Emotions and its effect on the individual’s general functioning are a key concept of humanity. The modern child is confronted with all kinds of emotional developmental tasks with direct influence on his ultimate figuration to adulthood. Emotion is an internal experience in contrast to the fact that various reactions are displayed externally as a result thereof. Children’s behavior demonstrates that which are experienced internally. It might also be a way to conceal especially those emotions. Emotional awareness manifests through demonstration or concealing of inner feelings. The child’s external reactions to inner feelings must be based on knowledge of what is being experienced. Behavior is mostly a reaction to ignorance of the inner experience which might manifest in anxiety attacks, anger and emotional episodes. Empowerment of the child to recognize and experience emotions enables him to gain insight of emotions as a natural part of human nature. This causes him to develop the ability to express emotion in a socially acceptable manner. The process of emotional awareness alerts the child to the fact those specific emotions results in specific bodily experiences. Emotional awareness is an indication of the child’s knowledge of emotions and its impact in emotional, physical and psychological reactions. It provides an explanation for anxieties and fears which enables the child to own these feelings and take control of it. The middle childhood phase is the period that follows the achievement of a mass of developmental skills like the mastery of language, control over bodily functions and cognitive abilities. These abilities are refined in this phase. Emotional awareness and especially concepts of self and the purpose of individuals in the systems that surrounds him evolves. Considerable part of the child’s day during this phase, is spent at school. Emotional wellbeing can thus efficiently be recognized and addressed by the educational system. The educator’s knowledge of emotional awareness will ensure meaningful emotional development of learners. Results obtained from questionaires completed by educators in primary education indicates a need for understanding of problem behavior in children. The need for education on emotional awareness and techniques for development of emotional awareness in learners is also expressed. The focus of this study is thus on the concept of educators regarding the emotional awareness of learners; the role of emotional awareness in the child’s development and the educators knowledge regarding development of emotional skills and promotion of emotional awareness. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / MSD / unrestricted

Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik. Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding, ten doel. Die model is saamgestel vanuit die navorser se praktykervaring en 'n literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van vaardigheidsopleiding. Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van kinders in die middelkinderjare plaasgevind bet met die toepassing van die model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van die model en die riglyne vir die operasionalisering daarvan, daarin dat dit praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative self-concept is underlying to several initial reported problems, as well as the child's inability to actualize in order to reach his full potential. Educational psychologists identified the necessity for supportive intervention to address this problem. This has led to the establishing of a model: "Model for psychotherapeutic skills training for the child with the purpose of improving self-concept". This model aims to relinquish self-concept shortcomings by means of psychotherapeutic skills training. This model has been constructed from the researcher's experience in her practice as well as a literature study, which led to the compilation of conceptual frameworks for self-concept and psychotherapeutic skills training. In this study, self-concept shortcomings have been linked to the lack of skills. This has resulted in self-concept shortcomings to be addressed by skills training. The conclusion which has been reached is that there is an improvement in the self-concept of children in mid-childhood years with the implementation of the model. According to educational psychologists in private practice, the value of the model and the guidelines for the implementation thereof, lie in the the fact that the model has practical applicational worth in the process of rendering support. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Hierdie studie is gedoen om die opvoedkundige ondersteuning wat leerders in spesiale jeugsorgsentrums in die Wes-Kaap ontvang te ondersoek, deur gebruik te maak van ’n kwalitatiewenavorsingsontwerp en binne ’n interpretatiewe paradigma te werk. Hierdie studie het ook die belewenisse van manlike jeugoortreders ten opsigte van hul opvoedkundige ervaring binne die rehabilitasiekonteks ondersoek. Die populasie vir die studie was oortreders in ’n spesiale jeugsorgsentrum – ’n onderwysinrigting waartoe jeugdiges deur die hof gevonnis word indien hulle herhaaldelik by misdaad betrokke is. Die navorsing het uitgelig dat die jeugoortreders in die studiepopulasie ’n lang geskiedenis van aanhouding het; dat hulle voorheen in ’n inrigting van die Departement van Maatskaplike Ontwikkeling, ’n gevangenis van die Departement Korrektiewe Dienste en ’n spesiale jeugsentrum van die Departement van Onderwys aangehou is. Die betekenisvolheid hiervan is dat dit toon hoe gefragmenteer dienste aan jeugdige oortreders gelewer word. Daar was baie onderbrekings in die deelnemers se opvoedkundige pad, asook verwydering van die gesins- en gemeenskapslewe. Verder wil dit voorkom of geen departement aanspreeklikheid aanvaar het vir die rehabilitasie van die jeugdiges nie, aangesien hulle heen en weer tussen die inrigtings van die verskillende departemente geskuif