To address a gap in the empirical literature on Educational Psychology (EP) practice and on adoption, and to gain perspectives from the Local Authority (LA), this thesis describes collaborative action research conducted by an Educational Psychologist (EP) with adoptive parents to support their communications with school staff. Participants were members of an Adoption Support Group and colleagues in Social Care. Information was gathered via focus groups and semi-structured questionnaires to ascertain the types of difficulties expressed by adoptive parents and inform the processes of communication systems. Participatory action research empowered participants to engage in meaningful and purposeful actions of planning, designing and evaluating information. The research narrative reports on first person inquiry through personal reflection and learning. Second person inquiry was generated in the course of research interactions with participants and the data that emerged from their realities to inform practical learning in action. Third person inquiry moved towards thinking around explanations for issues and the generation of knowledge. Knowledge was developed about parents’ perspectives on the barriers and enabling factors involved in their communications with school staff. The action research approach captured the potential of the insider position to generate rich data in situ while promoting a collaborative response to the social situation faced by the adopters when communicating with school staff. My insider position as researcher, holding multiple roles as an adoptive parent, as an EP and LA officer, is actively acknowledged as influencing understanding and the conceptualisations of the findings. The participants collaborated in the generation of a resource that provided opportunities for insight into issues to improve working practice and may provide a tool to allow parents to communicate effectively with school staff. The resource supported two main recognised functions: practical structure and emotional support. Empowering approaches were those that respected their knowledge, used their language and meanings in an emancipatory way that removed barriers, and were inclusive of them and their children. Communication is enhanced by and depends on systems that are empowering for parents and staff to co-construct shared understandings.

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

The thesis includes comparison of the selected somatic characteristics of current young school-age children, determination the incidence of obesity and overweight among children by calculating Body Mass Index, an overview of physical activity and nutrition habits in children with questionnaires, and design and test a unit focused on healthy nutrition. The research was carried out in randomly selected primary schools (Pacov, Mladá Vožice and Načeradec). The anthropometric data (body height, body weight, chest circumference and skinfold thickness - triceps and subscapular) were collected according to a standardized (Martin-Saller?s) method or its modification. Our data were compared (t-test, Z-score) with the results of the previous surveys of Czech children. Other characteristics of measured children and their parents were collected through questionnaires.

This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.

M.A. (Social Work) / As a result of the ruling Government's policy, a diverse group of individuals and organisations identified certain critical needs of black people - through their own initiative. In doing so they utilised basic community development principles which forms part of a new approach regarding need satisfaction in the new South Africa. The focus of this particular study is on one such a non-Governmental organisation, which developed from grass roots level to satisfy the needs of black children and their parents with regard to teaching and education. In the light of the growing demand for an educational service and the school's need to effectively address this problem, a need-sassessment was required in order to identify the needs of the children in the context of the school, from the perspective of key-persons and parents. Given the institution's development from grass roots level through community development principles, the institutions requirement of a needs-assessment as well as the fact that implementation of community development will ensure that community needs be addressed, this study will therefore be done in the framework of community development.

M.A. / This research has been undertaken against the background of Coronary Heart Disease (CHD) as being one of the major causes of death in South Africa. An indepth literature study made it evident that, despite intervention programs that have been successful in reducing the CHD rate, it still remains a number one killer. This could possibly be attributed to CHD prevention programs that historically have focused on biologically related lifestyle factors, and neglected a very important adjuvant risk factor for CHD, namely Type A behaviour. The aim of this dissertation was to study the viability of changing Type A behaviour in childhood through group sport participation in view of the fact that the Type A behaviour pattern (TABP) already present in childhood, has to date not been addressed as a primary preventative possibility. Group sport was chosen as an intervention by nature of it being co-operative, socially supportive and successful in the improvement of a number of relevant factors. Sport has also been demonstrated to be an appropriate outlet for aggressive impulses apparent in Type A behaviour. Twenty subjects participated in the intervention program that took place over a period of eight weeks. A second group of ten Type A subjects served as a no-treatment control group. The intervention was carried out at a primary school in Johannesburg. The results of the study revealed that Type A behaviour (TAB) was not reduced, save for the impatience component, by participation in group sport. Aggressive potential and anxiety in the Type A child, were also not reduced. It is concluded that the intervention of group sport in the reduction of TAB was not successful, and that future studies should investigate an intervention that is successful for the reduction of the TABP in childhood.

