M.Ed. (Psychology of Education) / Please refer to full text to view abstract

This study examined the effects of teaching nurturance to preschool-aged boys on their aggressive, nurturant, and prosocial behavior. The subjects were four 4-year-old boys enrolled in a Head Start Program. Teachers identified two of the boys as aggressive and two as typical of their peers in aggressive behavior. The intervention, nurturing doll play, was introduced in a multiple baseline across subjects design. The boys were observed for aggressive, nurturant, and prosocial behavior during observational play sessions and in natural play settings. Results did not provide clear evidence that the intervention decreased aggression or increased nurturance or prosocial behavior in all 4 boys. However, after treatment was implemented, 2 boys showed a slight decrease in aggression, I boy showed an increase in nurturance, and 3 boys exhibited a small increase in prosocial behavior.

No description available.

Thesis (M.A. (Psychology))--Rhodes University, 2005. / "This thesis is submitted in partial fulfilment of the requirements for a Master of Arts degree in Clinical Psychology" -T.p.

Ph.D. / Aggression during adolescence has a long term effect on the mental health of adolescents. This is a great reason for concern. Although society is intensely aware of the incidences of aggression within South African schools, little research is available regarding this issue. Learners with special educational needs, and specifically learners with cerebral palsy, have been even more neglected in this regard. This study evolves from the field work of the researcher’s M.Ed. dissertation in which the experience of aggression in adolescent boys with cerebral palsy was explored and described. The aim of this study is to develop, describe, implement and evaluate a psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys that live with cerebral palsy. A theory generating research design was used to fulfil this purpose. The development of this model consisted of four steps. Step one consisted of the concept analysis. Facilitation, constructive and management were identified as the central concepts. As part of the concept analysis these concepts were defined and essential and related criteria were discussed. All the concepts and criteria were then summarised in a comprehensive definition. A model case was constructed before the concepts were classified. During the process of classification a heightened self-awareness was identified as the terminus of the process. During step two relationship statements were drawn between the different concepts. These relationship statements as a whole provide substance and structure to the theory. In step three the psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys with cerebral palsy was described. The structure of the model was described in terms of its purpose, assumptions and the context of the model.

M.Ed. (Psycho-educational programme development) / The wide spread concern, pertaining the alarming rate of adolescents leaving school before completing Grade12 is a South African problem. The experiences of those adolescents vary greatly. In line with the South Afncan School Act (84 of 1996) education is accessible and compulsory for all. Unfortunately that provision is targeted only for grade 1to grade 9, of which grade 9 is considered an exit point for General Education and Training. There is no clear cut intervention strategy in place in the educational system toassist adolescents leaving school before completing Grade 12 in order to cope with their situation It is for this reason that the researcher took the initiative of exploring the adolescents' experiences of leaving school before completing Grade 12. The researcher realises that adolescents form alarge percentage of our country's population. Therefore they should be retained inschools in order to be capacitated, so that they can develop and sustain economic structures of a country that has a future that depends on the expertise of the youth. Retaining adolescents in schools is a necessity. As a result, in this research, an attempt is made to alert the educational stakeholders to assist the adolescents who have left school before completing Grade 12 to cope with their situation. This research study is aimed at describing the adolescents' experiences of leaving school before completing grade twelve, to provide guidelines and to make recommendations for other educational stakeholders on how these adolescents can be assisted. The setting of the study is in the informal settlement of Ekurhuleni metropolis. Thestudy is conducted through the combination of individual interviews and participant observation. The research method that was followed was qualitative, explorative, descriptive, and contextual in order to investigate what the adolescents' experiences are. Sampling was done purposively because the respondents had to be adolescents who have left the secondary school before completing grade twelve. A pilot interview study was done. Thereafter phenomenological interviews were conducted with twenty of these adolescents. During the interviews, ethical measures were adhered to and steps to ensure trustworthiness were also followed. The data was analysed as per Tesch's method of data analysis. The services of an independent coder were also employed. The results were based on the phenomenological in-depth interviews on adolescents' own experiences of leaving secondary school before completing Grade 12. The recommendations from this study were made with specific reference to the education department. educators, parents and non-governmental organisations Guidelines were described according to themes and categories of experiences. objectives and strategies.

Ph.D. (Education) / Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

Thesis (MA (Psychology))--University of Stellenbosch, 2008. / Adolescence is a trying developmental stage and the high levels of violence that many adolescents are exposed to in South Africa could negatively influence their well-being. Self-efficacy is reported to be an important protective factor for adolescent well-being. Hence, the first aim of this study was to determine the nature of the relationship between perceived self-efficacy and self-reported aggression in an adolescent sample. The second aim was to explore whether there are differences in perceived self-efficacy and self-reported aggression pertaining to gender, age and residential area respectively. Three high schools in the peri-urban area of Worcester from mid to low socio-economic communities were selected and 344 (13 – 19 years) Afrikaans speaking high school learners were randomly sampled. The Self-efficacy Questionnaire for Children and the Aggression Questionnaire were used to measure self-efficacy and aggression. The findings from this research indicate that there was a significant negative relationship between self-efficacy and aggression. However, a positive correlation was found between emotional self-efficacy, verbal aggression and hostility for the total group. Females and peri-urban adolescents scored significantly higher in the total self-efficacy scale and subscales, namely, academic, social and emotional self-efficacy than the males and rural adolescents. Males also reported significantly higher physical aggression scores than females, whereas females reported significantly higher hostility scores.