Global ETD Search

11	An educational psychological perspective on the use of filial therapy in mother-child relationships Arnott, Amanda Margaret 11 1900 (has links) The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling) Awareness Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Child-centred play therapy Educational climate Experience Filial Therapy Lifeworld intrapsychic structure I Me Self Self-identity Self concept Self-actualization Involvement Meaning attribution Mother-child relationship Parental acceptance Personalization Relationship formation Relations Model Subpersonalities Subpersonalities 616.8589 Attention-deficit disordered children Attention-deficit hyperactivity disorder Self-actualisation Play therapy Identity (Philosophical concept) Mother and child Self-perception
12	Relationship formation in multicultural primary school classrooms Mathunyane, Lenkwane Henry 06 1900 (has links) The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education) Relationship formation Multicultural classrooms Multiculturalism Multilingualism The primary school child The self-concept Personality The sociogram Stepwise discriminant analysis Multiple discriminant function 370.19341 Multicultural education -- South Africa Blacks -- Education -- South Africa Ethnicity -- South Africa Whites -- Education -- South Africa Multilingualism -- South Africa Multiculturalism -- South Africa
13	An educational psychological perspective on the use of filial therapy in mother-child relationships Arnott, Amanda Margaret 11 1900 (has links) The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling) Awareness Attention Deficit Disorder Attention Deficit Hyperactivity Disorder Child-centred play therapy Educational climate Experience Filial Therapy Lifeworld intrapsychic structure I Me Self Self-identity Self concept Self-actualization Involvement Meaning attribution Mother-child relationship Parental acceptance Personalization Relationship formation Relations Model Subpersonalities Subpersonalities 616.8589 Attention-deficit disordered children Attention-deficit hyperactivity disorder Self-actualisation Play therapy Identity (Philosophical concept) Mother and child Self-perception
14	Relationship formation in multicultural primary school classrooms Mathunyane, Lenkwane Henry 06 1900 (has links) The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education) Relationship formation Multicultural classrooms Multiculturalism Multilingualism The primary school child The self-concept Personality The sociogram Stepwise discriminant analysis Multiple discriminant function 370.19341 Multicultural education -- South Africa Blacks -- Education -- South Africa Ethnicity -- South Africa Whites -- Education -- South Africa Multilingualism -- South Africa Multiculturalism -- South Africa
15	The impact of disrupted family life and school climate on the self-concept of the adolescent Gasa, Velisiwe Goldencia 06 1900 (has links) This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education) Disrupted family Academic achievement Underachievement Single Parent Adolescent Relationship formation Conformity Intergroup relations Self-concept 305.9560968 School environment -- South Africa. Underachievement -- South Africa. Academic achievement -- South Africa. Single-parent families -- South Africa. Parent and teenager -- South Africa. Adolescent psychology -- South Africa. Dysfunctional families -- South Africa. Broken homes -- South Africa.
16	The impact of disrupted family life and school climate on the self-concept of the adolescent Gasa, Velisiwe Goldencia 06 1900 (has links) This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education) Disrupted family Academic achievement Underachievement Single Parent Adolescent Relationship formation Conformity Intergroup relations Self-concept 305.9560968 School environment -- South Africa. Underachievement -- South Africa. Academic achievement -- South Africa. Single-parent families -- South Africa. Parent and teenager -- South Africa. Adolescent psychology -- South Africa. Dysfunctional families -- South Africa. Broken homes -- South Africa.
17	From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films / Från Snövit till Frost : En utvärdering av populära könsrepresentations-indikatorer tillämpade på Disneys prinsessfilmer Nyh, Johan January 2015 (has links) Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods. / <p>Betyg VG (skala IG-VG)</p> Disney princesses Disney princesses gender Bechdel Bechdel test Walt Disney Pixar Frozen children girl culture gender representations talk time talktime gendertimer equality content analysis female feminism feminist gender role socialization model gender role socialization model passive domestic active media post-feminist gender role portrayals key measures popular nature or nurture genes or environment gender differences expressions of gender gender experiments neurological brain plasticity constructivist cultivation theory social cognitive theory quantitative quantitative measures quantitative methods stereotypes stereotype stereotypical women character count biological sex biological gender metrics femininity textual analysis submissive submissive behaviour independence daddy's girl patriarchy patriarchal patriarchal approval wicked women old wicked women wicked witch male masculine masculine characteristics feminine characteristics genders marrying marriage love at first sight empowerment fairy tale fairy tales film movie films movies Mulan Pocahontas Snow White Snow White and the seven dwarfs Cinderella Sleeping Beauty Little Mermaid The Little Mermaid Beauty and the Beast Aladdin Tangled Brave Frozen The Princess and the Frog Merida relationship relationship formation true love true love's kiss sisterhood sisterly Grimm Grimm brothers parental approval matriarchal approval matriarchal matriarchy stereotyping evil queen rate rater rating measure measuring wicked stepmother binary gender gender binarity binary genders gender identities gender identity gender identity formation identity formation animation cell animation the Smurfette principle strong women strong girls girlie positivism positivistic film studies analysis analyses antagonism action coding cultivation effect cultivation effects socialization effect socialization effects coded content analysis simple metrics cognition theory connotations cultivation theory socialization theory depictions of femininity plasticity human brain damsels in distress feminist research inequality gender inequality media studies heroines mass media social media images of women woman as image reading interpretation modern day fairy tales Disney prinsessor Disneyprinsessor Disney-prinsessor kön genus genusvetenskap Bechdel Bechdel test Bechdeltest Bechdeltestet Walt Disney Pixar Frost barn flickor kulturuppväxt representationer skildringar intryck taltid talk time talktime gendertimer jämlikhet innehållsanalys feminin feminism könsroll könsroller socialisering socialiseringsmodellen passiv hushållsarbete aktiv media post-feministisk postfemininstisk nyckeltal populärvetenskaplig populärvetenskapligt naturen uppväxt eller gener gener eller upppväxt uppfostran genetik könsskillnader könsuttryck experiment hjärnan plasticitet konstruktivism kultivationsteori kognitiv teori kvantitativ kvantitativa mått kvantitativa metoder stereotyper stereotyp stereotypisk kvinnnor kvinna kön biologiskt kön mått nyckeltal femininitet textanalys filmanalys kuvad underkastad submissiv oberoende pappas flicka patriarkat patriarkisk patriarkalt godkännande manlig maskulin kön genus äktenskap kärlek vid första ögonkastet saga sagor bröderna Grimm film Mulan Pocahontas Snövit och de sju dvärgarna Askungen Törnrosa Den lilla Sjöjungfrun Skönheten och Odjuret Aladdin Trassel Modig Frost Prinsessan och Grodan Merida förhållanden sann kärlek Grimm matriark matriarkisk patriarkalt godkännande matriarkalt godkännande bedöma betygsätta mått mäta ond styvmor binära kön könsidentitet könsidentiteter animation Smurfan starka kvinnor starka flickor positivistisk positivism filmvetenskap filmstudier antagonism protagonist hjältinna kodning kultivationseffekten socialiseringseffekten socialisationseffekten kodad innehållsanalys förenklade mått kognitiv teori konnotationer konnotera feministisk forskning könsbalans mediastudier mediestudier massmedia social media bilder av kvinnor kvinnan som bild images of women woman as image reading interpretation modern day fairy tales tolkning

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