Magister Artium (Psychology) - MA(Psych) / The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner’s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions. / South Africa

About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.

English: At DISA-clinic the researcher found that young women between the ages of 16 and 25 are faced with various sexual problems. As a result the aim of this study was to explore the socio-emotional influence of sexual problems on young women. For the purpose of this study an exploratory research design was used because little information was found on the socio-emotional influence of sexual problems on young women in available literature. A contribution can be made through exploring the socio-emotional influence that sexual problems have on young women. Sexual problems for the purpose of this study were organised in three main groups: Sexual dysfunctions; these include Dyspareunia, Vaginismus, Anorgasmia. Unintended pregnancy; these include abortion, adoption, early parenting. Sexually transmitted diseases and sexually related diseases; these include HIV infection and AIDS, Gonorrhea, Syphilis, Herpes. It was essential in this study to use a qua I itative research approach because the researcher wanted to explore the socio-emotional influence of sexual problems on young women and formulate a holistic understanding of this phenomenon. This qualitative study consequently presented the reader with an understanding of the socio-emotional influence that sexual problems have on young women. The data collection method which was used is document study. In this study personal letters of young women received between June 2002 and February 2003 were included. The researcher gathered one hundred and fifteen personal letters of young women that fitted the sample criteria. Seven main themes and related themes were identified in the personal letters and the researcher analyzed the information according to Creswell's spiral model. After these themes were identified it can be emphasised that there is definitely a sense of similarity between the influence of the three main groups of sexual problems on the socio-emotional functioning of young women. Consequently the researcher states that from the above seven themes that were identified, it became clear that various sexual problems influence young women's socioemotional functioning in a similar manner. Further research on preventing the rising statistics of sexual problems under young women is recommended. / Afrikaans: Die navorser het by DISA-kliniek gevind dat jong vrouens tussen die ouderdom van 16 en 25 gekonfronteer word met verskeie seksuele probleme. Gevolglik is die doel van die studie om die sosio-emosionele invloed van seksuele probleme op jong vrouens te eksploreer. Vir die doel van hierdie betrokke studie is 'n eksplorerende navorsingsontwerp gebruik omrede min informasie gevind is ten opsigte van die sosio-emosionele invloed van seksuele probleme op jong vrouens in beskikbare literatuur. 'n Bydrae kan gemaak word deur die sosio-emosionele invloed wat seksuele probleme op jong vrouens het, te eksploreer. Seksuele probleme is vir die doeleindes van die studie in drie hoofgroepe georganiseer: Seksuele disfunksies; wat insluit Dyspareunia, Vaginismus en Anorgasmia. Onbeplande swangerskappe; wat insluit aborsie, aanneming en vroee ouerskap. Seksueel oordraagbare siektes en seksueel verwante siektes; wat insluit MIV infeksie en VIGS, Gonorrhea, Sifilis en Herpes. Dit was essensieel in die studie om 'n kwalitatiewe navorsingsbenadering te volg omrede die navorser die sosio-emosionele invloed van seksuele probleme op jong vrouens wou eksploreer en 'n holistiese begrip van die betrokke fenomene wou kry. Die kwalitatiewe studie verskaf die leser gevolglik met 'n begrip van die sosio-emosionele invloed wat seksuele probleme op jong vrouens het. Die data-insamelingsmetode wat gebruik is, is dokumentanalise. In die studie is anonieme, persoonlike briewe van jong vrouens ingesluit wat tussen Junie 2002 en F ebruarie 2003 ontvang is. Die navorser het een honderd en vyftien briewe van jong vrouens volgens die vasgestelde steekproefkriteria geselekteer. Sewe hooftemas en verwante temas is geidentifiseer vanuit die anonieme persoonlike briewe en die navorser het die data volgens Creswell se spiraal model geanaliseer. Na identifisering van die temas kan klem daarop geplaas word dat daar definitief 'n ooreenkoms bestaan tussen die invloed wat die drie hoofgroepe seksuele probleme op die sosio-emosionele funksionering van jong vrouens het. Gevolglik maak die navorser die aanname dat vanuit die geidentifiseerde sewe temas, dit duidelik is dat verskeie seksuele probleme 'n soortgelyke invloed op die sosio-emosionele funksionering van jong vrouens het. Verdere navorsing op die voorkoming van die stygende statistieke van seksuele probleme onder jong vrouens, word aanbeveel. / Dissertation (MSD (Play Therapy)--University of Pretoria, 2003. / Social Work and Criminology / MSD (Play Therapy) / Unrestricted

