Inaug.-Diss.--Hamburg. / Lebenslauf. "Literaturverzeichnis": p. 69-[70].

In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.

As Theatre for the Very Young (TVY) has only begun to be produced in the United States within the past 10 years, little is written about how the work is being developed and produced. This thesis serves to acknowledge the impact international TVY practice has on US work while simultaneously providing insight into development processes. This document questions: What goals, considerations and limitations exist when developing TVY? Who is currently creating TVY? How does the context for the creation of a piece influence the development process and the product? Within this thesis I examine the processes of current TVY practitioners and identity three different organizational structures where TVY is currently being created. I also cite examples from TVY development processes I have engaged in within each organizational structure. Finally, I name how engaging with and in TVY has impacted my evolution as a TVY practitioner. / text

The primary purpose of this study was to elucidate factors that school psychologists perceive inhibit them from providing more mental health interventions within their professional roles. School psychologists' dual training in mental health and education renders them the logical choice to provide tier II and tier III interventions in schools (National Association of School Psychologists [NASP], 2003). School psychologists appear to be in agreement, as they indicate a desire to spend more time in the provision of roles such as counseling and consultation (e.g., Prout, Alexander, Fletcher, Memis, & Miller, 1993). However, school psychologists currently spend relatively little time in the provision of such services (e.g., Curtis, Hunley, Walker, & Baker, 1999). Although this contradiction provides a rationale for further investigation, previous lines of research have not fully identified why school psychologists are not providing their desired levels of time in the provision of mental health services. Research also suggests that significant differences exist among school psychologists of different ages and levels of experience pertaining to their roles within the school system (e.g., Curtis, Hunley, & Grier, 2002). Therefore, factors such as years of experience also should be considered when studying school psychologists' roles in the provision of mental health services. Thus, an additional purpose of the current study was to examine the frequency of the themes elucidated across each research question as a function of practitioners' levels of experience. Participants were 39 school psychology practitioners from two geographical locations, ranging in age from 26 to 61 years old (M = 41.92, SD = 11.22) and had from 1 to 32 years of experience (M = 11.89, SD = 10.49). Eleven focus groups, composed of two to five members each, were conducted. Participants responded to a set of openended questions, and the discussions were audiotaped and then transcribed verbatim. Within each question, several common themes emerged across the focus groups; however, differences between practitioners' level of experience was noted on several occasions. Implications for future research and practice are presented, specifically related to the training and professional development needs of school psychologists.

Several studies have already reported that ministers are experiencing high levels of stress due to career demands, role conflict and personal situations (Roux, 1992:227; Scholtz, 1996:134; Kellerman, 2000:28). Stress is detrimental to general health and is the primary reason why ministers leave the ministry (Andrew, 1997:15, Virginia, 1998:50; Swart et al., 2000:339; Bisschoff & Schoeman, 2003:52). Research showed that regular physical activity and maintaining a good level of physical fitness has positive effects on physical and psycho-emotional health (Paffenbarger, 1994:860; Margetts et al., 1999:97; Botha, 200237; Fourie, 2002:7). In this respect, it became clear that participation in physical activity may decrease the risk of developing coronary heart disease and other illness through it's likely buffering effect against the negative effects of stress (Barlow et al., 1990:392; Bouchard & Despres, 1995:270; Stofan et al., 1998: 1808; Le Roux, 2000:59; Schlebusch, 2000:50). The objective of this study was firstly to determine interaction of physical activity on the relationship between coronary risk index and happiness and quality of life of South African Dutch Reformed ministers. Secondly, to determine the interaction of physical activity with coronary risk index in respect of years of service, congregation size, co ministership and congregation type, and thirdly, to study the interaction of physical activity with happiness and quality of life in respect of the last mentioned demographic parameters. The subjects were 340 male ministers of the Dutch reformed church, who volunteered to participate in the study. The quality of participation in physical activity was determined with Sharkey's (1997:432) physical activity index. The risk of developing coronary heart disease was determined by Bjurnstrom and Alexiou's (1978:524-525) coronary risk index assessment, while happiness or quality of life was measured by using the Affectometer 2 of Kammann and Flett (1983:259). The mean index of physical activity participation was 33.81 ± 32.30 which could be classified as fair, although 32.2% of the subjects fell in the low activity group. The coronary risk index showed that 19.9% of the population indicated a high risk of developing coronary artery disease, while 48.9% indicated a low level of happiness and quality of life. Significant (p10.05) relationships between physical activity, coronary risk index, happiness and quality of life were found among the high activity and low activity groups. Physical activity indicated a positive effect on the coronary risk index, independent of happiness and quality of life, as well as years of service, congregation size, co-ministership and congregation type. Physical activity also indicated a positive effect on happiness and quality of life, independent of years of service, congregation size, co-ministership and congregation type. In most cases physical activity also showed a significant interaction on the relationships between coronary risk index and years of service, congregation size, co-ministership and congregation type, as well as on the relationships between happiness and quality of life and the last mentioned demographic parameters. This study indicated that the ministers of the Dutch Reformed Church who participated in this study operated in a danger zone regarding their happiness and quality of life. Physical activity can be regarded as a salutogenic and preventative modality on the interaction of physical activity among the relationships between demographic factors, coronary risk index, happiness and quality of life of Dutch Reformed ministers. It was also concluded that physical activity can be regarded as a salutogenic modality in the physical and psychological wellness of South African ministers of religion. / Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