is. Daar moet beter samewerking en skakeling wees tussen alle departemente wat betrokke is by jeugoortreders en die implimentering van programme moet effektief gemonitor en gereeld geëvalueer word. Programme moet gereeld hersien en konstant aangepas word om sodoende die lewensvatbaarheid van die programme en inrigtings te bepaal. Jeugdiges in jeugsentrums is nie ’n homogene groep nie en kom uit verskillende agtergronde met diverse opvoedingsbehoeftes waarin voorsien moet word. Die jeugdiges het ook hul opvoedkundige behoeftes verwoord en dit het beroepsvaardighede, sosiale en morele ontwikkeling ingesluit. Verder is die redes ondersoek waarom die jeugdiges aanhoudend betrokke bly by misdaad. Hulle het aangevoer dat dit as gevolg van portuurdruk, dwelms en armoede is. Die jeugdiges het ook voorstelle van alternatiewe programme en ondersteuning gemaak. Volgens hulle moet dit insluiting in die gemeenskap, positiewe vryetydsbesteding, erkenning deur ander en weerbaarheid behels. / ENGLISH ABSTRACT: This study was done to investigate the educational support that learners receive at a special youth centre in the Western Cape, by making use of a qualitative research design and working within an interpretive paradigm. This study also investigated the experiences of male youth offenders with regard to education within the rehabilitation context. The study population were young offenders in a special youth centre, which is an educational institution where young offenders are being sentenced to after being repeatedly involved in crime. The research revealed that the youth offenders of the study population have a long history of detention; that they were held in an institution of the Department of Social Development, the prison of the Department of Correctional Services and special youth centres of the Department of Education. This finding is significant because it shows the fragmentation of services that are delivered to youth offenders. There was a lot of interruption along the participants’ educational pathway, as well as removal from family and community life. Furthermore, it would appear that no department accepted responsibility for the rehabilitation of the youths, because they were moved back and forth between the institutions of the different departments. There should be better collaboration and liaising between departments that are involved with young offenders and the implementation of programmes should be monitored effectively and evaluated regularly. Programmes should also be reviewed regularly and constantly adjusted to establish whether is the programmes and institutions are sustainable. The youth in youth centres are not a homogenous group and come from different backgrounds with diverse educational needs that should be met. The youths also voiced their educational needs, which included workplace skills, social and moral development. Furthermore, the reasons why the youths continue to be involved in crime were investigated. They said that it was because of peer pressure, drugs and poverty. The youths also made suggestions of alternative programmes and support. According to them it should entail inclusion in the community, positive free-time spending, recognition by others and resilience.

Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik. Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding, ten doel. Die model is saamgestel vanuit die navorser se praktykervaring en 'n literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van vaardigheidsopleiding. Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van kinders in die middelkinderjare plaasgevind bet met die toepassing van die model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van die model en die riglyne vir die operasionalisering daarvan, daarin dat dit praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative self-concept is underlying to several initial reported problems, as well as the child's inability to actualize in order to reach his full potential. Educational psychologists identified the necessity for supportive intervention to address this problem. This has led to the establishing of a model: "Model for psychotherapeutic skills training for the child with the purpose of improving self-concept". This model aims to relinquish self-concept shortcomings by means of psychotherapeutic skills training. This model has been constructed from the researcher's experience in her practice as well as a literature study, which led to the compilation of conceptual frameworks for self-concept and psychotherapeutic skills training. In this study, self-concept shortcomings have been linked to the lack of skills. This has resulted in self-concept shortcomings to be addressed by skills training. The conclusion which has been reached is that there is an improvement in the self-concept of children in mid-childhood years with the implementation of the model. According to educational psychologists in private practice, the value of the model and the guidelines for the implementation thereof, lie in the the fact that the model has practical applicational worth in the process of rendering support. / Psychology of Education / D. Ed. (Psychology of Education)

