AFRIKAANS: Die navorsing handel oor die effek van SHIP® (Spontaneheling Intrasistemiese Proses) by adolessente tennisspelers en die waarde daarvan ten opsigte van die ontwikkeling van sielkundige potensiaal van spelers. Tradisioneel word Sportsielkunde vanaf ‘n kliniese konteks gevoed. Dit is ‘n dinamiese veld wat voordurend op soek is na nog verdere tegnologiese ontwikkeling. Die waarde van die studie is dat dit die eerste keer is dat ‘n hele kliniese intervensieprogram suiwer in ‘n sportkonteks toegepas word. Die doel van die studie is om te bepaal wat die moontlike sielkundige bydrae van SHIP® op die sielkunde van die tennisspeler is. Die intervensie SHIP® het tussen vier tot ses maande geduur met ‘n gemiddeld van tien sessies per speler waar ‘n sessie een uur lank duur. ‘n Totaal van tien adolessente tennisspelers wat verbonde is aan ‘n tennisskool is vir die studie gebruik. Die spelers wat aan die studie deelgeneem het bestaan uit vier manlike en ses vroulike tennisspelers. Die eksperimentele groep bestaan uit ses tennisspelers (twee manlik en vier vroulik) wat ‘n reeks psigometriese toetse afgelê het en deur SHIP® behandel is. Die kontrole groep bestaan uit vier tennisspelers (twee manlik en twee vroulik) wat nie deur SHIP® behandel is nie, maar wel die psigometriese toetse afgelê het. Die studie maak gebruik van ‘n tradisionele eksperimentele ontwerp wat van ‘n eksperimentele en kontrole groep gebruik maak. Verder leen die studie aspekte van Pieterse (2004) se enkelproefpersoonnavorsingsontwerp. Die ontwerp behels onderhoude wat met al die spelers gevoer is, voor die intervensie. Die onderhoude handel oor die spelers se sterkpunte, swakpunte en belewenis van angs en stres tydens tenniswedstryde. Na die intervensie is daar onderhoude met die afrigters en drie spelers gevoer om te bepaal of daar enige verandering by die spelers plaasgevind het. Die resultate van die studie toon ‘n afname in kognitiewe en liggaamlike angs van die eksperimentele groep met geen beduidende veranderinge by die kontrole groep nie. Al hierdie veranderinge is beduidend op die 5% peil van betekenis. Ten opsigte van selfvertroue het beide groepe ‘n statisties beduidende verandering getoon op die 10% peil van betekenis. Die eksperimentele groep het egter ‘n beduidende toename getoon terwyl die kontrole groep se tellings op die subskaal beduidend afgeneem het. Die spanning-angs toetstellings van die kontrole groepe was beduidend hoër as die eksperimentele groep. Hierdie verskil was beduidend op die 10% peil van betekenis. Die depressie en woede-vyandigheid toetstellings van die kontrole groep was ook statisties hoër as die eksperimentele groep na die intervensie. Hierdie verskille was beduidend op die 5% peil van betekenis. Die resultate van die analise binne groepe, toon dat die vigortellings van die eksperimentele groep beduidend toegeneem het, terwyl die afname in die kontrole groep se tellings nie beduidend was nie. Hierdie statisties beduidende veranderinge in die eksperimentele groep was beduidend op die 5% peil van betekenis. Die afgematheid telling van die eksperimentele groep het beduidend afgeneem oor die tyd met geen beduidende verandering in die kontrole groep nie. Hierdie verandering was beduidend op die 10% peil van betekenis. Die verwarringtellings van die eksperimentele groep het beduidend afgeneem, met geen beduidende veranderings in die kontrole groep nie. Die verandering was beduidend op die 5% peil van betekenis. Die outonomiteitssubskaaltelling van die eksperimentele groep het statisties beduidend toegeneem. Die verandering was beduidend op die 10% peil van betekenis. Geen beduidende verandering het ten opsigte van hierdie subskaal by die kontrole groep plaasgevind nie. Die kontrole groepe het ‘n statisties beduidende afname in die positiewe verhoudingssubskaal getoon. Ten opsigte van entiteitsingesteldheid het die kontrole groep ‘n beduidende toename in die tellings getoon. Hierdie toename was beduidend op die 10% peil van betekenis alhoewel die eksperimentele groep se tellings ook toegeneem het, was dit nie statisties beduidend nie. Uit die onderhoude met die spelers en afrigters na die intervensie is dit duidelik dat die eksperimentele groep gegroei het ten opsigte van aandag en konsentrasiebeheer, die hantering van stres en angs en genot tydens tenniswedstryde. ENGLISH: This study examines the effect of SHIP® (Spontaneous Healing Intrasystemic Process) on adolescent tennis players and its advantages in accordance with the development of the players’ potential. Traditionally Sport Psychology has evolved from a clinical context. It is a dynamic field that is always open to further technological development. The value of the study lies in the fact that it is the first time that an entire clinical intervention programme is applied in a purely sports context. The goal of the study is to determine the possible psychological effects that SHIP® might have on the psychology of tennis players. The SHIP® intervention lasted between four to six months, with an average of ten sessions per player, and each session lasting one hour. A total of ten adolescent tennis players who attend a tennis school participated in the study. Of these players, four