D.Litt.et Phil. (Psychology) / According to Cunningham (1978) there is a fair amount of controversy that surrounds the possible causes of auto-immune diseases. According to him there are two conflicting categories of causes of which psycho-social causes is one and abnormalities of the immune system is the other. Although a substantial amount of studies concerning the relationship between psychological factors and immune functioning have been done, the results have been inconclusive. The reason for this seems to be that there is a vast amount of mediating factors. A further aspect that needs to be taken into account is that psychoneuroimmunological research has focused mainly on adults. Schleifer, Scott, Stein and Keller (1986) is of the opinion that extensive research is required to study the effects of the central nervous system and behaviour during the early development of a person. The study attempted to identify possible psycho-social factors that could contribute to pediatric diseases such as rheumatoid arthritis. In order to identify factors that are unique to auto-immune diseases four groups were compared i.e, emotional disorders, behavioral disorders, auto-immune diseases and a "normal" group.

Thesis (MScMedSc)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Important steps towards the global control of Tuberculosis include the improvement of diagnosis, the development of effective vaccines and the identification of correlates of protection/protective immunity to Mycobacterium tuberculosis. This study has of three objectives: 1. To validate the findings of a previous study that showed increased levels of IL-1β and decreased levels of IL-17 in children who are exposed to tuberculosis but remain uninfected compared to those who are exposed/infected and unexposed/uninfected. 2. To define the protective immunological phenotype in children with negative IGRA’s and TST following exposure to Mycobacterium tuberculosis. 3. To evaluate a number of cytokines in both serum and saliva samples of identified tuberculosis cases and controls for their diagnostic potential and to evaluate saliva as a possible new diagnostic sample type. The study designs were as follows: Objectives1, and 2: Children with documented tuberculosis exposure and with Mycobacterium tuberculosis infection as assessed through interferon gamma release assays, children with exposure but no infection and a control group with no exposure nor infection were investigated. These participants were selected according to their exposure and infection phenotypes from a larger TB household contact study that was conducted in communities in Cape Town. Whole blood was stimulated in QuantiFeron tubes overnight and ten cytokines were measured in antigen stimulated and unstimulated supernatants by Luminex multiplex Immunoassay. Differential production of cytokines in the three groups was evaluated. Objective 3. Saliva and serum samples were collected from thirty eight adults with suspected tuberculosis who were recruited from a community health centre in Cape Town, after which the levels of thirty three host markers were evaluated in the samples using the Luminex platform. The main findings of the studies included: 1. Increased levels of IL-1β and decreased levels of IL-17 in children who are tuberculosis exposed but remain uninfected compared to those who are exposed/infected and unexposed/uninfected could not be confirmed. 2. Immune responses other than IFN-γ are different in children with different exposure and infection phenotypes. Higher IL-23 and IL-33 levels in children with tuberculosis exposure without subsequent Mycobacterium tuberculosis infection compared to children with no exposure were shown. 