No description available.

No description available.

No description available.

No description available.

This thesis has examined the effects of forced choice, peer relations and teacher-pupil relations on the self-concepts of forty-eight pupils in a Speech I class at Muncie Central High School, Muncie, Indiana. The pupils were divided equally into two groups: control group and experimental group. The control group was taught in a traditional, rigid manner. The experimental group was taught in a pupil-oriented, relaxed manner.To analyze how the two groups were affected six instruments were utilized: Anecdotal, Record, Classroom Questionnaire, Weekly Report Sheet, Observation Guide, Interview Guide and Self-Response Questionnaire. All data obtained from the preceding instruments were treated descriptively except for the latter instrument. Data from it were analyzed by comparing t-test scores of differences between pre-test and post-test responses of the two groups and by analysis of covariance.Data obtained indicated that pupils in the experimental group: (1) identified themselves in more positive ways, (2) identified others in more positive ways and (3) worked more cooperatively with others than did pupils treated in the control group.

M.A. / The quest for a healthy mind and body has received increasing attention in recent years and the focus it seems, is not only on attaining optimal physical and psychological health, but also the maintenance and enhancement thereof. In light of this, the aim of this study was to understand the contributing factors in reaching optimal physical and psychological health or what is referred to in this study as an Optimal State of Being. To this end, the Investment in Self construct was developed to explain the aspirations towards optimal physical and psychological health. In view of this, the criteria thought to be a part of an Optimal State of Being are outlined in this study and one of the main tenants of this study is that Investment in Self will play a role in reaching an Optimal State of Being. Since there is no comprehensive construct that conceptualises the essence of Investment in Self, there is consequently no objective method of measuring it. This study, in addition to developing the Investment in Self construct, developed an instrument to measure Investment in Self called the Investment in Self Questionnaire. The Investment in Self construct was correlated with Sense of Coherence, Satisfaction with Life and Optimism using the self-constructed Investment in Self Questionnaire, Sense of Coherence – Short Form, Satisfaction with Life Scale and Life Orientation Test respectively, in order to establish its relationship to optimal well-being. The questionnaires were administered to 256 volunteer participants from the general population and the results of the study showed that Investment in Self is significantly related to psychological well-being.

A research report submitted to the 'Faculty of Education, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) / The primary aim of the study was to investigate the effect upon growth toward self-actualization; and to explore changes in cross-cultural attitudes for Guidance pre service teachers who were participants in a Youth Counselling program. It was hypothesised that participants would grow significantly toward self-actualization. The data were collected through pre- and posttest administration of Shostrom's Personal Orientation Inventory (POI) and through a researcher-designed questionnaire, the Attitude Inventory. The control group consisted of English Methodology students, The results indicated that participation in the Youth Counselling program was not effective in increasing self-actualizing attitudes. Significant change in the Youth Counsellor's perceptions of her/his ability to form interpersonal relationships with individuals from racial groups different from her/his own was also not confirmed. Nevertheless, as, a by-product of the study. certain Interesting findings were noted, namely South African preservice teachers (of Guidance and English Methodology) centre excessively on the past or the future relative to the present and tend to misuse time. Further, they are bound by social pressures and social expectations, and are unclear as to whether to conform or to act autonomously, Empirical observation demonstrated the Youth Counselling program was the first time that many of the Youth Counsellors had entered into a relationship with an individual of another race, Recommendations for further research include a Youth Counselling program which is voluntary and not mandatory, of a greater length than five months, more closely monitored and less ambiguous. It was suggested that a more reliable method of measuring self-actualisation, which is more appropriate to South African conditions should be developed. It was also suggested that further use of the Attitude Inventory is postponed until validity and control studies have occurred. / Andrew Chakane 2018

The goal of this thesis is to bring Rogers and Kierkegaard into productive conversation with each other, across disciplines, around the themes of self, authenticity, and relationality. The purpose is to show that people can still learn a great deal from these thinkers, particularly by reading each of them in light of the other. Rogers and Kierkegaard wrote in different historical periods and cultural settings. However, by identifying some cognate concepts (in English) we can appreciate how, for both of them, the central task of life is to promote human well-being, in community with each other, and in humble relation to a higher good or ideal. This thesis shows more specifically that Rogers' theory of person-centeredness and Kierkegaard's theory of Christian neighbor-love both reflect the conviction that being an authentic self if necessary for sustaining good relationships with others. Both authors argue that being in right relationship with others is, in turn, essential to self-actualization and authenticity.

No description available.

Bibliography: leaves 476-502.