were male and six female. The experimental group consisted of six tennis players (two male and four female) who completed a battery of psychometric tests and went through SHIP®. The control group consisted of four tennis players (two male and two female) who completed the psychometric tests, but were not put through SHIP® . The study made use of a traditional experimental design, consisting of an experimental and a control group. In addition, the study also employed aspects of Pieterse’s (2004) single subject design. Specific aspects of this design that were applied, include interviews conducted with all the players prior to the intervention. The interviews focused on the players’ strong points, weak points and their experience of anxiety and stress during tennis matches. Follow-up interviews were conducted with three players and their coaches after the intervention, to determine if the players had experienced any change. The results of the study point toward a decrease in the cognitive and physical anxiety of the experimental group, with no significant changes manifesting in the control group. All these changes are significant on the 5%-level of significance. With regard to self-confidence, both groups showed a statistically meaningful change on the 10%-level of significance. The experimental group scores showed a significant increase, while the control group scores on this subscale decreased significantly. The stress-anxiety test scores of the control group were significantly higher than those of the experimental group. This difference was meaningful on the 10%-level of significance. The depression and anger test scores of the control group were statistically higher than those of the experimental group after the intervention. These changes were meaningful on the 5%-level of significance. The results of the analysis within groups, showed that the vigor scores of the experimental group had increased significantly, while the decrease in the control group scores was of no significance. These statistical changes in the experimental group were meaningful on the 5%-level of significance. The fatigue scores of the experimental group decreased significantly over time, with no significant changes in the control group. These changes were meaningful on the 10%-level of significance. The confusion scores of the experimental group decreased significantly, with no significant changes in the control group. This change was meaningful on the 5%-level of significance. The autonomy subscale scores of the experimental group increased statistically significantly. This change was meaningful on the 10%-level of significance. No significant change occurred in the control group with regard to this subscale. The control group showed a statistically significant decrease in the positive relationship subscale. This change was meaningful on the 10%-level of significance. The experimental group showed no significant change with regard to this scale. With regard to the entity mindset, the control group showed a significant increase in scores. This increase was meaningful on the 10%-level of significance. Although the experimental group scores also increased, the scores were not statistically significant. From the interviews with the players and coaches after the intervention, it became clear that the experimental group had grown in terms of attention and concentration control, coping with stress and anxiety, and pleasure experienced during tennis matches. / Thesis (DPhil)--University of Pretoria, 2009. / Biokinetics, Sport and Leisure Sciences / unrestricted

Background: South Africa is a multicultural, multi-ethnic developing country currently experiencing a unique quadruple burden of disease, of which malnutrition (both over- and under nutrition) is one of them. The increase in childhood obesity within the current South-African health setting is of serious concern, approximately 14% boys and 18% girls currently are overweight and it is estimated that this number will increase to 25% within the next decade. Healthy eating habits and increased physical activity are important components of a healthy lifestyle, and decrease the risk of overweight and obesity. It is also often the corner stone of many lifestyle modification intervention programmes aimed at preventing or decreasing overweight/obesity. Aim: This sub-study was part of a larger intervention study where a nutrition education intervention programme (NEIP) for children in the form of a musical play (based on the South African Food Based Dietary Guidelines [SAFBDG]) was developed to increase nutrition knowledge and thereby also contribute towards healthy lifestyle behaviour. The aim of this sub-study was therefore to explore and describe the attitude of a specific group of primary school children (aged 6-12 years) towards healthy eating, unhealthy eating, and physical activity before and after a NEIP as well as the standard school curriculum. Secondly, it was aimed to identify possible barriers to and motivators for healthy eating, unhealthy eating and physical activity. Methods: Children were randomly selected from the experimental group (n=143) of the main study. Children were selected into one of four focus