Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)

A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment. / Educational Studies / D.Ed. (Psychology of Education)

The motivation for this study was to challenge the Indigo Child phenomenon and to view it from a Christian perspective. Throughout the study the focus was on the researcher's opinion of Christianity, supported by other authors and the Bible. The assumption of the study was that Indigo Children were ordinary children whose behaviour was formed and reinforced by societal and parental influences and guidance. The purpose of the study was to set up guidelines for parents and caretakers in order to facilitate and recommend strategic action regarding the management of these children. Guidelines were set up by using a combination of Gestalt philosophy, a Christian perspective and existing guidelines for so-called Indigo Children. For the purpose of this study Thomas's developmental research and utilization model was applied to the intervention research approach. Semi-structured interviews were used in order to gain information regarding parental styles. The information gained was combined with information found in literature in order to set up guidelines for parents. / Social Work / M.Diac. (Play Therapy)

The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)

Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)

The motivation for this study was to challenge the Indigo Child phenomenon and to view it from a Christian perspective. Throughout the study the focus was on the researcher's opinion of Christianity, supported by other authors and the Bible. The assumption of the study was that Indigo Children were ordinary children whose behaviour was formed and reinforced by societal and parental influences and guidance. The purpose of the study was to set up guidelines for parents and caretakers in order to facilitate and recommend strategic action regarding the management of these children. Guidelines were set up by using a combination of Gestalt philosophy, a Christian perspective and existing guidelines for so-called Indigo Children. For the purpose of this study Thomas's developmental research and utilization model was applied to the intervention research approach. Semi-structured interviews were used in order to gain information regarding parental styles. The information gained was combined with information found in literature in order to set up guidelines for parents. / Social Work / M.Diac. (Play Therapy)

A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment. / Educational Studies / D.Ed. (Psychology of Education)

The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)