This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores. / by Carlotta A. Rody. / Vita. / Thesis (Ed.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

No description available.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Neil Abell, Florida State University, School of Social Work. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by E. Mark Cummings for the Department of Psychology. "April 2006." Includes bibliographical references (leaves 81-90).

Many fields of interest, of which Pediatrics is one, exist in Occupational Therapy. In the field of Pediatrics there are also diversity fields of interest. Many diagnostic groups are treated in the field of Pediatric Occupational Therapy. The traditional Pediatric Occupational Therapy process aims at treating the child holistically with regards to his cognitive, perceptual, motor and emotional areas of development. It seems that there is a tendency to focus on the more tangible aspects of development rather than the less visible elements such as emotional needs and problems. The question that might be asked is whether Pediatric Occupational Therapists are in fact equipped to deal with emotional needs and problems. Due to the nature of their work, there is a strong possibility that Pediatric Occupational Therapists can encounter children who suffer from emotional problems. These children are more often than not seen by Occupational Therapists although the therapists might prefer to rather work on the more tangibly aspects of development. This research study was aimed at assessing the need amongst Pediatric Occupational Therapists to deal with emotional problems. After completing the study it was possible to make valuable conclusions and recommendations. Gestalt Play Therapy was also proposed as a possible approach in dealing with children's emotional needs and problems in the course of their Occupational Therapy intervention. OPSOMMING Arbeidsterapie omsluit `n breë spektrum van spesialiteitsrigtings, waarvan Pediatrie een is. Binne die veld van Pediatrie blyk daar egter verdere diversiteit te wees met betrekking tot die diagnostiese groepe wat binne hierdie veld hanteer word. Die tradisionele Pediatriese Arbeidsterapie proses het ten doel om die kind holisties te benader met verwysing na die kognitief -perseptuele, motoriese en emosionele ontwikkelingsareas van die kind. Dit blyk egter dat daar `n geneigdheid is, en moontlik ook groter gemak bestaan om eerder aan die meer sigbare aspekte soos byvoorbeeld perseptuele en motoriese ontwikkeling te werk. Die vraag kan dus gevra word of Arbeidsterapeute genoegaam toegerus is om ook aan die emosionele behoeftes en probeleme van die kind aandag te kan gee. Die moontlikheid dat Arbeidsterapeute vanwee die diversiteit met betrekking tot die diagnostiese groepe wat ter sprake is in kontak kan kom met kinders wat ook emosionele behoeftes en probleme het bestaan. Alhoewel hierdie kinders opgeneem word in die Arbeidsterapie proses, is behandeling dikwels net op die tasbare ontwikkelings areas gerig. Die navorsing was spesifiek daarop gerig om te bepaal of daar wel `n behoefte bestaan onder Arbeidsterapeute om kinders se emosionele behoeftes aan te spreek. Na afloop van die studie, en nadat alle toepaslike inligting geïntegreer is, is daar waardevolle afleidings gemaak en is hierdie behoefte onder Arbeidsterapeute bevestig. Gestalt Spelterapie is ook voorgestel as `n moontlike benadering wat geïntegreer kan word ten einde die Arbeidsterapeut instaat te stel om meer effektief te werk te gaan met die kind se emosionele behoeftes en probleme. / Social work / D.Phil.

The aim of the qualitative study was to explore and describe the utilisation of Gestalt Play Therapy in Occupational Therapy intervention with traumatised children. An applied study was conducted and the case study strategy was used with a flexible design. Objectives for the study included conducting literature reviews regarding the profile of the traumatised child and Occupational Therapy and Gestalt Play Therapy intervention with the traumatised child. The empirical study included data collection and analysis, with data gathered through semi-structured interviews. The gathered data was analysed with the use of Creswell's Data Analysis Spiral. The empirical data showed that Occupational Therapists do utilise Gestalt Play Therapy in their intervention with traumatised children by drawing on their combined knowledge base of Gestalt Play Therapy and Occupational Therapy. Occupational Therapists then conduct a holistic assessment and treatment aims are set according to the assessment with a focus on providing holistic intervention. / Social Work / M.Diac. (Play Therapy)

Divorce is part of every society, it is a world-wide phenomena. Divorce touches the lives of many people by breaking up families, causing personal individual trauma and affecting our children – the next generation. Consequences of this phenomenon are important, as what we do today will affect negatively or positively, the youth of tomorrow. Taken this fact into consideration one would think it logical to minimise the impact of this phenomenon on all those involved. Firstly, this study will attempt to identify the most prominent emotional indicators of a child’s drawing in order to focus therapy in those areas in an attempt to minimise or lessen the negative impact the child experiences. Secondly, the intervention strategies/guidelines researched, will be made available to parents, professionals and lay helpers alike in order to understand, support and positively facilitate the healing process within the child who is experiencing a family divorce. / Educational Studies / M. Ed. (with Specialisation in Guidance and Counselling)

The aim of the research was to determine the extent by wt)ich the home, school and community can provide emotional support to secondary school children. A literature survey focused on these variables. This was followed by the empirical investigation and it was found that there was a significant and positive correlation in the scores of males and females and for all age groups in relation to emotional problems experienced by secondary school children in their homes, schools and communities as a result of external forces (such as their experiences with family members, teachers at school, peer group members and other community members) and internal forces (such as their own physical, social, intellectual, moral and emotional development). This was followed by findings and recommendations for family, teachers at school, community members and the government. / Psychology of Education / Thesis (M.Ed.)--University of South Africa, 1998.

This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health