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Die verband tussen sosiale ondersteuning en selfkonsep in die middelkindertydperk / Ansonet van HeerdenVan Heerden, Anna Sophia Elizabeth January 2004 (has links)
Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.
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An Exploratory Study of Ethnic Differences in Parent Cultural Socialization Practices and Children’s Experiences of Peer Ethnic VictimizationChakawa, Ayanda Unknown Date
No description available.
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Die dialogiese verhouding van ouers met hulle kind in die middelkinderjare met aandagtekort-hiperaktiwiteitsversteuring / deur T. Smith.Smith, Tiana January 2012 (has links)
Attention-deficit-hyperactivity disorder (ADHD) describes children that show inappro-priate behaviour in two categories, i.e. 1) Inattention and 2) Hyperactivity-impulsivity and which are maladaptive and inconsistent with their developmental level. ADHD impacts the whole life of a child diagnosed with it. One of these areas that is impacted is the relationship between child and parent. As found in a thorough literature study, much research has been done on the relationship between parents and their children diagnosed with ADHD. No research has been done on parents’ experience of the dialogic relationship, according to the Gestalt theory, with their children that are diagnosed with ADHD. The dialogic relationship was research specifically in the context of the five principles of the dialogic relationship, i.e. inclusion, presence, confirmation, commitment to dialogue and non-exploitation. In this qualitative study nine parents’ experience of their dialogic relationship with their child in the middle childhood, diagnosed with ADHD was explored and described. A case study was used as research design to study how participants give meaning to the phenomenon that is being studied. Semi-structured interviews were conducted with seven mothers and two fathers after which data was thematically analysed. The trustworthiness of the study and ethical aspects applicable to the study were discussed and the limitations of the study were listed. It was found that parents apply inclusion and presence in their relationship with their child with ADHD. The application of confirmation and commitment to dialogue is a bigger challenge because the children’s behaviour results in parents reacting negatively rather than giving acknowledgement. Sometime it is difficult for parents to commit to the dialogue because the children withdraw from the interaction. The researcher made recommendations for parents of children with ADHD, for professionals who are working with children with ADHD and for further study in this field. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
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Adults' experience of coping with parental divorce during childhood : a phenomenological perspective / Jacobus Christoffel du PlooyDu Plooy, Jacobus Christoffel January 2013 (has links)
Divorce has long been described as one of the most stressful experiences that any human being can ever experience. The process of divorce implies numerous sudden and highly stressful changes to any individual affected by it, including children. The literature review of the present study revealed valuable insight regarding the effects of divorce, in particular on children. The studies among them which were found to have identified some of the more detrimental implications of divorce for children in particular, included the studies by Jonsson, Njardvik, Olafsdottir and Gretarsson (2000); Eldar-Avidan, Haj-Yahia and Greenbaum (2009); and Yu, Pettit, Lansford, Dodge and Bates (2010).
Despite numerous research studies having been done on the phenomena of divorce both in South Africa and globally, it appears that the majority of these studies mostly focused on its detrimental implications for both children and adults. Few of these studies were found to have focused on possible optimal implications or on effective coping with divorce. Some studies that were found to have touched on the potential optimal effects of parental divorce included the studies by Mullis, Mullis, Schwartz, Pease and Shriner (2007); Graff-Reed (N.D.); and Spalding and Pretorius (2001).
One particularly influential study that was, however, identified to have been done on the phenomena of coping with parental divorce, was conducted by Roux (2007) who focused specifically on children’s coping with parental divorce. This study focused exclusively on children and involved interviews with children themselves at the time of their parents’ divorce. No research could be identified on how young adults in South Africa had attempted to cope with their parents’ divorce during their childhood and/or adolescent years. This determination led to an attempt to fill this apparent void in the literature and expand on the study that had been conducted by Roux (2007) by completing the present study. The focus of the present study subsequently fell on how young adults had coped with the divorce of their parents during their childhood and/or adolescent years.