The purpose of this study was to explore the selected middle years teachers’ experiences of promoting student learning in student-centered classrooms, and how these recalled experiences might affect their own future teaching and assist other teachers to promote student learning. Based on social constructivism as the epistemological foundation, I chose Appreciative Inquiry (AI) as the research methodology. AI values people’s positive experiences and emphasizes the importance of the positive core of change (Cooperrider & Whitney, 2000). In total, there were 53 middle years teachers in China and Canada who responded to an online survey. Four Chinese education experts were interviewed online, and 12 Canadian education experts participated in an interpretation panel. The findings showed that both Chinese and Canadian participants believed that engaging students in their learning was the core of creating student-centered classrooms. They regarded group study as the most popular instructional strategy that was used to promote student-centered learning. Most participants stated that they had changed or planned to change their teaching practices because they had positive teaching experiences in student-centered classrooms. Chinese participants stated that they had shared their positive teaching experiences with other teachers at three levels: school divisions/districts, schools, or grades/subjects. The main activities for communication among Chinese teachers included group discussion, collective lesson planning, and classroom visits. Canadian participants reported that they usually shared their educational ideas and teaching experiences with other teachers in both formal and informal ways, such as chatting with each other during breaks, developing learning projects together, and communicating with each other through school networking websites. In addition, findings also showed that most Chinese middle years teachers teach a single subject, but many Canadian middle years teachers teach multiple subjects. Based on this research, I suggested that teachers should apply multiple instructional strategies in their classrooms, serve students, and collaborate with parents/families. School boards and schools should make more efforts to encourage their teachers to communicate with each other, formally and regularly by providing policy, technical, and financial supports for relevant programs and activities. Teachers should choose either a single subject or multiple subjects to teach according to their own willingness and abilities. Future researchers may benefit by using Appreciative Inquiry to explore people’s positive experiences in education, and should be more open-minded by conducting cross-cultural and inter-cultural research to facilitate educators to communicate with each other and learn from each other.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children’s on-task behaviour and literacy performance, as well as reducing ADHD symptoms in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. Nine children, who were identified with ADHD symptoms on the basis of teacher and parental reports, were involved in the IYTCM-ADHD programme. The children’s behaviour symptoms were assessed using the Conners 3-T, Conners 3-P(S), SESBI-I, ECBI and SDQ. Ten teachers received the IYTCM-ADHD training in a full-day session once a week for 6 weeks. The children received individual behaviour plans implemented by their teachers with close supervision. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. The on-task behaviour of children with ADHD and normative comparison children was recorded using Behavioural Observation of Students in Schools (BOSS). In addition to visual analysis, a non-parametric test Percentage of All Non-Overlapping Data (PAND) was used to examine the magnitude of effect in each child. The result of the study indicated that on-task behaviour of all the children with ADHD improved an average of 78% during the teacher training and this maintained during the follow-up phases. The children’s on-task behaviour also generalised to classrooms with non-trained teachers. Visual analysis indicated that the children’s behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention as a group. Clinical significance was obtained for more than half of the children on teacher reports of ADHD symptoms and conduct problems after the intervention. The literacy performance of all children with ADHD improved at the conclusion of the study. In light of the findings, limitations and implications for future research were discussed.

