Magister Educationis - MEd / In Suid-Afrikaanse skole word op 'n gereelde grondslag gevind dat nie alle leerlinge baat vind by gewone groeponderrig soos dit in die gewone klaskamer vergestalting vind nie. Enersyds is daar die groep wat op Buitengewone Onderwys aangewese is, en andersyds is daar die groep wat nie vir buitengewone onderwys kwalifiseer nie, maar nog steeds nie die mas in die gewone klas kan opkom nie. Laasgenoemde maak dikwels deel uit van 'n sosio-ekonomies of polities benadeelde groep en die grootste persentasie druipelinge en vroeë skoolverlaters, in vergelyking met die res van die skoolbevolking , kom uit die groep. Die swak akademiese prestasies van hierdie leerlinge word in die meeste literatuur gekoppel aan kognitiewe benadeeldheid. Opvoedkundige Sielkunde. Kognitiewe benadeeldheid word vir die doel van hierdie mini-tesis gelykgestel aan kulturele benadeeldheid, maar dit word gekoppel aan die definisie van Feuerstein wat dit beskou as 'n gebrek aan bemiddelde leerervaring (BLE). Te midde van 'n strewe na sosio-ekonomiese, politieke en opvoedkundige rekonstruksie in Suid-Afrika, is dit belangrik dat probleme met skolastiese prestasie op die intermediêre vlak aangespreek word. Alhoewel skole weinig kan doen om 'n radikale verandering in die omgewingstoestande van leerlinge teweeg te bring, kan dit egter 'n groot bydrae lewer in die ontwikkeling van die kognitiewe vermoëns van kinders. Om hierdie belangrike funksie te vervul, is ditnoodsaaklik dat onderwysers in hul voorbereiding vir hul taak deeglik toegerus moet word met gepaste teoretiese begronding, asook daaruitvloeiende maatreëls om kognitiewe benadeeldheid by hul leerlinge effektief te verklaar en te bekamp. Die fokus in hierdie mini-tesis is op die benadering ten opsigte van kognitiewe benadeeldheid by primêre skool leerlinge in die opleidingsprogramme - spesifiek die Opvoedkundesillabusse - van onderwyskolleges van die Departement van Onderwys en Kultuur, Raad van Verteenwoordigers (DOK:RV); en die Departement van Onderwys en Opleiding (DOO), asook ontwikkelinge op die gebied van kognitiewe onderwys in Suid-Afrika. Op grond van die leemtes in die betrokke opleidingsprogramme is die doel van hierdie mini-tesis om BLE as noodsaaklike komponent in die opleidingsprogram van primêre skoolonderwysers in Suid- Afrika aan te beveel.

In hierdie studie word die etiologiese verband tussen verstadigde neurologiese integrasie en latere leerproblematiek by kinders met klinies betekenisvolle neonatale bilirubienmetings ondersoek. Resente navorsing dui aan dat kinders met klinies betekenisvolle bilirubienmetings tydens die neonatale fase ‘n groter risiko loop om later verstadigde neurologiese integrasie te vertoon, veral weens die kwesbaarheid van die neonatale brein vir toksiene. Hierdie navorsingsresultate suggereer ‘n verband tussen klinies betekenisvolle neonatale bilirubienmetings en latere leerproblematiek, aangesien spesifieke breinareas wat deur neonatale bilirubien aangetas word ook vaardighede medieer wat belangrik is vir prestasie in sekere leerareas, te wete lees, skryf en reken. Neonatale fisiologiese geelsug is nie altyd met die blote oog sigbaar nie, en derhalwe word simptome soos oormatige slaperigheid en ingekorte behoefte aan voeding dikwels deur onervare moeders geïgnoreer, omdat die baba nie opmerklik “geel” is nie. Verder word neonatale fisiologiese geelsug nie altyd as sodanig gediagnoseer nie, weens verskeie faktore soos ontoereikende primêre gesondheidsorgdienste op die afgeleë platteland, tuisgeboortes en vroeë ontslag van moeders en babas uit klinieke en hospitale, veral gesien in die lig daarvan dat neonatale geelsug piekvlak tussen dag drie en dag sewe bereik. Bilirubienmeting is nie standaard prosedure by afgeleë klinieke nie, en waar ‘n rowwe skatting deur die klinieksuster op ‘n klinies betekenisvolle bilirubientelling dui, word moeders dan dikwels aangeraai om natuurlike fototerapie (sonlig) toe te pas. Verdermeer vind opvolgkonsultasies by ‘n klinieksuster dikwels eers plaas nadat die baba ongeveer een maand oud is, en voorligting aan die moeder rakende moontlike kwesbaarhede wat verband hou met klinies betekenisvolle neonatale bilirubienmetings is gebrekkig. Sodanige ouers kan dus heeltemal onbewus wees van die potensiële skade wat aangerig kan word aan die ontwikkelende brein, en intervensie vind gevolglik nie tydig plaas nie. Betekenisvolle duidinge wat uit hierdie navorsingsprojek mag voortvloei, kan derhalwe benut word ten einde spesifieke kwesbaarhede in kinders met klinies betekenisvolle neonatale bilirubienmetings tydig te kan identifiseer; en hoë-risiko leerders se moontlike latere leerproblematiek deur tydige intervensie tydens die voorskoolse jare te ondervang, voordat pobleme in die grondslagfase manifesteer. ‘n Empiriese ondersoek is uitgevoer waarby 37 deelnemers betrek is. Gebaseer op die resultate van die data-analise en interpretasie van die resultate word die hipotese aanvaar. Relevante aanbevelings met betrekking to praktykverbetering en verdere navorsing word gemaak. ENGLISH: With this study the etiological link between delayed neurological integration, high neonatal bilirubin measures and learning difficulties were investigated. Recent research findings suggest that children with high neonatal bilirubin measures are at a greater risk for delayed neurological integration later on, especially because of the susceptibility of the neonatal brain for toxins. The results of this research project suggest an etiological link between neonatal hyperbilirubinemia and learning difficulties at a later stage, since specific brain-areas which are affected by the bilirubin do mediate skills important for performance in certain learning areas, e.g. reading, writing and arithmetic. It is not always possible to notice neonatal physiological jaundice; hence, inexperienced mothers tend to ignore symptoms like sleepiness and lack of appetite, merely because their babies do not appear “yellowish”. Neonatal physiological jaundice is often misdiagnosed due to various factors like inadequate primary health care services in rural areas, home births and early discharge from hospitals - particularly in light of the fact that jaundice peaks between day three and day seven after birth. Measurement of neonatal bilirubin levels is not a standard procedure at rural clinics, and mothers are often advised to make use of natural phototherapy (sunlight) when the baby appears “yellowish”. Follow-up consultation often occurs when the baby is already one month old; hence mothers often receive inadequate information concerning neonatal hyperbilirubinemia. Parents might therefore be totally unaware of the potential vulnerability and harm to the developing brain, and intervention often does not take place. Significant indicators of this research project can be used to identify well in advance specific vulnerabilities in learners with neonatal hyperbilirubinemia, as well as potentially high-risk learners during the pre-school years, before such vulnerabilities escalate during the foundation phase. An empirical study with 37 participants was conducted. Based on the data analyses and interpretation of the results, the hypothesis was accepted. Relevant recommendations concerning best practice and further research were done. / Thesis (PhD)--University of Pretoria, 2008. / Educational Psychology / unrestricted

