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An educational psychological perspective on self-disclosure in adolescent interpersonal relationshipsPhetla, Rabi Joseph 11 1900 (has links)
Adolescents, like all individuals, have a need to belong. Consequently, during the
adolescent period, adolescents battle with the establishment and maintenance of
meaningful relationships. Most of them, unfortunately, do not succeed to establish and
maintain such relationships because of a lack of skills to do so. It appears, therefore, that
If adolescents are to enhance their interpersonal relationships so as to enable themselves
to self-actualize, they need to be taught interpersonal skills. One of the skills that they
should be taught is the self-disclosure.
As such, the first part of the literature study was devoted to the discussion of self disclosure.
The study of literature revealed that self-disclosure has many aspects, the
main ones being the nature of the self-disclosure content, self-discloser target, and
concealment. In the second part of the literature study, attention was paid to the nature
of interpersonal relationships with special reference to adolescents' relationships. The
malysis of interpersonal relationships revealed that the establishment and maintenance,
is well as the collapse of interpersonal relationships follow a particular pattern.
Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish
closure in their interpersonal relationships was gathered by means of various
Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's
perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships
were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating
perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure
in ways that ought to enhance their interpersonal relationships so as to enable
themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant
others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure.
Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought
to enhance their interpersonal relationships so as to enable themselves to self-actualize
were given. / Thesis (D. Ed.)
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The effects of social skills training for a group of F.1 pupilsMok, Sui-tong., 莫瑞棠. January 1991 (has links)
published_or_final_version / Education / Master / Master of Education
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An educational psychological perspective on self-disclosure in adolescent interpersonal relationshipsPhetla, Rabi Joseph 11 1900 (has links)
Adolescents, like all individuals, have a need to belong. Consequently, during the
adolescent period, adolescents battle with the establishment and maintenance of
meaningful relationships. Most of them, unfortunately, do not succeed to establish and
maintain such relationships because of a lack of skills to do so. It appears, therefore, that
If adolescents are to enhance their interpersonal relationships so as to enable themselves
to self-actualize, they need to be taught interpersonal skills. One of the skills that they
should be taught is the self-disclosure.
As such, the first part of the literature study was devoted to the discussion of self disclosure.
The study of literature revealed that self-disclosure has many aspects, the
main ones being the nature of the self-disclosure content, self-discloser target, and
concealment. In the second part of the literature study, attention was paid to the nature
of interpersonal relationships with special reference to adolescents' relationships. The
malysis of interpersonal relationships revealed that the establishment and maintenance,
is well as the collapse of interpersonal relationships follow a particular pattern.
Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish
closure in their interpersonal relationships was gathered by means of various
Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's
perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships
were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating
perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure
in ways that ought to enhance their interpersonal relationships so as to enable
themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant
others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure.
Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought
to enhance their interpersonal relationships so as to enable themselves to self-actualize
were given. / Thesis (D. Ed.)
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Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily ActivitiesTaylor, Cynthia Lynn 01 January 2011 (has links)
Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.
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Evaluation of social skills training for mild grade mentally handicapped childrenChio, Fong-i., 招鳳儀. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of values and value teaching in personal and social education among boys' social development schoolsLee, Kam-ming., 李錦明. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Tell me a story about feathers: Teaching discipline through literatureRondeau, Carol Tripoli 01 January 2005 (has links)
This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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The influence of the social composition of a learner group on the results of cooperative learning tasksRamsay, Helen 31 December 2002 (has links)
The dynamics of the social interaction within the cooperative learning
group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the
group activity. The impact of the groupings on the quality and quantity
of the observable learning within the class is considered. For this study
the cooperative learning groupings were manipulated, considering
aspects of the learner's social relationships uncovered with the use of a
social questionnaire, which the learners completed. These details were
summarised by means of a sociometric table and a sociogram.
This study approaches the topic from two main perspectives. Primarily
observation and naive sketches, from the learners, formed the source of
the data and provided the initial perspective on the area of study. From
the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)
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An evaluation of the "Life Skills Train the Trainer Programme"Baloyi, Lydia Tsakane 11 1900 (has links)
Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change.
Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research
needs to be undertaken as an integral part of the whole process.
This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in
every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer
Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te
wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm.
Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om
vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in
die onderrig van lewensvaardighede.
Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in
skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.
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The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schoolsGelderbloem, Garth Preston 11 1900 (has links)
Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance.
This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements.
Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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