Clients with specific deficits in communication, memory, processing of information, or attention, may have difficulties with the counselling process. This study was been designed to explore the experiences of individuals with these specific deficits in counselling, and thereby increase awareness of the existence and effect of possible barriers or supports in the counselling process. The methodology used was Interpretive Description, developed by Sally Thorne (Sally Thorne, Kirkham, & O'Flynn-Magee, 2004). Ten individuals with particular learning disabilities (one or more of the above deficits) who have experienced counselling were interviewed. Up to four interviews were conducted with each participant; one screening interview, an initial interview, an optional interview including a significant other, and a member check at the end of the study. The researcher recorded a field and research journal during data collection. For the initial and optional interviews the researcher gathered transcripts, and then immersed himself in the data, in order to find themes about the participants’ experiences of counselling. The participants confirmed themes for accuracy and completeness. Finally, four participants contributed a short paragraph at the end of the thesis, nine participants contributed drawings that represented their counselling experience, and five participants created poses representing their relationship with their therapist. These alternate forms of data were used as further evidence in the study. The data gathered demonstrated that participants believed that they needed a more flexible approach to therapy which depended on having a safe relationship with a therapist that was sensitive to their needs. Although certain kinds of counselling processes were preferred by certain participants, the participants’ particular cognitive deficits were not the determining factors of what kinds of help the participants wanted in therapy. Rather, the participants were more interested in the creation of a counselling process based on a collaborative approach between them and their therapist, dependant on the participant’s knowledge about his or her needs and the therapist’s experience in counselling and with learning disabilities.

Clients with specific deficits in communication, memory, processing of information, or attention, may have difficulties with the counselling process. This study was been designed to explore the experiences of individuals with these specific deficits in counselling, and thereby increase awareness of the existence and effect of possible barriers or supports in the counselling process. The methodology used was Interpretive Description, developed by Sally Thorne (Sally Thorne, Kirkham, & O'Flynn-Magee, 2004). Ten individuals with particular learning disabilities (one or more of the above deficits) who have experienced counselling were interviewed. Up to four interviews were conducted with each participant; one screening interview, an initial interview, an optional interview including a significant other, and a member check at the end of the study. The researcher recorded a field and research journal during data collection. For the initial and optional interviews the researcher gathered transcripts, and then immersed himself in the data, in order to find themes about the participants’ experiences of counselling. The participants confirmed themes for accuracy and completeness. Finally, four participants contributed a short paragraph at the end of the thesis, nine participants contributed drawings that represented their counselling experience, and five participants created poses representing their relationship with their therapist. These alternate forms of data were used as further evidence in the study. The data gathered demonstrated that participants believed that they needed a more flexible approach to therapy which depended on having a safe relationship with a therapist that was sensitive to their needs. Although certain kinds of counselling processes were preferred by certain participants, the participants’ particular cognitive deficits were not the determining factors of what kinds of help the participants wanted in therapy. Rather, the participants were more interested in the creation of a counselling process based on a collaborative approach between them and their therapist, dependant on the participant’s knowledge about his or her needs and the therapist’s experience in counselling and with learning disabilities.

Clients with specific deficits in communication, memory, processing of information, or attention, may have difficulties with the counselling process. This study was been designed to explore the experiences of individuals with these specific deficits in counselling, and thereby increase awareness of the existence and effect of possible barriers or supports in the counselling process. The methodology used was Interpretive Description, developed by Sally Thorne (Sally Thorne, Kirkham, & O'Flynn-Magee, 2004). Ten individuals with particular learning disabilities (one or more of the above deficits) who have experienced counselling were interviewed. Up to four interviews were conducted with each participant; one screening interview, an initial interview, an optional interview including a significant other, and a member check at the end of the study. The researcher recorded a field and research journal during data collection. For the initial and optional interviews the researcher gathered transcripts, and then immersed himself in the data, in order to find themes about the participants’ experiences of counselling. The participants confirmed themes for accuracy and completeness. Finally, four participants contributed a short paragraph at the end of the thesis, nine participants contributed drawings that represented their counselling experience, and five participants created poses representing their relationship with their therapist. These alternate forms of data were used as further evidence in the study. The data gathered demonstrated that participants believed that they needed a more flexible approach to therapy which depended on having a safe relationship with a therapist that was sensitive to their needs. Although certain kinds of counselling processes were preferred by certain participants, the participants’ particular cognitive deficits were not the determining factors of what kinds of help the participants wanted in therapy. Rather, the participants were more interested in the creation of a counselling process based on a collaborative approach between them and their therapist, dependant on the participant’s knowledge about his or her needs and the therapist’s experience in counselling and with learning disabilities. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of this experimental study was to conduct and evaluate a teaching method for improving verbal expression performance of Head Start children. The teaching method of language stimulation given the experimental subjects was based on story reading and retelling with active participation by the children in daily small group tutoring sessions, for seven weeks. An academic program given the control subjects included specific vocabulary and sequencing training. Verbal expression was measured by an analysis of stories told by each subject before and after tutoring, in response to sequence pictures and standup figures. Measures of vocabulary, sentence structure and evidence of sequence were used in the analysis. The experimental language tutored group gained significantly from pre- to posttest in 11 Of 20 verbal expression criteria. Although a comparison of group means showed the experimental group's performance to have exceeded that of the control group in 15 criteria, only one vocabulary score was significantly greater for the experimental subjects. It was concluded that verbal expression skills can be accelerated through training. The teaching method based on story reading was recommended for use by Odgen Head Start teachers as one method of improving verbal expression.

