Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Solveiga Miezihs.

Thesis (Ph.D.)--University of Western Australia, 2003.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 7, 2006). Includes bibliographical references.

Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process

No description available.

Thesis (M.A.)--Kutztown University of Pennsylvania, 2000. / Source: Masters Abstracts International, Volume: 45-06, page: 2993. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Includes bibliographical references (leaves 24-28).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2000. / Includes bibliographical references (p. 55-64). Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 193 p. : ill. Includes abstract. Includes bibliographical references (p. 166-175).

The primary purpose of this study was to examine the influence of sex, perceived social support from family and peers, negative life stress, psychological separation from mother and father, and spiritual well-being in predicting college adjustment. Additional goals of the study included examining the relationships between psychological separation from parents and spiritual well-being, as well as examining the influence of sex on perceived social support, negative life stress, psychological separation from parents, and spiritual well-being.The sample consisted of 100 undergraduate college students at a midsized, midwestern university. Participants completed a set of questionnaires, including a demographic questionnaire, Perceived Social Support Scale, Life Experiences Survey, Psychological Separation Inventory (Conflictual Independence subscale), Spiritual Well Being Scale, and Student Adaptation to College Questionnaire.The combination of the predictors in the study accounted for 33.9% of the variance in general college adjustment. Perceived social support from friends, spiritual well-being, and negative life stress were significant predictors (p<.05) of general college Social, adjustment. The combination of predictors in the study accounted for 31.9% of the variance in social college adjustment. Perceived social support from friends and spiritual well-being were significant predictors (p<.05) of social college adjustment.In addition, correlational data showed significant relationships between spiritual well-being and conflictual independence from both mother and father. Further, male sex was significantly, positively related to conflictual independence from father. Conceptual, research, and clinical implications are discussed. / Department of Counseling Psychology and Guidance Services