Text in Afrikaans / The focus of this qualitative study was the perceptions of parents regarding their toddlers' regressive behaviour. For the purposes of this study the term perceptions relates to both the impressions in a persons' consciousness as well as the result thereof. The researcher compiled a conceptual framework from the existing literature and then carried out the empirical study. A focus group of four parents' whose toddler or toddlers showed regressive behavior at the time of the study was compiled. A focusgroup discussion was held where the parents described their perceptions of their toddlers' regressive behaviour. The focus group discussion was recorded both by video camera as well as a digital recorder with the consent of all focus group participants, after which it was transcribed. Recurring themes were identified from the transcribed data and verified with literature. Qualitative data were obtained that answered the research question. / Social work / M.Diac.

Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.

M.A. / ADD is a term used to describe a group of individuals who have certain common problems. Most have learning difficulties that may interfere with school and social activities. Many are hyperactive and/or easily distracted with short spans of attention. The exact causes of ADD are not known, but there is widespread acceptance that the disorder is often inherited. ADD is presently managed, but not cured. Effective management requires understanding. It is essential that all those involved develop a commonsense understanding of the associated problems. The aim of this study is to describe the behaviour of ADD children and their parents in order to establish whether similarities exist between the two. This will assist in understanding this complex disorder. The literature review served as a theoretical basis for the research. It also aided in the design of additional questionnaires which were used to gather demographic information on the children and parents involved. The objectives of the study were firstly to describe the behaviour of ADD children using the Behaviour Rating Scale for Hyper-children (BRASH). By analyzing data gathered from this instrument, high scores in the areas of intensity, persistence, sensitivity, perceptiveness, energy and extroversion, were identified. Secondly, the Assessment Scale for Hyperpersons (ASH) was administered in order to collect data concerning the behaviour of parents involved. Areas that received high scores included: intensity, perceptiveness, sensitivity, energy and extroversion. The next objective was to establish possible similarities in the behaviour of ADD children and their parents. The behaviour patterns were compared, and similarities identified. Both groups scored highest in the areas of intensity, perceptiveness, sensitivity, energy and extroversion. The results emphasize ADD as a family issue, rather than an individual one.

M.Ed. (Multiculturalism and Education) / It appears that much research has been done in the past on parent education, but with the emphasis on the white community. As a result of the present movement in the RSA towards multicultural education, the need for parent education in all population and ethnic groups has been increased. This area of study has been grossly neglected up to now. Due to the problematic nature of the above-mentioned situation, this study is aimed at compiling guidelines for an education program for parents of behaviorally disturbed children in the multicultural school. An investigation into the characteristics of the behaviorally disturbed child was attempted by means of a study of literature. Existing parent education programs were also studied and evaluated. Insights derived from this study were then adapted to create a set of general and a set of specific guidelines for and education program for parents of behaviorally disturbed children in the multicultural school.

M.A. / This study comments on the debate surrounding behavioural indicators on the child that has been sexually abused. The basic objective of this study is to determine whether behavioural differences can be identified between the child that has been sexually abused and a child that has not been abused. For this research study the quasi-experimental design and specifically the comparison post-test-alone is utilized. The experimental group was exposed to sexual abuse and the comparison group was not exposed to sexual abuse. The result of this study indicates a statistically significant difference toward behavioural indicators, between the experimental group and the comparison group. Children in the experimental group experienced higher levels of psycho-social problems. Therefore it can be accepted that sexual abuse resorts in behavioural changes. It is therefore recommended that behavioural changes are utilized in practice by social workers to verify sexual abuse.

This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.

This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.

Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.

No description available.

Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.