There is a dearth of research available on child services in the community mental health setting in the fields of psychology and counseling. The purpose of this study was to conduct an experimental evaluation of university-based play therapy clinical services with children aged 3 to 10 years old and to explore dimensions of the effectiveness of child-centered play therapy (CCPT) with children. This study examined real-life clinical services to the largest number of child participants in decades of mental health research, especially in the field of play therapy. Archival data from cases of 364 children served through a university-based play therapy clinic in the southwestern United States was examined. The effectiveness of child-centered play therapy (CCPT) was measures by a decrease in a child's behavioral problems perceived by a parent/guardian measured by scores of the Internalizing Problems, Externalizing Problems and Total Problems on the Child Behavioral Checklist (CBCL) and a reduction of parent-child relationship stress manifested in the Child Domain, Parent Domain and Total Stress Score on the Parenting Stress Index (PSI). Data from pretest and posttest was gathered for use in the analysis. Independent samples t-test, repeated measures analysis of variance, and ordinary least squares regression, including effect sizes, were utilized to detect the differences between groups and the treatment effects. After receiving individual CCPT, results of this study demonstrated statistically significant differences on overall CBCL and PSI measures, with the exception on Parent Domain. Additionally, findings highlighted the effectiveness of individual CCPT through demonstrated moderate to large effects over time (partial η2 = .097 to .201). Individual CCPT also revealed very large effects (η2 = .26 to .37) when specifically examined with participants who completed play therapy treatment. Further, statistically significant predictions were found on CBCL and PSI measures, with the exception on Total Problems. Termination and family relationship concern variables were found as strong contributors on predicting greater improvement. Based on the statistical, practical, and clinical significances, the primary contribution of this study is the fully exploration of child characteristics and effectiveness of play therapy for children who seek mental health services.

[pt] A difusão de sistemas locais de inovação pode ser entendida como uma das expressões de uma nova forma de cooperação que se manifesta no contexto amplo das mudanças estruturais enfrentadas pela sociedade, com impacto nas organizações produtivas. O objetivo deste trabalho é entender a dinâmica de um Sistema Local de Inovação - SLI, em particular, dos de base universitária, identificando seus principais atores (stakeholders) e as políticas mais eficazes para garantir seu funcionamento por parte do governo, universidades e setor privado. Faz-se um estudo sobre a dinâmica da inovação tecnológica e sobre as mudanças no ambiente das organizações, sendo também analisada a proposta da PUC-Rio em estabelecer um SLI de base universitária no bairro da Gávea, avaliando-se seus possíveis impactos na economia da região e sua capacidade para promover a transferência de resultados da pesquisa científica para a sociedade. Tal esforço enfrenta o desafio de planejar uma estrutura de governança que contenda com as várias questões envolvidas no gerenciamento de complexos sistemas sociotécnicos. Esse sistema é entendido como uma ecologia organizacional, sendo portanto utilizado o instrumental teórico fornecido pela abordagem socioecológica com o intuito de visualizar o complexo ambiente como um sistema aberto, mais dinâmico e apropriado para as características dos sistemas locais de inovação. O trabalho não se constitui em um estudo de caso, mas em uma tentativa de auxiliar a Universidade no esforço de planejamento de um SLI de Base Universitária. / [en] The diffusion of Local Innovation Systems - LIS can be understood as one of the expressions of a new form of cooperation manifested in the context of the organizational changes faced by modern societies. In this regard, the diffusion of this one particular organizational form - that brings together the advantages of clustering and networking - can be understood in light of the perceived benefits from heightened cooperation to innovative activities. The objective of this dissertation is to understand the properties and dynamics of a LIS and, in particular, of University-based LIS, to shed more light into the elements of its structure and governance that promote cooperation among the many players involved. The dynamics of technological innovation, as well as the environmental changes faced by productive firms are also studied. One particular contextual interest presented in this dissertation is the ongoing effort of PUC-Rio to establish an University-based LIS in order to increase its capacity to transfer results of its academic research to society. Such effort faces the challenge of planning a governance structure that contends with the many issues involved in managing such complex social-technical system, a rather new subject of academic research. To assist in meeting this challenge, the PUC-Rio LIS will be understood as an organizational ecology. Hence, the theoretical framework provided by the socioecological approach will be used in understanding the environment as an open system, which is more dynamic and appropriate for the characteristics of LIS. Therefore, rather than a case study on innovation systems, this dissertation is an attempt to contribute to the Universitys effort of planning its LIS.

