectively, these findings presented an understanding of the various ways in which teachers make sense of and respond to separation anxiety during the transitional process. These qualitative insights also add to the existing body of literature, highlight areas for future research and attempt to offer thoughts on how separation anxiety can be managed, as to avoid further exacerbation and implications on later development.

No description available.

The purpose of this study was to develop a modified form of bibliotherapy (biblioplay) and to assess its usefulness in reducing separation anxiety associated with the transition to preschool. Six biblioplay sessions were conducted with 28 children using props for six consecutive days. Teachers rated each child on Scale 2 of the Hall (1967) Inventory of Separation Anxiety. Findings indicated that there was no significant difference between the group that received the biblioplay sessions and the group that did not. The indication that biblioplay conducted after the first days of preschool does not produce significant results in reducing separation anxiety suggests that other approaches to working with these children need to be formulated. / Master of Science

This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health

This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health

The purpose of this study was to examine the origins of the Multicultural Relational Model of therapy and demonstrate the application of this model in the clinical setting. Subjects were two ethnic minority children, a Hispanic boy, age nine, and a mixed-race boy, age 10, who was adopted by an African American family.