3. In both the tuberculosis cases and controls, the levels of most markers were above the minimum detectable limit in both serum and saliva, but marker levels were not consistently higher in one sample type. The levels of fractalkine , IL-17, IL-6, IL-9, MIP-1β, CRP, VEGF and IL-5 in saliva, and those of IL-6, IL-2, SAP and SAA in serum, were significantly higher in tuberculosis patients, in comparison to the levels obtained in those without active tuberculosis (p<0.05). The area under the ROC curve was ≥ 0.70 for most of these markers, thereby confirming their diagnostic potential for TB disease. The work presented in this thesis has identified markers that may grant an improved understanding on the mechanisms that are associated with protection against Mycobacterium tuberculosis in children. The preliminary results presented show that the identification of host markers in saliva is possible and the utility of saliva for the development of rapid immune-based tests for active tuberculosis is promising. / AFRIKAANSE OPSOMMING: Noemenswaardige vooruitgang in die globale beheer van Tuberkulose is onderworpe aan verbeterde diagnose, die ontwikkeling van doeltreffende vaksienes en die identifikasie van aanwysers van immuniteit teen Mycobacterium tuberculosis. Die doel van hierdie studie is: 1. Om die bevindinge van ‘n vorige studie te bevestig, waar verhoogde vlakke van IL-1β en verlaagde vlakke van IL-17 waargeneem is in kinders wat aan tuberkulose blootgestel is, maar nie geïnfekteer is nie. Hierdie bevindinge was in vergelyking met geïnfekteerde en nie-blootgestelde kinders. 2. Om ‘n beskermende immunologiese fenotipe te definieer in kinders met negatiewe IGRA’s en TST, na blootstelling aan Mycobacterium tuberculosis. 3. Om sekere sitokines, in beide serum en speeksel monsters van tuberkulose gevalle en kontroles, te evalueer as potensiële diagnosemiddels, asook die moontlikheid dat speeksel kan dien as ‘n nuwe diagnostiese monstertipe. Die studieraamwerk was as volg: Doel 1 &2:Die volgende groepe was onder meer ondersoek – Kinders blootgestel aan tuberkulose en wat gevolglik geïnfekteer is, soos vasgestel deur interferon gamma vrystellingstoetse; kinders wat wel blootgestel is maar nie geïnfekteer is nie en ‘n kontrolegroep wat geen blootstelling aan Mycobacterium tuberculosis gehad het nie. Hierdie individue is geselekteer volgens hul blootstellingsprofiel en infeksiefenotipes, uit ‘n groter blootstellingstudie op Kaapse huishoudings. Heelbloed is oornag gestimuleer en tien sitokiene is gemeet in antigeen-gestimuleerde en ongestimuleerde supernatante, deur middel van Luminex multipleks Immunotoetse. Differensiële produksie van sitokienes in hierdie groepe is gevolglik geëvalueer Doel 3: Speeksel en serummonsters van 38 volwassenes met vermeende tuberkulose, is versamel en die vlakke van drie en dertig gasheermerkers is gemeet deur middel van die Luminex platvorm. Die hoof bevindinge van hierdie studie sluit in: 1.Vehoogde vlakke van IL-1β en verlaagde vlakke van IL-17 kon nie bevestig word in die verskeie kindergroepe (Sien doel 1) nie. 2. Die immuunrespons, uitsluitend die IFN- γ respons, is veskillend in kinders met uiteenlopende blootstelling en infeksiefenotipes. Hoër vlakke van IL-23 en IL-33 is gevind in kinders wat blootgestel is aan tuberkulose, maar nie geïnfekteer is nie, in teenstelling met nie-blootgestelde kinders.. 3. In beide die pasiënte en kontroles was die meeste sitokienvlakke hoër as die minimum meetbare limiet in beide speeksel en serummonsters, hoewel merkervlakke nie konstant hoër was in enige van die twee monstertipes nie. Die vlakke van fractalkine, IL-17, IL-6, IL-9, MIP-1β, CRP, VEGF en IL-5 in speeksel en IL-6, IL-2, SAP en SAA in serum, was merkbaar hoër in tuberkulosepasiënte, in vergelyking met vasgestelde vlakke in individue sonder aktiewe tuberkulose. (p<0.05). Die oppervlak onder die ROC kurwe was ≥ 0.70 vir die meerderheid van die merkers. Dit is ‘n sterk aanduiding dat hierdie merkers potensiaal het as diagnostiese merkers vir tuberkulose. Hierdie navorsing het merkers geïdentifiseer wat die begrip van die megansime waarmee beskerming teen Mycobacterium tuberculosis gebied word in kinders, verbreed. Hierdie voorlopige resultate dui aan dat die identifikasie van gasheermerkers in speeksel moontlik is en dat speeksel moontlik kan dien as ‘n proefkonyn vir die ontwikkeling van immuungebaseerde sneltoetse vir die diagnose van aktiewe tuberkulose. / The EDCTP through the African European Tuberculosis Consortium (AE-TBC, grant number IP_2009_32040) / Trials of Excellence in Southern Africa (TESA, project code CG_cb_07_41700)