Originally presented as the author's thesis: Universität zu Kiel, 2007. / Includes bibliographical references.

This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry. This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise. Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.

This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants’ perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester universitybased teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants’ perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.

No description available.

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Constant and aggressive change is a characteristic that has shaped our present day life and occurs at all levels of society. In a new South Africa, an entrepreneurial approach has become a means of survival. Modern day South Africans have been compelled to adopt an innovative and entrepreneurial mindset in order to function optimally. For the higher education sector, this has meant the commercialisation of many aspects of their operations due to yearly cuts in subsidy allocations. Stellenbosch University is not exempt from this and is also affected by these cuts. The goal of this study is therefore to provide an internationally researched conceptual model and process for commercialising academic research at Stellenbosch University. This will require the adoption of an entrepreneurial mindset which views research differently from its traditional mode. By moving away from an academic view of research, new partnerships, opportunities and outcomes become possible, from which new revenue avenues could be opened. The question arises as to what technological innovations are likely to result in commercial success and what route should a university then take to successfully commercialise their research findings? Finding practical answers to these questions could provide a platform from which a university can make accurate and timely decisions with regards to the commercialisation of its academic research. Accurate decision-making is therefore an essential tool in the management of this process. Commercialisation is not viable without first creating an innovative mindset and platform. These cannot be created without first understanding the concept of newness. Consistent newness requires continuous innovation, from which academic entrepreneurship then stems. The successful commercialisation of this entrepreneurship can then be understood by considering the various concepts and basic components involved in commercialisation. A broad look at literature provided the basis for this platform from which a model could then be constructed. In constructing the model, the key components were first identified. Secondly, a brief look at four different commercialsiation models provided an overview of the thought pattems involved in such a process. The synthesis of these components and models culminated in a conceptual model for commercialisation within the Stellenbosch University environment. This model included the tangible and intangible side of commercialisation, incorporating organisational mindset, attitudes and culture. / AFRIKAANSE OPSOMMING: Konstante en omvattende verandering is 'n kenmerk van die eietydse samelewing en raak alle sosiale vlakke. 'n Entrepreneuriese benadering het in die nuwe Suid-Afrika 'n middel tot oorlewing geword. Eietydse Suid-Afrikaners word genoodsaak om innoverend en ondernemend te wees ten einde optimaal te kan funksioneer. Dit impliseer dat tersiere instellings byvoorbeeld baie van hul bedrywighede moet kommersialiseer, weens toenemende besnoeiings in subsidiering. Die Universiteit van Stellenbosch word insgelyks deur hierdie besnoeiings geraak. Die doel van hierdie studie is die ontwerp van 'n konsepsuele model en proses vir kommersialisering van akademiese navorsing vir die Universiteit van Stellenbosch, gebaseer op internasionale navorsing. Dit vereis 'n entrepreneuriese denkwyse wat navorsing anders benader as in die verlede. Deur weg te beweeg van 'n suiwer akademiese siening van navorsing, word nuwe vennootskappe, geleenthede en uitkomste moontlik, en skep sodoende ook nuwe bronne van inkomste. Tegniese innoverings wat prakties en uitvoerbaar is kan moontlik as platform dien vir hierdie kommersialisering. Dit veronderstel toepaslike besluitneming as noodsaaklike middel in die bestuur van die proses. 'n Nadere deurskouing van konsepte onderliggend aan suksesvolle kommersialisering van entrepreneurskap, tesame met 'n bree oorsig van navorsing in hierdie verband, het die basis gevorm vir die ontwerp van 'n model. Kernkomponente is eerstens identifiseer. Bestaande modelle het tweedens 'n oorsig van denkpatrone oor die ontwerp van so 'n proses gebied. 'n Sintese van hierdie komponente en modelle het kulmineer in 'n konsepsuele model vir kommersialisering binne die Universiteit van Stellenbosch omgewing. Hierdie model sluit die praktiese deel van kommersialisering, sowel as die ontasbare deel, naamlik organisatoriese denkwyses, houdings en kultuur in.