groups per school (6 children per focus group) from which qualitative data were gathered on children’s attitude and perception towards healthy eating, unhealthy eating, and physical activity. Focus groups were defined by age and gender (boys and girls seperately, grades I-III and grades IVVI seperately), totalling a number of 96 children. A total of 75 children completed this sub-study, 21 children dropped out due to school-related problems or after school activities that clashed with the time slots during which the NEIP was implimented. Quantitative data was gathered with a socio-demographic and physical activity questionnaire, as well as a 3-point hedonic facial expression scale which was used to quantify attitude towards healthy eating, unhealhty eating and physical activity. All data (quantitative and qualitative) were collected at both baseline and end measurements. Results: The main findings of this sub-study were that the attitude of most primary school children towards healthy eating, unhealthy eating or physical activity remained unchanged after a unique NEIP. Five major themes were identified out of focus group discussions namely health awareness, healthy eating, unhealthy eating, physical activity, and consequences of unhealthy eating and sedentary behaviour. Mothers were identified as the main motivator for eating healthy and avoiding unhealthy eating. The taste and smell of food were both either identified as motivators or barriers for healthy eating and unhealthy eating. Older girls associate unhealthy eating with becoming fat while many children associate the combination of unhealthy eating and being sedentary with becoming fat. Most children have a positive attitude towards physical activity and enjoy doing it although the biggest motivator for partaking in physical activity is their parents and not themselves. Conclusion: Even though some children’s attitude did change in the desired direction after the implementation of a unique and fun NEIP, most children’s attitude towards healthy eating, unhealthy eating and physical activity remained unchanged. This might have been due to the measurement tool that was not sensitive enough to detect subtle changes. Various factors that can influence children’s attitude and perceptions towards healthy eating, unhealthy eating and physical activity both positively or negatively were identified. This study is one of only a few that explored and described the ‘true’ motivators of and barriers for children’s attitude towards healthy eating, unhealthy eating and physical activity. Results generated from this sub-study can thus make a valuable contribution to the existing literature available in this specific study field. / Thesis (MSc (Dietetics))--North-West University, Potchefstroom Campus, 2012

Background: South Africa is a multicultural, multi-ethnic developing country currently experiencing a unique quadruple burden of disease, of which malnutrition (both over- and under nutrition) is one of them. The increase in childhood obesity within the current South-African health setting is of serious concern, approximately 14% boys and 18% girls currently are overweight and it is estimated that this number will increase to 25% within the next decade. Healthy eating habits and increased physical activity are important components of a healthy lifestyle, and decrease the risk of overweight and obesity. It is also often the corner stone of many lifestyle modification intervention programmes aimed at preventing or decreasing overweight/obesity. Aim: This sub-study was part of a larger intervention study where a nutrition education intervention programme (NEIP) for children in the form of a musical play (based on the South African Food Based Dietary Guidelines [SAFBDG]) was developed to increase nutrition knowledge and thereby also contribute towards healthy lifestyle behaviour. The aim of this sub-study was therefore to explore and describe the attitude of a specific group of primary school children (aged 6-12 years) towards healthy eating, unhealthy eating, and physical activity before and after a NEIP as well as the standard school curriculum. Secondly, it was aimed to identify possible barriers to and motivators for healthy eating, unhealthy eating and physical activity. Methods: Children were randomly selected from the experimental group (n=143) of the main study. Children were selected into one of four focus groups per school (6 children per focus group) from which qualitative data were gathered on children’s attitude and perception towards healthy eating, unhealthy eating, and physical activity. Focus groups were defined by age and gender (boys and girls seperately, grades I-III and grades IVVI seperately), totalling a number of 96 children. A total of 75 children completed this sub-study, 21 children dropped out due to school-related problems or after school activities that clashed with the time slots during which the NEIP was implimented. Quantitative data was gathered with a socio-demographic and physical activity questionnaire, as well as a 3-point hedonic facial expression scale which was used to quantify attitude towards healthy eating, unhealhty eating and physical activity. All