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The role child sexual abuse can play in girls' involvement in prostitutionScott, Jacqueline Alice 28 February 2006 (has links)
The role that child sexual abuse can play in girls’ involvement in prostitution, was explored in this study. Freud’s Psycho Analytical Theory, Hirschi’s Social Learning Theory and Lemert’s Labelling Theory were encompassed to formulate a model. This model is known as The Child Sexual Abuse Counter-Active Model and was designed by researcher as a theoretical framework to direct the research and serve as a basis for the interpretation of findings. This model postulates that the stage of psychosexual development wherein the abused finds herself may influence the effects the abuse has on the victim. These effects may be initial in nature or long term, and may play a contributory role in the victim entering into prostitution. The presence of social bonds namely: attachment, involvement, commitment and belief, expressed by significant others or through institutions, towards the victim, can help prevent the manifestation of negative effects within the abused. This in turn may play a conducive role in the individual withdrawing from prostitution. Once the victim of the child sexual abuse has entered into prostitution, the choice to withdraw may be influenced by the individuals’ reaction to labels bestowed upon them by significant individuals, society or institutions. If the abused responds negatively to the labelling, then an internalisation of these negative concepts may prevail and the prostitute accepts this label and remains within prostitution. However, should the labelling be experienced as positive by the prostitute then the withdrawal from prostitution may become a possibility. Thus, the withdrawal from prostitution as well as the initial entrance into prostitution is determined by the afore-mentioned factors all playing a contributory role through their presence in the sexually abused child’s life. From the interpretation of the data accumulated, it appeared that each respondent subjected to child sexual abuse, irrespective of the psychosexual developmental stage wherein the abuse occurred, exhibited initial as well as long term effects. The absence of significant institutions and individuals in attempting to prevent the entrance into prostitution as well as the role played by labelling could all account for the victims’ choice to enter into and remain within prostitution. These findings made it possible to advance practical recommendations with regard to preventing child sexual abuse. A heightening in awareness of the initial and long term effects child sexual abuse carries as well as the education required within the community could help combat this type of abuse. Professionals, professional institutions, parents and victims could also assist to prevent this crime. In addition the findings furthermore highlight subjects, which pose as possibilities for further victimological research. / Dissertation (MA (Criminology))--University of Pretoria, 2007. / Social Work and Criminology / Unrestricted
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Perceptions of the nurse’s role by hospitalized children with chronic conditionsEikelhof, Elisa Mary 11 1900 (has links)
This study investigated the relationship between
cognitive development and children’s understanding of the
hospital nurse’s role. A group of 35 hospitalized children
with chronic conditions and without neurological deficits,
aged 4 to 10 years, were given three tasks (i.e., the
Nurse’s Role Task, the Balance Beam Task, and the Task of
Intrapersonal Understanding), scored for developmental level
using Case’s (1992) neo-Piagetian theory of cognitive
development as a framework. A full sample of 4—year—olds
was not pursued due to the distracting hospital environment
which, in combination with the shorter attention span of the
4-year-olds, rendered the interviews extremely difficult to
complete. Descriptive results indicated a moderately
advanced understanding of the hospital nurse’s role by 8—
and lO—year—olds, being on the order of one—third of a
substage (i.e., approximately 8 months ahead in
development), whereas 4— and 6—year—olds showed an age—
appropriate level of understanding of the hospital nurse’s
role. Analysis of Variance indicated a statistically
significant effect for age on all three tasks (p < .01).
Six levels of social—cognitive development in understanding
the hospital nurse’s role were found, which were, in
successive order: (1) Roles of the nurse as scripted actions
(i.e., 4-year-old level), (2) Roles of the nurse as motivated action sequences (i.e., 6—year—old level), (3)
Roles of the nurse as planned action sequences (i.e., 8—
year—old level), (4) Roles of the nurse as generalized
dispositions toward action (i.e., 10—year-old level), (5)
Roles of the nurse as demonstrating logically planned
decisions towards action (i.e., 12-year—old level), and (6)
Roles of the nurse as demonstrating logically planned action
sequences (i.e., 14—year—old level). Furthermore, results
indicate that a few 6- and 8-year-olds and the majority of
l0—year—olds could give an accurate description of the
duties of the hospital nurse, that is, 1) nurses are there
to help children, 2) nurses have a responsibility for the
well-being of their patients, 3) nurses want to improve the
physical and emotional health of their patients, 4) nurses
also see their own shortcomings in their care for children
and have good intentions, and 5) nurses are human and have
their own feelings, thoughts, doubts, and ideas.
Suggestions for future research have been provided in
order to further improve communication between health care
professionals and hospitalized children with chronic
conditions. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Regrouping at the parental home : a grounded theory of female adult children's experiences of returning home to livePaseluikho, Michele A. 05 1900 (has links)
The purpose of this qualitative research study was to
describe female adult children's experiences when they return
to the parental home to live, and to develop theory to explain
the processes and consequences involved in the return to the
parental home. Primary data sources included 1 1/2 hour
audiotaped, semi-structured interviews with 15 female adult
children who had returned to the parental home to live. Other
sources of data included individual and conjoint interviews
with parents and daughters from a subset of four families, and
field notes about the interviews.