Le concept de Laboratoire de Fabrication Digitale (Fablabs) est au départ, une plateforme de prototypage industriel pour les entrepreneurs locaux. Elle est introduit rapidement dans le domaine de l'éducation et sert de plus en plus souvent de plate-forme pour l'apprentissage et l'innovation.Avec l'impact actuel des technologies numériques au sein des sociétés, des organisations telles que le Conseil national de recherches (CNR) appellent le secteur de l'éducation à se tourner vers les compétences du 21ème siècle, tandis que le secteur industriel repense la conception et la production afin d’assurer la durabilité (y compris l'éco-conception et l'économie circulaire) et adopter les dernières technologies intégrées dans l’entreprise 4.0.Les plateformes « Fablab » implantées dans les universités (Ub-Fablabs) pourraient donc jouer un rôle essentiel en tant que «plateforme de support» pour répondre à ces demandes.Etant donné qu’il y a eu très peu ou pas de recherche sur les capacités de Ub-Fablabs pour répondre à ces demandes, cette recherche a adopté une double approche :1) étudier et aligner les compétences cognitives, affectives et psychomotrices y compris les compétences opérationnelles (en matière de logiciels, de notion de mécanique, d’électricité et de systèmes embarqués, …) intégrées dans le processus de conception d'Ub-Fablabs.2) Évaluer la capacité d'Ub-Fablabs à préparer les citoyens aux futures évolutions dans la conception et la production.Dans la partie 1 de la recherche, le chercheur a observé de près la conception et la production d'une machine servant à écraser des roches (RMM) pour laquelle l'utilisation d'une gamme de technologies (bois, pierre et matériaux synthétiques) ont été requises.Les activités de conception et de production ont été enregistrées à l'aide de notes de terrain, d'enregistrements vidéo et de photographies. Pour garder la trace des activités de conception et de production, un modèle de processus de conception itératif, le «modèle de conception de Nawita» (NDPM) a été développé et utilisé.Les données ont été analysées à l'aide d'une analyse de protocole adaptée et les résultats ont été représentés graphiquement.Les résultats ont montré que matérialiser les idées créatives incubées dans la phase 1 du NDPM a déclenché un pic étonnant de compétences cognitives, affectives et psychomotrices dans les étapes 2, 3 et 4 du NDPM. Ces processus et compétences ont sans aucun doute constitués des compétences requises au 21ème siècle.Dans la partie 2 de la recherche, une analyse adaptée des contenus en ligne a été utilisée pour collecter des données provenant de 90% des Ub-Fablabs dans le monde.Une échelle d'indicateurs de capacité Ub-Fablab (Ub-Fablab CIS) a été développée et utilisée pour évaluer quatre aspects potentiels d'Ub-Fablab. Cette échelle est une aide à la compréhension du processus de création. La plate-forme support incite les esprits proactifs à une meilleure intégration des processus de conception et de production.Ces composants sont: i) Infrastructure technologique; ii) Approche pédagogique constructiviste; iii) Collaboration à travers le réseautage numérique et iv) durabilité (y compris l'éco-conception et l'économie circulaire).Les résultats ont révélé que tous les Ub-Fablabs ont une position forte dans la fourniture d'infrastructures technologiques et une forte approche pédagogique constructiviste, mais peuvent avoir besoin d'améliorer leur capacité de collaboration à travers le réseautage et la restauration de la durabilité.Les résultats de cette recherche fournissent une solide réputation pour les Ub-Fablabs à être utilisés pour augmenter les efforts afin d’équiper les citoyens avec des compétences du 21ème siècle et inciter les esprits proactifs à une meilleure intégration et employabilité. / The concept of Digital Fabrication Laboratories (Fablabs), initially an industrial prototyping platform for local entrepreneurships is rapidly finding its way into the education arena and used as a platform for learning and innovation. With the current impact of digital technology on the societies, there are calls from organizations like the National Research Council (NRC) for the education sector to cater for the so-called 21st Century Skills, while the industrial sector to rethink design and production in order to cater for sustainability (inclusive of eco-design and circular economy) and to embrace the latest technologies in preparation for the Industries 4.0. Fablab platforms established in universities (Ub-Fablabs) could therefore play a vital role as a ‘support platform’ to meet these demands.Since there has been very little or no research into the capacities of Ub-Fablabs to meet these demands, this research took a two-fold approach toi) investigate and align cognitive, affective and psychomotor skills (inclusive of mechanical, electrical and embedded software operational skills) embedded in the design process in Ub-Fablabs.ii) assess the capacity of Ub-Fablabs to prepare citizens for the future design and production industries.In part 1 of the research, the researcher closely observed the design and production of a rock milling machine (RMM) where utilisation of a range of wood, stone and synthetic materials technologies were displayed. The design and production activities were recorded using field notes, video-recording and still photography. To keep trace of the design and production activities, an iterative design process model, the ‘Nawita Design Process Model (NDPM) was developed and utilised. Data was analysed using an adapted protocol analysis and results were graphed using pie and bubble-chart graphing. Results showed that materialising the creative ideas incubated in stage 1 of the NDPM unleashed a stunning peak of cognitive, affective and psychomotor skills in stages 2, 3 and 4 of NDPM. These processes and skills are undoubtedly constituted of the 21st Century Skills.In part 2 of the research, an adapted online content analysis was used to collect data from 90% of the Ub-Fablabs worldwide. An Ub-Fablab Capacity Indicator Scale (Ub-Fablab CIS) was developed and used to score on four potential aspects of Ub-Fablab if it has to be used as a support platform to incubate proactive minds for the future integration of design and production industries. These components are i) Technological infrastructure; ii) Constructionist pedagogical approach; iii) Collaboration through digital networking and iv) sustainability (inclusive of eco-design and circular economy). Results revealed that all Ub-Fablabs have a strong stand in providing technological infrastructures and a strong constructionist pedagogical approach, but may need to improve on its capacity for collaboration through networking and catering for sustainability.The findings of this research provides a strong standing for Ub-Fablabs to be utilised to augment efforts to equip citizens with 21st Century skills and incubate proactive minds for the future integration of design and production industries