Este estudo propõe-se a investigar a contribuição que práticas de interação verbal oral realizadas no contexto de uma formação online podem trazer para o aperfeiçoamento da expressão oral do estudante de francês língua estrangeira. Apoiado na metodologia da pesquisa-ação, o projeto Cefradis (Cours Pilote de Français Avancé à Distance) foi desenvolvido em 2010 junto a um grupo de estudantes do 3º ano de Letras da Universidade de São Paulo. A arquitetura de base do projeto consistiu em alternar produções orais individuais com interações online, bem como o feedback fornecido aos estudantes como forma de comentar aspectos qualitativos de sua produção textual oral. A conversação online sobre temas da atualidade apresentados desde o ponto de vista de locutores francófonos propiciou aos estudantes um uso real do francês falado em atividades comunicativas que não são habitualmente vivenciadas no cotidiano de sua formação universitária. Todas essas práticas didáticas foram possibilitadas por recursos tecnológicos de comunicação mediada por computador, de edição de áudio, registro, armazenamento e compartilhamento do material textual produzido ao longo do projeto. Destaca-se, portanto, a contribuição da mediação tecnológica para o desenvolvimento do processo de ensino e aprendizagem. No entanto, os discursos dos estudantes revelam o papel preponderante que a interação e a mediação humanas exerceram durante este processo, tanto para o fortalecimento de seus recursos pessoais de expressão oral quanto para o despertar de uma consciência linguística sobre seu modo de falar na língua estrangeira. / This study investigates how oral interaction practices carried out online, via the Cefradis Project, contribute to helping learners of French as a foreign language improve their verbal expression. Grounded in action-research methodology, the CefradisProject (Cours Pilote de Français Avancé à Distance) was developed in 2010 with a group of undergraduate students in their third year of Language and Literature at the University of São Paulo. The framework of the project consisted in alternating individual oral production activities with online interactions and incorporated giving feedback to participants to comment on qualitative aspects of their production of oral text. Scheduled online conversations about current events presented from points of view held by French-speaking people engaged the students in authentic use of spoken French in communicative activities not usually experienced by them in their daily university lives. Teaching practices such as these were made possible through the use of technological resources of computer-mediated communication, audio editing, data recording, and the storing and sharing of text material produced throughout the project. The significant role of technological mediation in the development of the teachinglearning process is therefore explored in this study. However, the feedback of participants reveals the predominant role that human interaction and human mediation play in this process, not only in the strengthening of the learners´ personal resources for verbal expression but also in the awakening of their linguistic awareness of their own ways of speaking in French.

Este estudo propõe-se a investigar a contribuição que práticas de interação verbal oral realizadas no contexto de uma formação online podem trazer para o aperfeiçoamento da expressão oral do estudante de francês língua estrangeira. Apoiado na metodologia da pesquisa-ação, o projeto Cefradis (Cours Pilote de Français Avancé à Distance) foi desenvolvido em 2010 junto a um grupo de estudantes do 3º ano de Letras da Universidade de São Paulo. A arquitetura de base do projeto consistiu em alternar produções orais individuais com interações online, bem como o feedback fornecido aos estudantes como forma de comentar aspectos qualitativos de sua produção textual oral. A conversação online sobre temas da atualidade apresentados desde o ponto de vista de locutores francófonos propiciou aos estudantes um uso real do francês falado em atividades comunicativas que não são habitualmente vivenciadas no cotidiano de sua formação universitária. Todas essas práticas didáticas foram possibilitadas por recursos tecnológicos de comunicação mediada por computador, de edição de áudio, registro, armazenamento e compartilhamento do material textual produzido ao longo do projeto. Destaca-se, portanto, a contribuição da mediação tecnológica para o desenvolvimento do processo de ensino e aprendizagem. No entanto, os discursos dos estudantes revelam o papel preponderante que a interação e a mediação humanas exerceram durante este processo, tanto para o fortalecimento de seus recursos pessoais de expressão oral quanto para o despertar de uma consciência linguística sobre seu modo de falar na língua estrangeira. / This study investigates how oral interaction practices carried out online, via the Cefradis Project, contribute to helping learners of French as a foreign language improve their verbal expression. Grounded in action-research methodology, the CefradisProject (Cours Pilote de Français Avancé à Distance) was developed in 2010 with a group of undergraduate students in their third year of Language and Literature at the University of São Paulo. The framework of the project consisted in alternating individual oral production activities with online interactions and incorporated giving feedback to participants to comment on qualitative aspects of their production of oral text. Scheduled online conversations about current events presented from points of view held by French-speaking people engaged the students in authentic use of spoken French in communicative activities not usually experienced by them in their daily university lives. Teaching practices such as these were made possible through the use of technological resources of computer-mediated communication, audio editing, data recording, and the storing and sharing of text material produced throughout the project. The significant role of technological mediation in the development of the teachinglearning process is therefore explored in this study. However, the feedback of participants reveals the predominant role that human interaction and human mediation play in this process, not only in the strengthening of the learners´ personal resources for verbal expression but also in the awakening of their linguistic awareness of their own ways of speaking in French.