In recent years, there has been an enormous growth in the literature that has focussed upon assets, in other words emphasising the positive attributes of both people and communities; these include children and young people’s developmental assets, community asset mapping and public health, all of which have generated a wide range of literature. Although there has been some consideration of assets within a child health context, this is limited and no literature has previously documented the mapping of children’s assets at an individual level. It has long been recognised that wellbeing is an integral aspect of health. Children’s wellbeing has been the focus of much concern at both national and international levels; this has resulted in the publication of key documents by prominent organisations, as well as the undertaking of a range of research. Despite this, studies have not previously sought to map the assets underpinning children’s wellbeing – this research has addressed this deficit. This study was supported by a theoretical framework that was specifically developed to guide the study. An ethnographic approach and a photo elicitation method were drawn upon to facilitate the gaze through the lens of ‘Activities that I Enjoy’; this in turn enabled the mapping and emergence of assets that underpin children’s wellbeing. Two primary schools in the south-east of England were used to recruit twenty Year 5 children (aged 9-11 years of age). The participants, ten boys and ten girls, were given disposable cameras and asked to take photographs of the activities that they enjoyed. The children’s photographs were integral to subsequent individual semi-structured interviews that sought to gain insight into children’s wellbeing. ii A constant comparative analysis technique facilitated the mapping of assets that underpinned the children’s wellbeing; this process revealed one overall Stabilising Asset as well as eight internal and three external assets. Whilst some of the assets have been previously recognised, others have not; in particular, the study revealed ‘When I Have Got Nothing To Do: Resourcefulness’ as an internal asset that has not formerly been articulated. All of the assets are presented within the ‘I’m Good’: Children’s Asset Wheel [CAW], an original model that provides a new and important insight as well as being an integral component of the initial guiding theoretical framework. As its contribution to knowledge, the study offered a number of key insights including: The presentation of an innovative guiding theoretical framework that not only has the potential to inform future research, but also professionals in relation to the practicalities of asset mapping. Secondly, the study developed and documented a detailed original approach to asset mapping at an individual level; thirdly, the research facilitated the design of the CAW which encapsulates the assets underpinning children’s wellbeing. Appropriate dissemination strategies have been initiated, and will continue, in order to facilitate the study’s contribution to the existing body of knowledge.

Programmes developed specifically for the gifted and talented pupil are not a novel idea. Yet, by comparison, the history of gifted education is a brief one. Highly gifted and talented pupils often have difficulty being challenged in a conventional classroom situation. Since classroom instruction is usually designed for the benefit of pupils who function at the level of the majority of their peer age-group, this teaching, no matter how well done, may not be appropriate for the extremely gifted pupil whose abilities differ greatly from this group. Even special programmes for gifted and talented students may be designed for a broad group of gifted students and may not meet the specific needs of the gifted child, especially ones with a special intellectual talent. While it is important to bear aspects such as the characteristics of giftedness and the attributes of the talented individual in mind, the basis of this dissertation examines what enrichment and acceleration strategies may be utilised by the English First Language (HG) teacher when presented with a preselected group of pupils who are gifted in English, utilising a composite gifted educational model as a mechanism for the development of this specific programme.