Doctor Educationis / By the mid-1980s, the Nationalist Party had sought to salvage almost four decades of apartheid policies that were based on white supremacy. In this regard, it engaged in dual strategies of repression and reform. The state's strategies were challenged by organizations and movements within civil society. In this regard, many community-based organizations mushroomed both nationally and regionally. These organizations were coordinated by adult political activists most of whom were perceived to lack the necessary skills to manage organizations more effectively. In this conjuncture, the Adult Education Departments at five South African universities developed certificate-level programs to address this gap. This study focuses on three such programs, the Community Adult Education Programme, based at the University of Cape Town, the Certificate for Educators of Adults at the University of the Western Cape, and the Community Adult Educators Training Course based at the University of NatalPietermaritzburg. This study investigates the social and political conditions that gave rise to the three certificate programs. It also investigates the relationship between the external social and political conditions and the internal curriculum practices of the certificates. This process analyses the nature of the relationship and identifies shifts in the programs and the curriculum practices between 1986 and 1996. The study uses a qualitative approach and draws on elements of critical theory and social constructionism to understand the data gleaned from interviews and documents. This study argues that all three certificate programs have directly been tied into the sociopolitical context in South Africa between 1986 and 1996. In this decade the study argues, there are three distinct political periods, namely repression/reform, negotiations, and fragile democracy. It argues that distinct features from each period have shaped the certificates in different ways. Along with the national political conditions as manifest at the level of the state, the private sector, and civil society, there are local and institutional dynamics that contribute to the different forms assumed by these certificates. The study further argues that the external social - political conditions from each period have demarcated and fixed the boundaries for the certificates as a social practice. In this process, the curriculum practices for each period permitted certain words and practices in preference to others. Consequently, it argues that the external and internal social and political dimensions together construct the certificates as a discourse. This study is based on a belief that the role of a certified practitioner is to creatively locate the day-to-day practices within different theoretical frameworks to advance studies into sites of adult education practices. This study represents a step in such a direction.