Background and objectives: Whilst Active and Receptive Music Therapy techniques have been widely researched and are employed within a range of contexts and with diverse client populations, this study reports on their specific qualitative musical and verbal affordances in major depressive disorder and schizophrenia-spectrum psychotic disorders. The study also describes and compares the respective and joint contributions of the music therapy techniques in giving rise to the affordances as well as reporting on the similarities and differences within and between diagnostic groups. This is the first study of its kind within the South African context. Methods: A qualitative research approach using a case study design, sampled purposefully twenty patients of the above mentioned diagnostic groups for participation in this study comprising a course of eight twice weekly music therapy sessions. The primary data sources were transcribed video recordings of therapy sessions and an individual in-depth semi-structured interview after the course of therapy. Clinical session notes served as a corroborative data source. In-depth content and thematic analysis explored and compared qualitative affordances during music therapy comprising active and Receptive Music Therapy techniques. The qualitative affordances under investigation were i) musical qualities, and ii) verbal expressions. Emerging from these affordances were the respective and combined affordances of the music therapy techniques as well as the similarities and differences between the diagnostic groups. Findings: Thirteen themes emerged from the analysis of clients' verbatim verbal responses to both active music making and Receptive Music Therapy techniques. These themes are: i) not to feel; ii) to do or not to do; iii) grappling with the desired future; iv) hurt and fear of undesirable outcomes; v) sadness, brokenness and futility; vi) anger, trust and vulnerability; vii) desire for connection with and affection of others; viii) barricaded from being present, now; ix) tensing and un-tensing; x) personal relating to one’s musical expression; xi) reflections on the music and music making in therapy; xii) resilience and courage and xiii) invigoration and liberation. The Active Music Therapy techniques comprising clinical improvisation, structured musical exercises, drumming, vocal work, songwriting and movement, gave rise to ten themes expressing the musical affordances. The themes that emerged were i) reciprocal responding; ii) the explicit use of symbols through music; iii) regularity; iv) disturbance and difficulty; v) turning points; vi) energy bursting or lacking; vii) bodily synchrony; viii) intensified emotional expression; ix) exploring new territory and Active Music Therapy techniques comprising clinical improvisation, structured musical exercises, drumming, vocal work, songwriting and movement, gave rise to ten themes expressing the musical affordances. The themes that emerged were i) reciprocal responding; ii) the explicit use of symbols through music; iii) regularity; iv) disturbance and difficulty; v) turning points; vi) energy bursting or lacking; vii) bodily synchrony; viii) intensified emotional expression; ix) exploring new territory and x) resolution and arrival. The emerging themes express the extent of musical and verbal expression of all clients representing both diagnostic groups. Most saliently among clients with depression the affordances were the themes on accessing creativity, accessing and articulating internal feelings, experiencing resilient parts of self, reflecting on and integrating symbolic material, motivation to act and extending musical and verbal expression during social interaction. Among clients suffering from schizophrenia spectrum disorder, the most striking affordances were experiences of regularity and flow within disorganization, orientation to ‘here and now’ experiences through active music making and working with symbolic material expressed on a continuum of concrete to abstract. Clients from both diagnostic groups experienced a reduction in unwanted symptoms as expressed through increased energy levels, experiences of pleasure in music making and spontaneous musical and verbal self-expression. Conclusion: This study revealed qualitative affordances of specific music therapy techniques expressed through verbal content and musical qualities. These showed responses within a therapeutic relationship that express inter- and intra-personal connection, give voice to what is not always verbally accessible and facilitate multi-sensory, creative experiences, increased motivation, emotional expression, and the reclamation of energy, spontaneity and resilience. / Thesis (PhD)--University of Pretoria, 2017. / Psychiatry / PhD / Unrestricted

The subject of the thesis is a research investigation aimed at comparing the visual and verbal expression of children, which is exhibit striking differences in the achieved level of these two expressions, and evaluation criteria of kindergarten teachers in the assessment of both expressions. The aim of the thesis is based on research findings to contribute to the deepening of the professional competencies of teachers in kindergartens in solving pedagogical problems in children with a significant mismatch between the actual achieved level of visual and verbal expression. The research problem is expressed by the research questions aimed at pre-schoolers and the kindergarten school teachers . The research uses mainly qualitative research, supplemented in some parts by quantitative research. In the preliminary investigations were used content analysis of text, in the context of my research are included the methods of observation, interviews, analysis of children's drawings, narratives . The expected outcome of the thesis is the preparation of documents intended for kindergarten teachers, allowing them to deepen their knowledge of the problem. Its contents will include possible causes of a mismatch between visual and verbal expression of the preschoolers and proposals for concrete actions that belong...