The aims of the present study were: * To investigate and obtain a clearer understanding of young adults’ coping with divorce during their childhood and/or adolescent years. * To determine if there were factors that played a role in coping with parental divorce. * To determine what recommendations could be made to the parents of children undergoing divorce. * To determine what recommendations could be made to children while undergoing parental divorce.
The research questions that were included in the present study for the aforementioned purpose included the following: * How did young adults cope with the divorce of their parents during their childhood and/or adolescent years? * Were there factors that played a role in their coping and if so what were the factors? * What would they recommend to the parents of children during and after divorce? * What would they recommend to children during and after parental divorce?
Semi-structured retrospective interviews were conducted with 15 participants in the completion of the present study. Each of these interviews where transcribed and the relevant data were analysed from these transcriptions by firstly reading of the protocols, followed by dividing them into natural meaning units (NMUs), performing linguistic transformation, integrating the NMUs with related themes, synthesising the data and developing a general description before it was finally documented and published. Selection of the participants was made by means of snowball sampling, as young adults nominated acquaintances whom they believed may also be willing to participate in the research (Whitley, 2002).
The value of the present study was that it expanded the knowledge base regarding young adults’ coping with parental divorce during their childhood and/or adolescent years. It also culminated in the creation of a set of recommendations for both children and adults that would promote effective coping among them with parental divorce. It is hoped that these insights and recommendations will enable psychologists, social workers, counsellors, health care practitioners and/or any other individual/s involved with assisting families during divorce, to cope more effectively with this event. It is also hoped that further future research and follow-up studies into this particularly relevant and far reaching phenomenon will continue to be conducted by other researchers both in South Africa and abroad. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014
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Die dialogiese verhouding van ouers met hulle kind in die middelkinderjare met aandagtekort-hiperaktiwiteitsversteuring / deur T. Smith.Smith, Tiana January 2012 (has links)
Attention-deficit-hyperactivity disorder (ADHD) describes children that show inappro-priate behaviour in two categories, i.e. 1) Inattention and 2) Hyperactivity-impulsivity and which are maladaptive and inconsistent with their developmental level. ADHD impacts the whole life of a child diagnosed with it. One of these areas that is impacted is the relationship between child and parent. As found in a thorough literature study, much research has been done on the relationship between parents and their children diagnosed with ADHD. No research has been done on parents’ experience of the dialogic relationship, according to the Gestalt theory, with their children that are diagnosed with ADHD. The dialogic relationship was research specifically in the context of the five principles of the dialogic relationship, i.e. inclusion, presence, confirmation, commitment to dialogue and non-exploitation. In this qualitative study nine parents’ experience of their dialogic relationship with their child in the middle childhood, diagnosed with ADHD was explored and described. A case study was used as research design to study how participants give meaning to the phenomenon that is being studied. Semi-structured interviews were conducted with seven mothers and two fathers after which data was thematically analysed. The trustworthiness of the study and ethical aspects applicable to the study were discussed and the limitations of the study were listed. It was found that parents apply inclusion and presence in their relationship with their child with ADHD. The application of confirmation and commitment to dialogue is a bigger challenge because the children’s behaviour results in parents reacting negatively rather than giving acknowledgement. Sometime it is difficult for parents to commit to the dialogue because the children withdraw from the interaction. The researcher made recommendations for parents of children with ADHD, for professionals who are working with children with ADHD and for further study in this field. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
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Die verband tussen sosiale ondersteuning en selfkonsep in die middelkindertydperk / Anna Sophia Elizabeth (Ansonet) van HeerdenVan Heerden, Anna Sophia Elizabeth January 2004 (has links)
This study is a subdivision of an inter-university research project to investigate the
psychological resilience of children in the late middle childhood years. The title of the
umbrella project is Psychological resilience in children in the South African context. The
aim of this study was to determine whether a relationship exists between social support
and self-concept, as well as to establish whether gender differences occur with regard
to the experience of social support and the evaluation of self-concept.