This thesis discusses how a variety of factors like socio-economic status and educational levels of family/parents affect Std 8 pupils' school performance in twelve selected secondary schools in Thohoyandou, Venda in the Northern Province. It further examines how parents motivate pupils to do well at school, and how the expectations of parents and other relatives as well as teachers as significant others contribute to the academic attainment of pupils.. It also focuses on the favourable conditions in the pupils' learning home environment such as availability of a private study-room, language used at home, adequacy of time for both relaxation and schoolwork, learning facilities, parental involvement and nutritional values that help in promoting and enhancing pupil school performance. Finally, the author provides some recommendations about how parents can actively involve themselves in their children's education. AFRIKAANS : Hierdie tesis bespreek die wyse waarop 'n aantal faktore, soos die sosioekonomiese status en die opvoedkundige peil van die familie/ouers, st. 8 leerlinge se skoolprestasies beinvloed in twaalf geselekteerde skole in Thohoyandou, Venda, in die Noordelike Provinsie. Dit ondersoek ook die wyse waarop ouers leerlinge motiveer om goed te doen op skoal, asook hoe dit wat betekenisvolle mense soos ouers, ooms, tantes en onderwysers van hulle verwag, bydra tot die bereik van die verlangde akademiese sukses van die leerlinge. Dit fokus ook op gunstige toestande in die leerling se tuisomgewing, byvoorbeeld die beskikbaarheid van 'n private studeerkamer, taalgebruik by die huis, genoeg tyd om te slaap en te eet, ontspanning en skoolwerk, leerfassiliteite, ouerlike betrokkenheid en die voedingsvlakke wat help om leerlinge se skoolprestasies aan te moedig en te verbeter. Ten laaste voorsien die outeur ook 'n paar voorstelle oor hoe ouers aktief betrokke kan raak by 'n leerling se opvoeding. / Dissertation (MA)--University of Pretoria, 1997. / Sociology / unrestricted

Bipolêre versteuring is ‘n kroniese, herhalende en ernstige siekte met ‘n voorkoms van 1 % wêreldwyd. Pasiënte kan psigoties word, selfmoordideasie hê en ook soms aggressief raak. Dikwels moet hulle gehospitaliseer word - ook teen hulle wil, want hulle mag soms geen insig toon nie. Pasiënte mag presenteer met ‘n ko-morbiede toestand, byvoorbeeld substansmisbruik of ‘n persoonlikheidsversteuring. Dit gebeur dikwels dat hulle nie hulle toegewysde rolle, byvoorbeeld dié van gade, broodwinner, ouer of volwasse kind, kan vervul nie. Versorgers van pasiënte gediagnoseer met bipolêre versteuring, word eweneens beïnvloed deur die siekte en die gepaardgaande stigma daarvan. Dit kan vir hulle baie moeilik wees wanneer hulle die verantwoordelikhede en rolle van die pasiënt moet oorneem. Beskou vanuit die oogpunt van ‘n ekologiese sisteemperspektief is die aard van hierdie impak op die maatskaplike funksionering van die versorgers relevant vir maatskaplike werk in die geestesgesondheidsveld. Die verkenning van hierdie impak en die ontwikkeling van ‘n intervensie om die impak aan te spreek het dus die rasionaal van hierdie studie gevorm. Die geïntegreerde biopsigososiale model, binne ‘n ekologiese sisteem perspektief, word aangewend by die psigiatriese instelling waar die navorser werk. Hierdie benadering het dus ook gedien as die vertrekpunt vir die betrokke studie. Die gemengde-metode navorsingsbenadering is tydens hierdie studie benut ten einde ‘n uitgebreide analise van die navorsingsprobleem te verskaf. Die voorgenome studie het binne die kategorie van toegepaste navorsing geval, want die doel daarvan was om ‘n program te ontwikkel om hulp te verleen aan versorgers van individue gediagnoseer met bipolêre versteuring. Die navorser het haar navorsing gerig aan die hand van Rothman en Thomas (1994) se intervensie ontwerp en ontwikkelingsmodel (D&D) deur gebruik te maak van kwalitatiewe en kwantitatiewe metodes. Na afloop van die analise van die kwalitatiewe data, is ‘n unieke psigo-maatskaplike opvoedkundige program, die SEE-SAW program, ontwikkel en toe geïmplementeer. Die konsep van balans versus wanbalans binne die sisteem is essensieel; die navorser se program het ten doel gehad om beter balans binne die sisteem van die pasiënt en versorger te bewerkstellig. Die gevolgtrekkings het duidelik getoon dat die versorger van die bipolêre pasiënt blootgestel is aan ‘n wye spectrum van behoeftes en uitdagings, maar dat intervensies soos die SEE-SAW program van groot waarde mag wees. / Bipolar disorder (BD) is a chronic, recurrent, serious illness that occurs in 1 % of people globally. Patients might become psychotic, suicidal and sometimes violent. They often need to be hospitalised, even against their will because they may have no insight. Patients may have a comorbid condition such as substance abuse or a personality disorder. They are frequently unable to fulfil their assigned roles of spouse, breadwinner, parent or adult child. Caregivers of patients diagnosed with BD are also affected by the illness and the associated stigma. It becomes very difficult for them when they have to take over the responsibilities and roles of the patient. The nature of this impact on the social functioning of the caregivers, understood from an ecological systems perspective, is relevant for social work in the mental health care field. Discovering more about this impact and developing an intervention to curb it therefore formed the rationale for this study. The integrated biopsychosocial model, within an ecological systems perspective, is being used at the psychiatric institution where the researcher works. This approach therefore also served as the point of departure from which this research was conducted. A mixed methods research approach was utilised to provide a comprehensive analysis of the research problem. The proposed study fell into the category of applied research, due to its aim of designing a programme to assist caregivers of people diagnosed with BD. The researcher directed the study according to Rothman and Thomas’s (1994) intervention design and development model (D&D), using qualitative and quantitative methods. After the analysis of the qualitative data a unique psychosocial educational programme, the SEE-SAW programme, was developed and then implemented. The concept of equilibrium versus disequilibrium in the system is central; the researcher’s programme therefore strove towards better equilibrium within the system of patient and caregiver. From the conclusions it is apparent that the caregiver of the BD patient is exposed to a wide spectrum of needs and challenges, but that interventions such as the SEE-SAW programme may be very helpful. / Thesis (PhD)--University of Pretoria, 2014. / Social Work and Criminology / PhD (Social Work) / Unrestricted