Orientador: Dagmar Aparecida Cynthia França Hunger / Resumo: A Educação Física na infância é fundamental para a socialização e aprendizagem dos alunos num contexto escolar. Hoje, muitas crianças têm dificuldade em socializar entre elas, nos jogos não aceitam as regras em muitas vezes a frustração é algo bem presente quando jogam ou brincam gerando na maioria das vezes discussões e falta de respeito onde é necessária a intervenção para uma reflexão. Será que jogos e brincadeiras focados em uma perspectiva da aprendizagem social e emocional contribuem numa mudança comportamental? Nesse sentido, na presente pesquisa objetivou-se investigar e analisar o quanto jogos e brincadeiras, fundamentados na perspectiva da aprendizagem social e emocional, contribuíram para uma mudança comportamental de alunos de nove e dez anos, totalizando 29 crianças, de duas turmas de 5.º anos do Ensino Fundamental do período matutino. Para tanto, realizouse revisão da literatura conforme Bardin (1977) abordando-se: a) Corpo e seus sentidos; b) o corpo e seus sentidos a partir dos jogos e brincadeiras: respeito, cooperação e empatia- primeiras intervenções e c) o corpo e seus sentidos a partir dos jogos e brincadeiras: respeito, cooperação e empatia-segundas intervenções. Trata-se de uma investigação qualitativa e os instrumentos para coleta de dados com os alunos de uma escola municipal do interior paulista foram desenhos e entrevistas semiestruturadas com os alunos e diários de campo construído pela professora /pesquisadora durante os encontros das aulas. Por i... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Physical education in childhood is fundamental for the socialization and learning of students in a school context. Today, many children present difficult to socialize among themselves, in games they do not accept the rules and often the frustration is very present when they play or play generating most of the time discussions and lack of respect where intervention is necessary for reflection. Do the games and play focused on a social and emotional learning perspective contribute to behavioral change? In this sense, this research aimed to investigate and analyze how much games and plays, based on the perspective of social and emotional learning, contributed to a behavioral change in students aged nine and ten, totaling 29 children, in two classes of 5th years Elementary School in the morning. Therefore, a literature review was carried out according to Bardin (1977), addressing: a) Body and its senses; b) The body and its senses from games and play: respect, cooperation and empathy- first interventions and c) The body and its senses from games and play: respect, cooperation and empathy-second interventions. It is a qualitative investigation and the instruments for data collection with students from a municipal school in the interior of São Paulo, were drawings and semi-structured interviews with students and field diaries built by the teacher / researcher during the class meetings. Through the content analysis method, the following categories were highlighted: a) youth protagon... (Complete abstract click electronic access below) / Mestre

Quality play is fundamental to the healthy development of a child. Children living in high-density residential areas in Pretoria are deprived of necessary play experiences, due to the nature of the existing playgrounds. This dissertation investigates how a playscape (natural playground) can be designed in such a way as to facilitate the social, emotional, cognitive and physical development of children. The research argues that quality play is possible when children have loose parts to play with, and are able to manipulate their environment. Playing in more natural areas offers a host of physical and psychological health benefits for children. A playscape is therefore proposed in the high-density residential area of Sunnyside in Pretoria along the Walker Spruit, to serve the play needs of the children in the area, incorporating a toy library and other economic initiatives. The design solution aims at creating a safe park which would be used by all members of the public, not only children. The proposal shows that employing natural materials in a play area could provide healthy, stimulating play opportunities for children. / Dissertation (ML(Prof))--University of Pretoria, 2011. / Architecture / unrestricted

About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.

Although it is well-known that motor neuron disease (MND) primarily affects motor neurons, the involvement of sensory pathways in the disease is currently receiving more attention. There is a dearth of information regarding the atypical effects of MND, resulting in limited understanding of the vulnerability of for example the auditory system. The presence of hearing loss negatively impacts on participation across all communicative contexts, stripping individuals of autonomy and self-worth, ultimately resulting in withdrawal and isolation. These factors form the foundation for individual desire to pursue life-prolonging measures. Hearing loss, combined with dysarthria and the use of augmentative and alternative communicative strategies, implies that individuals with MND require additional support to meet their daily communicative needs. This descriptive, exploratory study aimed to identify the prevalence of hearing loss in eight individuals with adult onset MND. In addition, perceptions relating to the implications of auditory impairment and value of auditory diagnosis were explored. An evaluation of auditory function was performed on eight individuals with a neurologist confirmed diagnosis of MND. Auditory function was assessed using a comprehensive audiological test battery including both objective and subjective measures. Perceptions related to auditory impairment were determined using the Hearing Handicap Inventory for Adults (HHIA) and the Hearing Experience Questionnaire. Both individuals with MND and their primary caregivers completed the Hearing Experience Questionnaire. The results of the study indicate that a high frequency sensorineural hearing loss was identified in six participants. Auditory handicap, as measured by the Hearing Handicap Inventory for Adults, was reported in four participants, with social handicaps reported more than emotional handicaps. Individuals with MND and their caregivers identified communication as the most important functional skill. Interestingly, the caregivers related more to the threats auditory impairment than individuals with MND. The nature of hearing loss identified in this study mimics the pattern of a presbycustic (age-related) hearing loss. It is postulated that hearing loss may arise during disease course. Participants‘ limited understanding of the devastating consequences of hearing loss on quality of life highlights the need for inclusion of an audiologist as part of the multidisciplinary management team in MND. Audiological assessment, management, counseling and education will serve to guide the process of sensory regulation and limit psychosocial threats posed by MND. This will in turn promote enhanced quality of life and maintenance of individual autonomy.