data (quantitative and qualitative) were collected at both baseline and end measurements. Results: The main findings of this sub-study were that the attitude of most primary school children towards healthy eating, unhealthy eating or physical activity remained unchanged after a unique NEIP. Five major themes were identified out of focus group discussions namely health awareness, healthy eating, unhealthy eating, physical activity, and consequences of unhealthy eating and sedentary behaviour. Mothers were identified as the main motivator for eating healthy and avoiding unhealthy eating. The taste and smell of food were both either identified as motivators or barriers for healthy eating and unhealthy eating. Older girls associate unhealthy eating with becoming fat while many children associate the combination of unhealthy eating and being sedentary with becoming fat. Most children have a positive attitude towards physical activity and enjoy doing it although the biggest motivator for partaking in physical activity is their parents and not themselves. Conclusion: Even though some children’s attitude did change in the desired direction after the implementation of a unique and fun NEIP, most children’s attitude towards healthy eating, unhealthy eating and physical activity remained unchanged. This might have been due to the measurement tool that was not sensitive enough to detect subtle changes. Various factors that can influence children’s attitude and perceptions towards healthy eating, unhealthy eating and physical activity both positively or negatively were identified. This study is one of only a few that explored and described the ‘true’ motivators of and barriers for children’s attitude towards healthy eating, unhealthy eating and physical activity. Results generated from this sub-study can thus make a valuable contribution to the existing literature available in this specific study field. / Thesis (MSc (Dietetics))--North-West University, Potchefstroom Campus, 2012

A hospitalisation experience is serious for every toddler, and implies physical and emotional trauma of one kind or another. The reaction of the toddler in terms of this trauma in effect is a normal reaction to an unnatural situation, through which he tries to be in control of himself and his unknown environment. His lack of experience, incomplete cognitive reasoning, and lack of insight cause anxiety and stress for the toddler. Misbehaviour because of account of his anxiety and fear which the form part of the toddlers attempts to control and get hold of this unknown situation. The research is primarily aimed at how the therapist, parents and hospital personnel can prepare, assess and support the toddler, in terms of handling the hospitalisation process. Seeing that there is normally no one to blame for the toddlers admission to hospital, the child directs his anger and anxiety at himself, resulting in inner conflict and intense feelings of guilt. The research project aims to focus on preparation of the pre-primary toddler for hospitalisation, by using playtherapeutic intervention, in order to lessen the fear and anxiety of the experience. This goal was achieved by a literature study, an empirical study with the aid of application of a preparatory intervention program, as well as an assessment and an evaluation of the program, in order to make recommendations, regarding the research. Optimal care, and preparation of sick toddlers for admission in hospital, includes more than satisfying the child’s physical needs. It also asks for gratification of the toddler’s psychosocial needs. Support and preparation of both the child and his/her parents form an integral component of the sanitary care process. Therapeutic activities with the child that is going to hospital, can, according to the goals of the research study, be instrumental in reducing fear, promote self-esteem, become acquainted with the medical setting and procedures, as well as providing in the toddlers physical, emotional, psychological and psychosocial needs. A complete and refined play therapeutic preparation program was developed and evaluated through the findings of the empirical and literature study. The process of intervention research was followed in the empirical study, where data was obtained with the aid of a purposive sample, of 20 hospitalised toddler respondents. Creswell’s dominant-less-dominant model was utilised. A dominant quantitative approach was being followed, through witch data was assembled by a self developed structured observation instrument, as a post-test for both the experimental as well as the comparative group. The less dominant, but equally important qualitative approach, that consisted of 9 playtherapeutic sessions with experimental group, field notes and interviews with parents, enrich and verified the quantitative data. According to the integration of the quantitative and qualitative findings, the conclusion can be made that the preparatory playtherapeutic program had a positive impact on the way fear and the toddlers handled anxiety during hospitalisation, with less misbehaviour. The findings show that the developed preparatory playtherapeutic program can be implemented with great success and confidence, with toddlers that are going to be hospitalised. It is recommended that further research can be done on development and evaluation of preparation programmes for toddlers from less fortunate communities. Seeing that individual sessions may due to financial difficulties be less tenable, group sessions and community work can be recommended to reach larger groups of children, as well as creating community awareness for the needs of toddlers, related to hospitalisation. / Thesis (DPhil (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted

The visual system and good ocular motor control play an important role in the effective development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84; Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond, 2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451; Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al., 2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between ADHD and ocular motor control with regard to matters like visual attention, visual perception and ocular motor control like eye movement outside the normal fixation point, but no studies have been reported on the status of the ocular motor control of South African populations, and the effect of visual–motor intervention on the ocular motor control or visual–motor integration of learners with ADHD. The aim of the study was twofold, namely firstly to determine the ocular motor control functions and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor– based intervention programme can improve the ocular motor control and status of the visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan, South Africa. Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to assess the ocular motor control functions (fixation, ocular alignment, visual tracking and convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration (VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration (VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners with ADHD. Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one. Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor integration of these learners. The Pearson Chi–squared test was used to determine the practical significance of differences in VMI and VP (d>0,05). The results of the study reveal that the majority of learners displayed ocular motor control deficits, regardless of whether they were classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking (65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it appears that ADHD learners experience more serious problems (Class 3) with visual tracking than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye: 11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)). Learners with and without ADHD displayed a practically significant difference with respect to visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD (who achieved better results). For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from an availability sample of three groups (intervention group with ADHD (n=20); control group with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor– based intervention programme in which the ocular motor control functions section was applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an average age of 6,95 years (+0,69) constituted the experimental group, while a control group with ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an average age of 7,12 years (+0,60) did not receive any intervention and just participated in the pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the changes in ocular motor control functions. These results mainly revealed that practically significant changes occurred in all three groups, be it improvement or deterioration in the various classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is concerned, and with convergence–divergence, more subjects were moved back from Class 3 (serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other two groups that had received no intervention. Independent t–testing was used to analyse intragroup differences in the visual–motor integration subdivisions, while a covariance analysis (ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test difference values. These results revealed that the motor coordination of the intervention group improved more than that of the control group with ADHD (p=0,18). This can lead to the conclusion that the intervention programme did have an effect on this specific skill. Abstract The overall indications of the results are that learners with ADHD have a general tendency to achieve poorer results in ocular motor control tests and with skills involving visual–motor integration, visual perception and motor coordination than learners without ADHD. Although only a minor improvement was identified in the experimental group after participation in the intervention programme, it is recommended with regard to motor coordination in particular that a similar programme be compiled for ADHD learners that focuses more specifically on the ocular motor control needs of each learner, and that it be presented on a more individual basis in order to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.