Several studies have already reported that ministers are experiencing high levels of stress due to career demands, role conflict and personal situations (Roux, 1992:227; Scholtz, 1996:134; Kellerman, 2000:28). Stress is detrimental to general health and is the primary reason why ministers leave the ministry (Andrew, 1997:15, Virginia, 1998:50; Swart et al., 2000:339; Bisschoff & Schoeman, 2003:52). Research showed that regular physical activity and maintaining a good level of physical fitness has positive effects on physical and psycho-emotional health (Paffenbarger, 1994:860; Margetts et al., 1999:97; Botha, 200237; Fourie, 2002:7). In this respect, it became clear that participation in physical activity may decrease the risk of developing coronary heart disease and other illness through it's likely buffering effect against the negative effects of stress (Barlow et al., 1990:392; Bouchard & Despres, 1995:270; Stofan et al., 1998: 1808; Le Roux, 2000:59; Schlebusch, 2000:50). The objective of this study was firstly to determine interaction of physical activity on the relationship between coronary risk index and happiness and quality of life of South African Dutch Reformed ministers. Secondly, to determine the interaction of physical activity with coronary risk index in respect of years of service, congregation size, co ministership and congregation type, and thirdly, to study the interaction of physical activity with happiness and quality of life in respect of the last mentioned demographic parameters. The subjects were 340 male ministers of the Dutch reformed church, who volunteered to participate in the study. The quality of participation in physical activity was determined with Sharkey's (1997:432) physical activity index. The risk of developing coronary heart disease was determined by Bjurnstrom and Alexiou's (1978:524-525) coronary risk index assessment, while happiness or quality of life was measured by using the Affectometer 2 of Kammann and Flett (1983:259). The mean index of physical activity participation was 33.81 ± 32.30 which could be classified as fair, although 32.2% of the subjects fell in the low activity group. The coronary risk index showed that 19.9% of the population indicated a high risk of developing coronary artery disease, while 48.9% indicated a low level of happiness and quality of life. Significant (p10.05) relationships between physical activity, coronary risk index, happiness and quality of life were found among the high activity and low activity groups. Physical activity indicated a positive effect on the coronary risk index, independent of happiness and quality of life, as well as years of service, congregation size, co-ministership and congregation type. Physical activity also indicated a positive effect on happiness and quality of life, independent of years of service, congregation size, co-ministership and congregation type. In most cases physical activity also showed a significant interaction on the relationships between coronary risk index and years of service, congregation size, co-ministership and congregation type, as well as on the relationships between happiness and quality of life and the last mentioned demographic parameters. This study indicated that the ministers of the Dutch Reformed Church who participated in this study operated in a danger zone regarding their happiness and quality of life. Physical activity can be regarded as a salutogenic and preventative modality on the interaction of physical activity among the relationships between demographic factors, coronary risk index, happiness and quality of life of Dutch Reformed ministers. It was also concluded that physical activity can be regarded as a salutogenic modality in the physical and psychological wellness of South African ministers of religion. / Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

This study is a subdivision of an inter-university research project to investigate the psychological resilience of children in the late middle childhood years. The title of the umbrella project is Psychological resilience in children in the South African context. The aim of this study was to determine whether a relationship exists between social support and self-concept, as well as to establish whether gender differences occur with regard to the experience of social support and the evaluation of self-concept. Schools in different regions were identified in order to make the sample as large and the study as representative as possible of the different provinces, racial and language groups in South Africa. The children in the samples were randomly selected from class lists. The complete test battery was subsequently administered to these children. For the purpose of this study only the Piers-Harris Children's Self-concept Scale, the Social Support Appraisal Scale and the Biographical Questionnaire were used. Due to practical problems, the final figures of the samples varied between 549 and 918 participants. The processing of the data was done by the Statistical Consultation Service of the North West University Potchefstroom Campus. The Pearson Correlation Coefficient was used as an effect size to determine the relationship between social support and self-concept. T-tests and Cohen's effect sizes were used to determine whether gender differences occur with regard to social support and self-concept. The statistical processing of the results revealed that a positive correlation exists between social support and self-concept. These results are corresponding with the literature (Collins, 2000; Kirkcaldy, Shephard & Stiefen, 2002; Malecki 8 Demaray, 2002; Marjoribanks & Mboya, 2001; Van Tassel-Baska & Olszewski-Kubilius, 1994). Further, the results showed that no gender differences that were both statistically significant and practically meaningful occurred with regards to social support and self-concept. These results were repeatedly inconsistent with the literature (Bee, 1992; Dubow & Ullman, 1989; Harris, Rosenthal & Snodgrass, 1986; Hirsch & Rapkin, 1987; Piers, 1984; Werner & Smith, 1982). Finally, the last section of this investigation provides recommendations for further studies in this area, as well as practical suggestions for the implementation of the findings. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005

Assessing the attachment between a child and caregiver is an important task within the social worker's professional domain. This is mostly restricted due to a lack of training and expertise with regard to methods and techniques used in assessing attachment. The identified problem led to the implementation of a descriptive study aimed at exploring effectiveness of scales for the assessment of attachment between the child in the middle childhood years and his/her caregiver. The goal was achieved by studying and exploring available practices derived from an extensive literature review and empirical study. Seven social workers in Bloemfontein participated in the study. Target-sampling was undertaken to ensure that participants represented different areas in the work-field that employ the assessment of attachment. Social workers in South Africa show preference to qualitative assessment procedures, including an assessment of the child, an assessment of the caregiver, observation and a collateral investigation. Although such an approach is generally consistent with literature, the present study highlighted an additional need for the standardization of assessment scales for attachment in middle childhood to be utilized in conjunction with qualitative methods of assessment. The literature review confirmed the availability of a range of reliable scales, though not validated thoroughly, but thus far unexplored by social workers in South Africa. A qualitative approach within the Developmental and Utilization Model enabled the researcher to conduct an in-depth analysis of the existing problem. Information was gathered with regard to relevant aspects of attachment in middle childhood in a successful attempt to formulate guidelines for the development of an effective model for the assessment of attachment between the child in middle childhood years and his caregiver. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.