Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes bibliographical references: leaf 219-237.

Thesis (Ph.D.)--University of Maine, 2004. / Includes bibliographical references (leaves 119-134).

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 156-175).

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 56-63). Also available on the World Wide Web.

The purpose of the study was to determine whether dream analysis, as an educational psychological means, can provide insight into adolescent emotional problems. Hence, a literature study was done on adolescent emotional problems, on dreams and on dream analysis. Several classical and contemporary theories on dreams and dream analysis were analysed to design a model for dream analysis. A qualitative study, with five adolescent girls with emotional problems, followed. Data gathering included recorded dreams, interviews, diaries, a personality test, (the Emotions Profile Index), a projection medium (Three Wishes) and the above-mentioned model for dream analysis. Findings indicated that dream analysis can provide insight into adolescent emotional problems, revealing the intrapsychic world of the individual. Emotional problems that were revealed by the dream analysis, are anxiousness, aggression, a negative self-concept, feelings of being socially isolated and depression. Compensatory as well as regulatory functions of dreams were revealed by the empirical investigation. / Die doel van hierdie studie is 0om te bepaal of droomontleding, as 'n opvoedkundig-sielkundige hulpmiddel, insig in adolessente emosionele probleme kan verleen. 'n Literatuurstudie oor adolessente emosionele probleme sowel as drome en droomontleding is dus gedoen. Verskeie klassieke en kontemporere teoriee oor drome en droomontleding is ontleed om 'n model vir droomontleding te ontwerp. Dit is gevolg deur 'n kwalitatiewe studie met vyf adolessente dogters met emosionele probleme. Data-insamelingstegnieke het die volgende ingesluit: droomverslae, onderhoudvoering, dagboeke, 'n persoonlikheidstoets (die Emotions Profile Index), en projeksiemedium (Drie Wense) en bogenoemde model vir droomontleding. Die bevindinge het getoon dat droomontleding insig in adolessente emosionele probleme verleen deurdat dit die intrapsigiese wereld van die individu blootle. Emosionele probleme wat deur droomontleding blootgele is, het angs, aggressie, 'n negatiewe selfkonsep, belewing van sosiale isolasie en depressie ingesluit. Kompenserende sowel as regulerende funksies van drome het tydens die empiriese ondersoek na vore gekom. / Educational Studies / M. Ed. (specialisation in Counselling)

Please read the abstract in the section 00front of this document / Dissertation (M Ed (Educational Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / unrestricted

D.Ed. / According to Victor Frankl each person determines his own destiny by making choices and each individual is responsible for his own self-actualization (Frankl, 1975:101 ). Individuals should therefore be made aware of their own potential and what they should be able to accomplish (Frankl, 1975:95). Goleman stated that not all people will develop or reach their full potential and not all people are emotionally literate. He stated that programmes in emotional development should be presented in order for individuals to become more self-aware, more motivated, less impulsive and to understand others and themselves better (Goleman, 1996:284). Learners should also take note of their values, perceptions, attitudes, temperaments and personalities so that they can develop. Adolescents are neither children nor grown-ups and are in search of their own identities. They should be accompanied by grown-ups to develop their full potential (Garbers, 1983:3). According to Louw (1990:424) adolescents are sensitive to problems, missing elements and disharmony and it is therefore the appropriate time to use developmental programs. In this research project the researcher used a focus group as case study. Eleven adolescents between the ages of ten and fourteen, participated. The program was divided into three main categories, namely intra-personal functioning; interpersonal functioning and change. Under the first part, intra-personal funct;oning, the themes: self-knowledge, self-acceptance, internal dialogue and realistic expectations were discussed. Under the second part, interpersonal functioning, the themes that were discussed were: empathy, trust, respect, understanding, consideration, helpfulness, conflict, self-assertiveness and leadership. The last part dealt with change and life-long self-actualization. Ten sessions of ninety minutes each were held and constructivistic principles were taken into account. A variety of learning activities occurred and selfreflection was done. After the completion of the program, learners were interviewed and learning outcomes were discussed with parents. The research methodology used by the researcher comprised qualitative, explorative and phenomenological descriptive methodology within an educational context. Evaluation was based on learners' workbooks, selfreflection forms, field notes, group participation and posters. According to the evaluated data that was received, the program in affective development for adolescents was successful. A new conceptual framework was developed to facilitate affective development of adolescents.

Thesis (M.A.)--James Madison University, 2009. / Includes bibliographical references.

Thesis (D.Psych.) - University of Queensland, 2007. / Includes bibliography.