The visual system and good ocular motor control play an important role in the effective development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84; Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond, 2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451; Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al., 2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between ADHD and ocular motor control with regard to matters like visual attention, visual perception and ocular motor control like eye movement outside the normal fixation point, but no studies have been reported on the status of the ocular motor control of South African populations, and the effect of visual–motor intervention on the ocular motor control or visual–motor integration of learners with ADHD. The aim of the study was twofold, namely firstly to determine the ocular motor control functions and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor– based intervention programme can improve the ocular motor control and status of the visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan, South Africa. Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to assess the ocular motor control functions (fixation, ocular alignment, visual tracking and convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration (VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration (VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners with ADHD. Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one. Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor integration of these learners. The Pearson Chi–squared test was used to determine the practical significance of differences in VMI and VP (d>0,05). The results of the study reveal that the majority of learners displayed ocular motor control deficits, regardless of whether they were classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking (65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it appears that ADHD learners experience more serious problems (Class 3) with visual tracking than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye: 11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)). Learners with and without ADHD displayed a practically significant difference with respect to visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD (who achieved better results). For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from an availability sample of three groups (intervention group with ADHD (n=20); control group with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor– based intervention programme in which the ocular motor control functions section was applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an average age of 6,95 years (+0,69) constituted the experimental group, while a control group with ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an average age of 7,12 years (+0,60) did not receive any intervention and just participated in the pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the changes in ocular motor control functions. These results mainly revealed that practically significant changes occurred in all three groups, be it improvement or deterioration in the various classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is concerned, and with convergence–divergence, more subjects were moved back from Class 3 (serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other two groups that had received no intervention. Independent t–testing was used to analyse intragroup differences in the visual–motor integration subdivisions, while a covariance analysis (ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test difference values. These results revealed that the motor coordination of the intervention group improved more than that of the control group with ADHD (p=0,18). This can lead to the conclusion that the intervention programme did have an effect on this specific skill. Abstract The overall indications of the results are that learners with ADHD have a general tendency to achieve poorer results in ocular motor control tests and with skills involving visual–motor integration, visual perception and motor coordination than learners without ADHD. Although only a minor improvement was identified in the experimental group after participation in the intervention programme, it is recommended with regard to motor coordination in particular that a similar programme be compiled for ADHD learners that focuses more specifically on the ocular motor control needs of each learner, and that it be presented on a more individual basis in order to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.

This research concentrates on the development of an intervention model for the sexually abused latency aged child. The focus is on short term, structured individual therapy. The importance of this model is linked to the underlying theoretical basis that it provides as well as the guidelines suggested for therapy. Intervention research was used as research methodology. This methodology implies a combined quantitative and qualitative approach. The first part (Chapters 2, 3&4) addresses the problem analysis and information gathering linked to the development of a theoretical basis for the intervention model. The latency years as developmental stage is discussed and suggestions are made as to which this information can be used during the planning and conducting of intervention. The reasons for the child’s vulnerability to become a sexual abuse victim are explained. The different forms of sexual abuse are indicated and it is argued that one child can be abused by another. The social environments where sexual abuse might occur are described as well as the possible consequences that sexual abuse holds for the victim. The second part of this research (Chapters 5&6) is related to the design of the intervention model, the conducting of a pilot test and the refining of the intervention. The key elements of abused focused therapy, cognitive behavioural therapy and movement therapy is outlined. These approaches serve as theoretical background for the formulation of the principles of the intervention model. The areas of focus during intervention are described. In Chapter 7 an outline of the intervention program is described. This programme can be viewed as a practical application of the intervention model. A detailed description of every therapy session is provided. The intervention program was tested on three children from the Jakaranda Children’s Home in Pretoria. Chapter 8 indicates the results of the empirical research as well as the interpretation thereof. The focus of this chapter is on the results as referring to the changes in the respondent’s experience of compliance, relationships, security and anxiety. The research results clearly shows that the three respondents were helped by the intervention and that they were no longer overwhelmed by their experience of the sexual abuse. The study is concluded in Chapter 8 with some remarks in summary and proposals for further research. / Thesis (DPhil (Social Work))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)