Grounded theory methodology (Strauss & Corbin, 1990,
1998) was used. Transcribed interviews were systematically
analyzed to develop a theoretical model, in which the core
social and psychological process was labelled "regrouping." In
response to life events and personal choices, women return to
the parental home to regroup--to recuperate, reenergize,
contemplate and pursue lifeplans. Their intention is to
enhance personal well-being and to secure a better quality
life in the future. Regrouping is embedded in the life context
of female adult children's specific life-events and choices,
living environments, family and social relationships, and
sociocultural scripts -- all conditions that can hinder or
facilitate the process. Regrouping is a cyclical rather than a
linear process. Female adult children who had returned to the
parental home did not experience a simple, uncomplicated
linear forward movement towards attaining valued personal
goals. Rather, they experienced an oscillating pattern of
“faltering” and "advancing" in their efforts to realize valued
goals. This experience has implications for the development of
a fluctuating sense of self or self-image, the fulfilment of
personal goals, the quality of the experience as positive or
negative, and for family relations.
The contribution of the theoretical model to the
literature is the discovery that returning home in adulthood
may be a strategy for managing change and transition in one's
life and for attaining certain lifespan development tasks
(e.g., individuating from parents, establishing a career, and
attaining financial security). Implications for counselling
practice, and the self-help needs of adults who have returned
home to live are noted. Suggestions for facilitating returning
adult children's personal development (i.e., clarifying
personal goals, weighing the pros and cons of returning and
remaining at the parental home, maintaining self-esteem,
seeking social support) and facilitating family relations .
(i.e, having realistic expectations of parents, being
sensitive to mothers, negotiating privacy and boundaries,
managing cross-cultural dynamics) are discussed. It is
suggested that future research extend the application of the
theory to men, as well as more diverse ethnic groups. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Skooltoetreders met skeidingsangs : riglyne vir 'n ouerbegeleidingsprogramDu Toit, Jacoba Johanna 01 April 2014 (has links)
M.Ed. (Psychology of Education) / It appears that not much research has been done in the field regarding separation anxiety suffered by school beginners. The current political developments towards a fair multicultural education will cause a far greater (increased) emergence of this phenomenon as schools are now confronted with a mixture of different cultures and creeds with (overly concerned parents).while separation anxiety is manifested in the young school beginners. Due to this increased exposure and subsequent increased child anxiety. this study is designed to identify the root causes of this anxiety. and provide guidelines for an education programme for parents and teachers to identify and counteract this problem. The investigation into the causes and characteristics of separation anxiety was undertaken by means of studying literature. existing case studies and material related to the subject matter. Insight derived from practical teaching experience and the literature available was so adapted and refined to set guidelines and identify characteristics for a programme that would assist the parents and teachers to identify and through corrective action overcome and / or eliminate this problem...
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The intellectually gifted's perception of leadershipMulder, Ludevina Mercia 17 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Measuring indices of happiness in a parent-training program.Ewing, Sarah A. 05 1900 (has links)
Behavior analysts have long recognized the need for direct and reliable measurement of complex behaviors that are important to society. Recently investigators have approached one of the singular most complex behaviors: happiness. Limited research, however, has explored happiness in parent-training programs with children with autism and their families. The current study applied the definitions and data systems used in Broome's 2007 study to obtain indices of happiness within a parent training program for parents of toddlers with autism. Direct measures of smiles and laughs were collected from videotaped assessments. Results suggest that the program increased behaviors associated with happiness. Results are discussed in terms of program development and future research.
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The Accuracy of Teacher Rating of Pupil Personality and Achievement as Compared with Standardized Test ScoresCottrell, Lucille January 1941 (has links)
This study has the following purpose: (1) to find the relationship between teacher rating of pupil personality and standardized test results; (2) to find the relationship between teacher rating of pupil achievement and standardized test results; and (3) to determine where more emphasis should be placed in order to better evaluate the child and his work.
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A Psychological Study of the Deaf and Hard of Hearing ChildrenJames, Billie Faye January 1948 (has links)
The purposes involved in this paper are stated as follows: (1) To present data on the intellectual development of the deaf and hard of hearing children. (2) To present case studies of the deaf and hard of hearing children. (3) To present data bearing on the relationship between audio-deficiency and academic achievements of the deaf and the hard of hearing children. (4) To present data on personality traits of a comparable group of hard of hearing and normal children.
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A Comparative Study of Environmental Conditions and their Relations to Achievement, Personality, and Intelligence of Fifth Grade PupilsClark, J. Frances January 1940 (has links)
This study has the purpose to compare the relationships between personality, environment, achievement, and intelligence and discover the effect, if any, of environment upon the personality, achievement, and intelligence of a group of fifth grade pupils.
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A cross-sectional and social class comparison of the development of distributive justice between hearing and prelingually hearing deficient, communicatively impaired childrenTermini, Pietrina Victoria 01 January 1983 (has links)
No description available.
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