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This qualitative pilot study investigated the bullying experiences of children who stutter, the type of coping strategies that they use to deal with these experiences, and their perceptions of the effectiveness of their coping strategies. Semi-structured interviews were conducted with seven 10- to 13-year-old children who stutter. Grounded theory methodology was used to analyze the interview data. Data analysis resulted in a preliminary four-element conceptualization of the process by which children who stutter experience and respond to bullying and the emergence of two themes: Individual Factors and Recommendations. Individual factors were found to influence the process of experiencing and responding to bullying, and recommendations are provided for how children who stutter may respond to bullying and how adults can help them. These recommendations may be used by speech-language pathologists, school psychologists, counselors, teachers, and parents. The findings of this study support previous research with typical children and children who stutter. / Speech Language Pathology

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Prelinguistic Milieu Teaching (PMT) is an intervention designed to teach young children to initiate nonverbal communication using vocalizations, gestures, and eye-gaze. Children are taught through social routines in their natural environment. Techniques include contriving an environment in which the children will be motivated to communicate and using a hierarchy of prompting and modeling to evoke the desired communicative behaviors, such as requesting and commenting. PMT has been previously studied in young children (ages 1-5) with developmental delays. In this study, it is implemented with six school-age children with Autism (ages 5-8). A multiple baseline design across participants was used to evaluate the effects of the intervention on the variables of frequency, clarity, and maintenance of the participants’ communication. All six participants showed increases in the targeted prelinguistic communication skills during treatment and maintained the increases during follow-up. Analysis of individual behavioral profiles was helpful for disambiguating individual differences in response to intervention across the three variables. Future research should target generalization of learned behaviors across implementers and settings. / text

School-age children with Cystic Fibrosis (CF) possess valuable knowledge about themselves. They have experience and ability to offer insight about living with CF. Previous studies, exploring the perceptions of CF children, give little attention to eliciting and listening to their voices. Also, traditional data collection methods limit children from participating in research. The purpose of this study was to explore and describe how school-age children with CF see themselves in the world they live. The study utilized qualitative description methodology. Symbolic Interactionism served as the researcher’s philosophical lens. It is a perspective that seeks to understand the social world of others, as they perceive it. Photo elicitation was used as the primary data collection method. Each participant was asked to take photographs about “What it is like to be you”. Photographs were then used to stimulate and guide an audio-recorded interview and make a photo book for the child to keep. Data were analyzed using Boyatzis method of inductive thematic content analysis. Sixteen children with CF between the ages of 8 to 11 were purposively recruited from the Southeastern United States. Data saturation was achieved after 13 interviews. Rigor was maintained by a variety of ways including bracketing, peer evaluation, and member checking. Five themes emerged from the data Me Being Me, My Medicine and Treatments, My Family, My Friends and Other Key Relationships, and My World. Findings revealed that life does not revolve around CF, but instead centers on “me being me” and living a normal life. Additionally, photo elicitation empowered participants to be authors of their own stories, and promoted communication between them and the researcher. In knowing the reality of children, nurses and other multidisciplinary CF team members are better equipped to design and plan interventions that are meaningful, beneficial, and satisfying to the child and his or her parent. The results of this study demonstrate children can be active participants in research and provides opportunities to transform nursing care by developing and evaluating strategies for the delivery of care to children with CF. Recommendations for future research include expanding this study to other CF centers and including the perceptions of parents, nurses, and other CF health care providers. Additionally, because perceptions a person holds about them selves and the world change overtime, a follow-up study when participants reach adolescence and adulthood is suggested.

Malnutrition is the outcome of many complex and interrelated factors such as lack of food security, lack of health services, sanitation, knowledge, education and care. It is considered to be a major problem worldwide as well as in South Africa, and the pre-school child is especially vulnerable to developing nutritional deficiencies and diseases. The aim of the study was to investigate the capacity of caregivers to provide nutrition-related care to pre-school-age children (3 to 5 years) in a resource-poor peri-urban community (Olievenhoutbosch) situated in the Gauteng province of South Africa. The study followed a cross-sectional research design, using a quantitative research approach with qualitative aspects to attempt to answer the research question. The questionnaire used for data collection covered aspects such as the resources for care that caregivers had, their nutrition knowledge and caring activities used as part of caring capacity. The questionnaire was administered to a sample of caregivers (50 mothers and two crèche caregivers) of pre-school-age children as key informants for this study. The study revealed that the caregivers’ caring capacities in this community highly depended on the availability and use of certain resources such as human resources (education, time and social support in terms of the availability of alternative caregivers), economic resources (having a job or any source of income) and organizational resources (e.g. child care facilities such as crèches). The mothers had limited resources such as human, economic and organizational resources that would help in childcare practices. Time was a serious constraint that could compromise the level of care provided by the two crèche caregivers. The caregivers had basic nutrition knowledge, but did not have detailed nutrition knowledge. They could mention healthy food types for the child’s optimal growth and development, but could not defend their choices by giving nutritionally sound reasons. Some misconceptions regarding the consumption of certain foods were prevalent. Caring activities in this study involved more than just the provision of food (i.e. food choices, food preparation and feeding practices), but involved other important aspects such as allowing the child time to sleep and play (and sometimes play with the child), ensuring the child’s hygiene (i.e. bathing the child, dressing the child, washing the child’s clothes, cleaning the place where the child stays, plays, eats and sleeps) and performing educational activities with the child. There is a serious need for proper nutrition education which will impart knowledge of appropriate food choices; components of a nutritious diet (healthy types of foods, drinks and snacks); functions of foods in the child’s body; hygienic food handling, preparation, and storage methods that would be translated into good care practices and contribute to the child’s optimal growth and development. / Dissertation (MConsSci)--University of Pretoria, 2009. / Consumer Science / unrestricted

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The topic of my diploma thesis is the motivation of the pupils at the secondary school. I focus on the two groups of the pupils. First group is the pupils who don't practice any sports and what is their relationship to physical activities and sports. The second group is the students who are active members of sports clubs and their relationship to sports. I will compare both student's groups and try to find what are the sources of their motivation, how to influence the motivation and what exactly determines their choice of sport. I will describe the influence of motivation in the theoretical part of my thesis. Later I will deal with the importance of the physical activities during the human life span. I will deal with the stimuli which affect the students in the selecting their sporting focus and activities via questionnaire in the practical part of the diploma thesis. Key words: motivation, secondary schools, physical activities, sport, leisure time