M.Ed. / The way in which an adolescent experiences authority is an important element of the educational process. Without authority, it can be said, there is no education. But adolescents’ experience of authority is something that is developed outside the classroom, primarily during their interactions with parents. This study explores how South African adolescents experience authority, but focused on the effect of living in institutions, and not at home with their parents. A 47-item questionnaire was constructed on the basis of current international and South African research on the adolescents’ experience of the authority of parents/caregivers and educators. Twelve independent variables were included in the questionnaire. These independent variables included questions on age, gender, language, religion and the academic qualifications of their parents. The questionnaire was completed by 247 adolescents in grades 10 and 11, living in the Johannesburg area of South Africa. Of this total, 183 adolescents lived with their parents and 36 lived in institutions where they were being cared for by foster parents. A factor analysis of the questionnaire revealed two statistically significant constructs and they were termed Experience of parental authority (Cronbach alpha of 0.8333) and Experience of educator’s authority (Cronbach alpha of 0.8434). When various independent variables were used to statistically compare the participants with respect to these two factors, the following was found: • Learners who lived at home and learners who were being taken care of by their parents were found to score significantly higher than learners from institutions or those who were being taken care of by others on both factors, Experience of parental authority as well as Experience of educators’ authority. This difference, though statistically significant, was not substantial with respect to Factor One. With respect to Factor Two, Experience of parental authority, the difference was both statistically significant and substantial. The significant finding, then, is that, learners who live at home and those who are being taken care of by their parents appear to have a more positive experience of their parents’ authority than learners who live in an institution or those who are being cared for by persons other than their parents. • Although learners who were older scored significantly higher than younger learners on both factors, the difference was not substantial. • No significant differences could be found on the two factors for a learner’s gender, the learner’s level of education (this also held true when girls and boys were tested separately), the level of education of the learner’s parents or when the learner was orphaned through losing one or both parents. • No significant differences could be found in their experience of adult authority between the scores of learners speaking Afrikaans, English, Nguni or any other language. The impact of this research would indicate that adolescents who live in institutions or those who are being cared for by persons other than their parents, display a significantly more negative experience of parental authority than those who live at home and who are being cared for by their parents. / Prof. C.P.H. Myburgh

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-25T11:55:21Z No. of bitstreams: 1 Márcia Campos Eurico.pdf: 1131630 bytes, checksum: dc73d93f3b2f7dbc6f76ce1fa15758cb (MD5) / Made available in DSpace on 2018-07-25T11:55:21Z (GMT). No. of bitstreams: 1 Márcia Campos Eurico.pdf: 1131630 bytes, checksum: dc73d93f3b2f7dbc6f76ce1fa15758cb (MD5) Previous issue date: 2018-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research has sought to analyse how the institutional racism takes place in black children's and teenagers daily routines and how much thispractice keeps deep relation to the accredited forms of black bodies control during slavery period in Brazil. The methodological procedures involved bibliographic documental research from 3 axes: racial democracy, institutional racism and institutional sheltering, whose analytical reading allows it to establish the criticism to the infancy attention model, materialised into the service daily routine; and field research in the institutions with the realization of focus group directed to the professionals. By immersing into the complex institutional sheltering process, behind the appearance of a safe place - with a roof, warm bed and five daily meals - a fact that professionals present it as a synonym of sheltering, what in fact is revealed as a projected institution to frame these children and adolescents, condemn them to confinement and reinforce, besides the non-belonging concept, their families' degeneration. If the daily-life is a place for thoughtless practices and loaded with ideology, the institutional sheltering services also incorporate these practices and perform the institutional racism, without embarrassement, because they represent the State which has played their eminent role of "poor" infancy and adolescence guardian. It is concluded that the institutional sheltering service target public has history, social class and race/color, and the priority task is to emerge this history so that the essence of sheltering phenomenon may be known as one more maneuver of controlling capitalism over the worker's class / A pesquisa buscou analisar como se materializa o racismo institucional no cotidiano de crianças e adolescentes negros(as) e o quanto esta prática guarda profunda relação com as formas legitimadas de controle dos corpos negros no período da escravidão no Brasil. Os procedimentos metodológicos envolveram pesquisa documental bibliográfica, a partir de três eixos: democracia racial, racismo institucional e acolhimento institucional, cuja leitura analítica permite estabelecer a crítica ao modelo de atenção à infância, materializado no cotidiano dos serviços; e pesquisa de campo nas instituições, com a realização de grupos focais dirigidos aos profissionais. Ao mergulhar no complexo processo de acolhimento institucional, por detrás da aparência de um lugar seguro − com teto, cama quentinha e cinco refeições diárias − fato que os profissionais, via de regra, apresentam como sinônimo de acolhimento, o que se revela é uma instituição projetada para enquadrar essas crianças e adolescentes, condená-los ao confinamento e reforçar, além do não lugar, a degeneração de suas famílias. Se o cotidiano é lugar de reprodução de práticas irrefletidas e carregadas de ideologia, os serviços de acolhimento institucional também incorporam estas práticas e reproduzem o racismo institucional, sem constrangimentos, porque representam o Estado que se colocou no eminente papel de guardião da infância e adolescência “pobres”. Conclui-se que o público-alvo dos serviços de acolhimento institucional tem história, tem classe social e tem raça/cor, e a tarefa prioritária é fazer emergir essa história para que se possa conhecer a essência do fenômeno de acolhimento como mais uma manobra do capitalismo de controle sobre a classe trabalhadora

The theme of this thesis is the analysis of socially pathological issues in the context of placing children into children's homes. It investigates the causes of these issues and possible methods of prevention. At the beginning of the thesis there is a brief characteristics and history of institutional care in the Czech Republic. There is also a part about the formation of socially pathological issues based on internal and external causes in humans life. Furthermore there is a detailed analysis of certain socially pathological issues in the families and their influence on a child's development. These specific issues were chosen based on findings made in Children's Home Dolní Počernice. In the conclusion of the theoretical part of this thesis there are mentioned possible ways of supporting families - as a method of prevention of placing children into institutional care. Especially focused was the method Housing First and its first testing in Brno, where the positive impact on the quality of life of participating families was achieved. The research part of this thesis was realized via a quantitative survey - 61 files of children placed into Children's Home Dolní Počernice were analyzed in June 2018. I focused mainly on the causes of placing the child into the institutional care, family conditions, and...

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)