This study was conducted to investigate change (as measured by positive growth changes in total personality adjustment, social maturity, and behavior patterns) in pre-school deaf children with behavioral problems who experienced short-term, nondirective play therapy. Change in behavior of these children was also investigated ten weeks after therapy.

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This study was designed to investigate the relationship between 15 emotional indicators on the Bender-Gestalt Test and acting-out behavior in young children. The subjects were 93 children ranging in age from 5 to 12 years. Each was administered the Bender. A measure of each subject's overt acting-out behavior was then obtained by having teachers rate each student on a Behavioral Rating Scale. Subjects' records were then divided into groups on the basis of both sex and age. Results indicated that neither the total number of Bender indicators nor any of the individual Bender indicators were significantly correlated with total scores on the rating scale. Use of the Bender as a projective device to measure acting-out behavior was seriously questioned.

Syftet med den här studien är att granska styrdokument som berör den svenska skol- och måltidsverksamheten samt undersöka förutsättningarna för lärare och pedagoger att utifrån dokumentens visioner lära ut ämnet mat och miljö till skolelever. Fokus för denna studie har varit att jämföra hur statliga styrdokument faktiskt är applicerbara på barns beteende och upplevda verklighet samt vilka faktorer som är avgörande för utfallet.Valda metoder i studien är observation och tematisk analys. Totalt har tre styrdokument valts ut och analyserats. Utöver dokumentanalys har tre observationer genomförts på tre olika grupper som alla är elever i årskurs fyra. Utifrån studiens syfte har det insamlade datamaterialet analyserats med hjälp av tematisk analys.Resultatet visar att det finns en svårighet i att barn inte upplever verkligheten på ett liknande sätt som ansvariga tjänstemän som formulerar styrdokumenten gör. Hur skoleleverna faktiskt upplever sin vardag, sina åsikter och sina prioriteringar stämmer inte överens med visionerna i dokumenten. Arbetet med att fylla utrymmet mellan visioner och verklighet landar på pedagoger och lärare som spelar en avgörande roll. / The purpose of this study is to examine the governing documents that are related to the Swedish schooling and it’s food program and to investigate the conditions for teachers and educators to teach food and environment topics to students based on the documents vision. The focus of this study has been to compare how government control documents are actually applicable to childrens perceived reality as well as which factors are decisive for the outcome.Selected methods in the study are observation and thematic analysis. In total, three control document rolls have been selected and analyzed. In addition to document analysis, three observations have been made on different groups, all of whom are students in grade four. Based on the purpose of the study, the collected data material was analyzed using thematic analysis.The result shows that there is a difficulty in the fact that children does not experience reality in a similar way as the responsible officials who formulate the steering documents does. How school students actually experience their everyday lives, their opinions and their priorities does not match with the visions in the documents. The work of filling the space between visions and reality lands on educators and teachers who play and play a crucial role.

No description available.