Schools in different regions were identified in order to make the sample as large and
the study as representative as possible of the different provinces, racial and language
groups in South Africa. The children in the samples were randomly selected from class
lists. The complete test battery was subsequently administered to these children. For
the purpose of this study only the Piers-Harris Children's Self-concept Scale, the
Social Support Appraisal Scale and the Biographical Questionnaire were used. Due
to practical problems, the final figures of the samples varied between 549 and 918
participants.
The processing of the data was done by the Statistical Consultation Service of the
North West University Potchefstroom Campus. The Pearson Correlation Coefficient
was used as an effect size to determine the relationship between social support and
self-concept. T-tests and Cohen's effect sizes were used to determine whether gender
differences occur with regard to social support and self-concept.
The statistical processing of the results revealed that a positive correlation exists
between social support and self-concept. These results are corresponding with the
literature (Collins, 2000; Kirkcaldy, Shephard & Stiefen, 2002; Malecki 8 Demaray,
2002; Marjoribanks & Mboya, 2001; Van Tassel-Baska & Olszewski-Kubilius, 1994). Further, the results showed that no gender differences that were both statistically
significant and practically meaningful occurred with regards to social support and self-concept.
These results were repeatedly inconsistent with the literature (Bee, 1992;
Dubow & Ullman, 1989; Harris, Rosenthal & Snodgrass, 1986; Hirsch & Rapkin, 1987;
Piers, 1984; Werner & Smith, 1982).
Finally, the last section of this investigation provides recommendations for further
studies in this area, as well as practical suggestions for the implementation of the
findings. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005
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'n Verkenning van assesseringspraktyke van maatskaplike werkers in die bepaling van binding tussen die middelkinderjare-kind en sy versorgers / deur Heidi JoubertJoubert, Heidi January 2008 (has links)
Assessing the attachment between a child and caregiver is an important task within the social worker's professional domain. This is mostly restricted due to a lack of training and expertise with regard to methods and techniques used in assessing attachment. The identified problem led to the implementation of a descriptive study aimed at exploring effectiveness of scales for the assessment of attachment between the child in the middle childhood years and his/her caregiver. The goal was achieved by studying and exploring available practices derived from an extensive literature review and empirical study.
Seven social workers in Bloemfontein participated in the study. Target-sampling was undertaken to ensure that participants represented different areas in the work-field that employ the assessment of attachment.
Social workers in South Africa show preference to qualitative assessment procedures, including an assessment of the child, an assessment of the caregiver, observation and a collateral investigation. Although such an approach is generally consistent with literature, the present study highlighted an additional need for the standardization of assessment scales for attachment in middle childhood to be utilized in conjunction with qualitative methods of assessment. The literature review confirmed the availability of a range of reliable scales, though not validated thoroughly, but thus far unexplored by social workers in South Africa.
A qualitative approach within the Developmental and Utilization Model enabled the researcher to conduct an in-depth analysis of the existing problem. Information was gathered with regard to relevant aspects of attachment in middle childhood in a successful attempt to formulate guidelines for the development of an effective model for the assessment of attachment between the child in middle childhood years and his caregiver. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.