An investigation into stress experience and the use of coping skills by departemental heads of schools: guidelines for support. Stress occurs when one's perception of demands exceeds his perception of his abilities to meet them. Except for work related demands, a variety of demands and threats in the environment have to be faced continuously. As a result stress is created that manifest in people's behavior, work efficiency and socialization. In general, the education profession is considered among the most stressful careers in the world. This also applies to the South African educational system. U'hm teachers experience stress, it has a negative effect on their beloved ones. colleagues and the learners. Therefore teacher stress has a negative effect on the teaching system in general. Thus teacher stress can be considered to be a national problem. The real situation of teachers in South Africa was determined by means of an empirical study that \\as complimented by a qualitative investigation. In this study. stress is dealt with from the educational psychology. However. stress is a holistic multi-dimensional concept that can only by understood at best when it is approached from a multi-professional point of view. Equally all the actions to cope with stress are rnultidimensional actions. This research aims to develop among teachers an awareness of stress manifestations. with the purpose to identi6 and control stressors. These actions are strengthened by appropriate adaptations in life style and the management of resources. A comprehensive support program is suggested to guide teachers towards an understanding and control of stress. and the establishment of a social support system. while serious manifestations of stress should be addressed by means of professional services. Key words: stress. cope. stress management. education. self control. stress control, environment. work stress: organization stress. community stress. health. wellness. neurological exercise. physical exercise. physiological exercise. religion. humor. feeding. free radicals. anti-osidants. and diet. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

An investigation into stress experience and the use of coping skills by departemental heads of schools: guidelines for support. Stress occurs when one's perception of demands exceeds his perception of his abilities to meet them. Except for work related demands, a variety of demands and threats in the environment have to be faced continuously. As a result stress is created that manifest in people's behavior, work efficiency and socialization. In general, the education profession is considered among the most stressful careers in the world. This also applies to the South African educational system. U'hm teachers experience stress, it has a negative effect on their beloved ones. colleagues and the learners. Therefore teacher stress has a negative effect on the teaching system in general. Thus teacher stress can be considered to be a national problem. The real situation of teachers in South Africa was determined by means of an empirical study that \\as complimented by a qualitative investigation. In this study. stress is dealt with from the educational psychology. However. stress is a holistic multi-dimensional concept that can only by understood at best when it is approached from a multi-professional point of view. Equally all the actions to cope with stress are rnultidimensional actions. This research aims to develop among teachers an awareness of stress manifestations. with the purpose to identi6 and control stressors. These actions are strengthened by appropriate adaptations in life style and the management of resources. A comprehensive support program is suggested to guide teachers towards an understanding and control of stress. and the establishment of a social support system. while serious manifestations of stress should be addressed by means of professional services. Key words: stress. cope. stress management. education. self control. stress control, environment. work stress: organization stress. community stress. health. wellness. neurological exercise. physical exercise. physiological exercise. religion. humor. feeding. free radicals. anti-osidants. and diet. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.