Externalizing behavior problems in children reflect negative actions toward the external environment and can have detrimental consequences for their academic, social, and mental well-being. These actions range from breaking the rules to exhibiting extremely disruptive and aggressive behaviors, and they frequently come with issues with social behavior and emotional control. Socioemotional competencies, such as empathy and emotion regulation, serve as protective factors against behavior problems, enabling children to effectively manage their emotions and behaviors. This study focuses on examining the effectiveness of child-centered play therapy (CCPT) in reducing externalizing problems and enhancing socioemotional competencies in children aged 3 to 12. CCPT utilizes play as a natural language to establish a therapeutic relationship between play therapists and children. This relationship provides a safe and accepting environment for children to express themselves and develop self-regulation skills. By accepting responsibility for their actions, children can progress toward self-actualization and improved behavior management. To investigate the effectiveness of CCPT in reducing externalizing behavior problems and increasing socioemotional competencies in children, a systematic literature review was conducted, considering studies published over the last decade. Four databases were analyzed, and six articles met the predetermined inclusion criteria. While the data extracted from the included articles demonstrated promising results regarding the effectiveness of CCPT in reducing externalizing problems, the impact of CCPT on enhancing socioemotional competencies was not clear. It is important to acknowledge the limitations of this study, including the scarcity of research in this field and small sample sizes, which impede the generalization of the results to all populations. However, this study identified a research gap concerning the effectiveness of child-centered play therapy in addressing externalizing problems and children's social and emotional functioning. Future research is required to have a more comprehensive picture of how CCPT reduces externalizing problems and what abilities it gives children to cope with their problems; otherwise, it is not possible to consider CCPT as an evidence-based intervention for externalizing problems and widely use it for all children based on current data in the literature.

Socio-Emotional Wealth in family firms and its influence on green product innovations is an important theme in general management research. The purpose of the study was to understand the link between the socio-emotional wealth of family firms and green innovation to understand how family firms in their quest to preserve their socio-emotional wealth will influence green innovation motives. The study was based on a single case study, a packaging company chosen with an innovation center for green solutions. A total of 11 interviews were conducted. The study is based on constructionism and relativism research philosophy. The findings show that there is an influence of the dimensions of the FIBER model of socio-emotional wealth on green innovation while preserving their socio-emotional wealth. Organizations can use these findings to get an understanding of green innovation, as well as that family firms, need to embrace more their uniqueness as it’s the result of their reliance on socio-emotional wealth.

In response to the global Covid-19 pandemic, universities across the world moved coursework online andfrequently used Zoom videotelephony software to replicate the experience of learning in a classroom. While this platform supported certain aspects of the traditional classroom, such as immediacy of responses and the facilitation of social interactions, learning via Zoom also differed in various ways from the familiar classroom experience. Although there has been considerable research on online learning, most studies focused on an asynchronous design and interaction. Thus, the understanding of learning within synchronous, video-mediatedplatforms, such as Zoom, is nascent. In this study, the data was derivedfrom a focus group with eight university students from the United States that was conducted over Zoom. Using content analysis, the transcripts of the focus group's interaction yielded four themes: Zoom Challenges, Zoom Benefits, Faculty Proficiency, and Student Learning Experiences. Cameras, a distinguishing feature of Zoom, could strengthen engagement, yet they also heighten anxiety for some andfatigue for most users. However, when those challenges were mitigated and the benefits harnessed by faculty informed about how to support student learning, students experienced a deepened sense of connection to their peers, the faculty, and their learning. Family science educators who recognize the strengths and limitations of this platform have the opportunity to teach more effectively and support their students' socio-emotional learning and well-being.