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The use of interactive stories to deal with awareness of high sensitivity in middle childhood / Durbach L.M.Durbach, Lisa-Mandi January 2011 (has links)
One in five children are born highly sensitive (HS), with nervous systems that are more
sensitive to sensory subtleties. The highly sensitive child (HSC) presents with behaviour
that is often a way of coping with sensory overload from their environment. The
symptoms of HS are often mistaken for shyness, introversion, timidity and a low sensory
threshold. Because of their lack of understanding, teachers mislabel and misdiagnose
these children as being mentally ill, or as suffering from, inter alia, ADHD or learning
problems. When such children (HSC) are misunderstood, they begin to feel ‘different’
and ‘flawed’, which can lead to low self–esteem. The purpose of this study is to explore
perceptions by HS children in middle childhood, to explore how aware they are of HS,
and to discover the extent to which they have been affected by negative labelling often
caused by being misunderstood, misdiagnosed and misinterpreted. The structured
interviews conducted with HSC comprised of an interactive story, which had been
written and illustrated to create explicit awareness of HS. After the storybook had been
read, an interview schedule on HS was applied. Next, a focus group interview was
conducted with the teachers to gather more rich data, thereby ensuring its
trustworthiness. The aim was to explore the teachers’ perceptions of HSC in middle
childhood. This exploration was necessary for making effective recommendations for
managing and supporting HSC, so that the children can reach their full potential. Many
HSC are gifted, and often become visionaries and pioneers in their particular fields. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
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'n Verkenning van assesseringspraktyke van maatskaplike werkers in die bepaling van binding tussen die middelkinderjare-kind en sy versorgers / deur Heidi JoubertJoubert, Heidi January 2008 (has links)
Assessing the attachment between a child and caregiver is an important task within the social worker's professional domain. This is mostly restricted due to a lack of training and expertise with regard to methods and techniques used in assessing attachment. The identified problem led to the implementation of a descriptive study aimed at exploring effectiveness of scales for the assessment of attachment between the child in the middle childhood years and his/her caregiver. The goal was achieved by studying and exploring available practices derived from an extensive literature review and empirical study.
Seven social workers in Bloemfontein participated in the study. Target-sampling was undertaken to ensure that participants represented different areas in the work-field that employ the assessment of attachment.
Social workers in South Africa show preference to qualitative assessment procedures, including an assessment of the child, an assessment of the caregiver, observation and a collateral investigation. Although such an approach is generally consistent with literature, the present study highlighted an additional need for the standardization of assessment scales for attachment in middle childhood to be utilized in conjunction with qualitative methods of assessment. The literature review confirmed the availability of a range of reliable scales, though not validated thoroughly, but thus far unexplored by social workers in South Africa.
A qualitative approach within the Developmental and Utilization Model enabled the researcher to conduct an in-depth analysis of the existing problem. Information was gathered with regard to relevant aspects of attachment in middle childhood in a successful attempt to formulate guidelines for the development of an effective model for the assessment of attachment between the child in middle childhood years and his caregiver. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.
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The use of interactive stories to deal with awareness of high sensitivity in middle childhood / Durbach L.M.Durbach, Lisa-Mandi January 2011 (has links)
One in five children are born highly sensitive (HS), with nervous systems that are more
sensitive to sensory subtleties. The highly sensitive child (HSC) presents with behaviour
that is often a way of coping with sensory overload from their environment. The
symptoms of HS are often mistaken for shyness, introversion, timidity and a low sensory
threshold. Because of their lack of understanding, teachers mislabel and misdiagnose
these children as being mentally ill, or as suffering from, inter alia, ADHD or learning
problems. When such children (HSC) are misunderstood, they begin to feel ‘different’
and ‘flawed’, which can lead to low self–esteem. The purpose of this study is to explore
perceptions by HS children in middle childhood, to explore how aware they are of HS,
and to discover the extent to which they have been affected by negative labelling often
caused by being misunderstood, misdiagnosed and misinterpreted. The structured
interviews conducted with HSC comprised of an interactive story, which had been
written and illustrated to create explicit awareness of HS. After the storybook had been
read, an interview schedule on HS was applied. Next, a focus group interview was
conducted with the teachers to gather more rich data, thereby ensuring its
trustworthiness. The aim was to explore the teachers’ perceptions of HSC in middle
childhood. This exploration was necessary for making effective recommendations for
managing and supporting HSC, so that the children can reach their full potential. Many
HSC are gifted, and often become visionaries and pioneers in their particular fields. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
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