Dissertation(Master of Education( Education))-- Cape Peninsula University of Technology, 2009 / The purpose of the study was to investigate how teachers dealt with learners’ social problems. Another concern of the study was to investigate the extent to which pre-service and in-service teacher-training prepared teachers to deal with learners’ social problems. The research used qualitative methodology. The major advantage of using qualitative research was that it focused on researching teachers in their school setting, to determine how teachers dealt with learners’ social problems. The main instrument used was interviews as it yielded rich in-depth knowledge and allowed me to probe responses and investigate the teachers’ feelings and emotions. A purposive sampling technique was used to select the respondents. The study population was confined to four public high schools in Cape Town. It was composed of three newly qualified teachers and one experienced teacher. The results reflected that teachers dealt with learners’ social problems by trial and error and there was no evidence of deliberate planning in identifying learners with social problems. The pre-service teacher training programmes did not equip teachers with the skills to deal with learners’ social problems. Although teachers received some form of training at schools, the training was not effective in assisting them.The thesis argues that social problems cannot be dealt with solely by the school or the teacher. It is recommended that the Department of Education, the community and the parents, as well as other social service organisations, should jointly create preventive and intervention strategies to assist learners with social problems. Such a holistic approach, the study asserts, could assist schools and teachers to deal with learners’ social problems more effectively. Teachers should receive pre-service training to deal with learners’ social problems, for example, by adding a module such as Sociology of Education. The teacher-training programmes and continuous in-service training programmes should ensure that teachers are exposed to current Departmental policies and documents that can assist them in dealing with learners’ social problems.

Current cognitive-behavioural sexual offender treatment programmes request that offenders recall detailed information regarding cognitions, emotions and behaviour in relation to their offending as a means of addressing issues such as claiming responsibility for the offence, social skills training and relapse prevention. However, it was hypothesised that should this offender group demonstrate overgeneralised autobiographical memory recall the efficacy of these fundamental treatment components would be restricted. Therefore, convicted male sexual offenders against children were recruited in order to investigate autobiographical memory recall, and its association with attributional style and social problem-solving. Twelve offender participants completed the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986), Internal, Personal, and Situational Attributions Questionnaire (IPSAQ; Kinderman & Bentall, 1996a) and the Social Problem-Solving Inventory - Revised (SPSI-R; D'Zurilla, Nezu & Maydeu-Olivares, 1997). Demographic data were collected using a general information questionnaire devised by the researcher and the Beck Depression Inventory (BDI; Beck, Rush, Shaw & Emery, 1979) and the Symptom Checklist - 90 -R (SCL-90-R; Derogatis, 1994) were implemented in order to screen for depression and general psychopathology. Twelve male non-offender control participants were also recruited who matched the offender participants on age and level of intellectual ability based on the Raven's Standard Progressive Matrices (SPM; Raven, 1976). The results indicated that the offender group recalled significantly more overgeneral event memories than the control sample, and that this difference prevailed when depressed mood was controlled for. The offender group was also found to endorse 4 negative problem orientation (NPO) and avoidance style (AS) problem-solving strategies significantly more than the control group, and scored significantly poorer on overall social problem-solving (SPS) ability on the SPSI-R. However, when depressed mood was controlled for only a non-significant trend remained suggesting that the offender group implemented avoidance strategies more than the controls. Although, no significant group differences were found for attributional style, the data did highlight greater external attribution for positive than negative events suggestive of a selfblaming cognitive bias in the offender group, which is not consistent with the sexual offence literature. It is postulated that overgeneralised autobiographical memory recall in the offender group is associated with the use of a cognitive style implemented during development in order to defend against negative affect as a result of deviant sexual interests and in some instances a history of childhood sexual abuse (CSA). It is also proposed that a tendency towards avoidance is associated with and exacerbates overgeneral memory recall.

This study attempt to find in swift's Gulliver's Travels some constructive ideas which were far in advance of his time. This thesis elaborated on contemporary ideas of education, birth control, and government in order to show how much the present age has thought and written about these subjects, and to throw on this background Swift's thoughts, which are not elaborated.

In a series of studies, rural and urban suicides were compared and the psychological factors underlying suicidal behaviour investigated. In the first study suicides in a Nfid-Wales county were examined and contrasted with a group of urban suicides. The pattern of rural suicides was found to differ from the urban suicides. Rural suicides were more evenly spread through the age bands, mostly married and used more violent means of death. Farmers comprised a large proportion of rural suicides and seem to differ from rural suicides in general in that 88% were over 45 years of age, most died of hanging, only 13% left notes and they had no record of previous suicide attempts. The factors that might cause farmers stress were examined. This showed that farmers found form filling and adjusting to government policy most stressful. Isolation was relatively unimportant as a stressor. In the third study the role of mood and problem solving in suicidal behaviour was investigated in three matched groups (suicidal, psychiatric control and non-psychiatric control). The suicidal group was found to display a careless and impulsive problem solving style and unique deficits in decision making and generation of alternative solutions. They were also more depressed, angry and confused. The problem solving deficits remained even when the effects of the mood differences were removed. The last study investigated the relationship between autobiographical memory and problem solving and found the suicidal group to be significantly more overgeneral in their memories, they produced fewer means and less effective problem solving solutions and these deficits were found to persist over time. These results were interpreted as support for these factors being trait features or alternatively requiring more time to recover. The findings were incorporated into a revised version of the "Cry of Pain" model of suicidal behaviour (Williams, 1997).

The purpose of the current study was to examine the mediating role of social problem solving skills in explaining the relationship between early aggression and later behavior problems. Additionally, the moderational role of social problem solving skills was also examined. The criteria proposed by Baron and Kenny (1986) and Holmbeck (1997) were followed to test the mediational and the moderational models. Regression analyses were conducted to examine the relationship between early aggression and social problem solving skills, social problem solving skills and later behavior problems, and early aggression and later behavior problems. Results indicated that social problem solving skills do not mediate the relationship between early aggression and later behavior problems. However, social problem solving skills do moderate this relationship. Further, it was the number of categories generated as opposed to the number of solutions that was the better predictor. The clinical and theoretical implications of these findings are discussed. / Master of Science

There is no research on the assessment or treatment of help-seeking behaviors for individuals with acquired brain injury (ABI). The current study evaluated the efficacy of a group treatment protocol, NICE (Noticing you have a problem, Identifying the information you need for help, Compensatory strategies, Evaluating progress), to train help-seeking for adults with ABI when lost. Theoretical and treatment components from two empirically validated interventions that target social problem solving and social competence were adapted to develop the NICE group treatment protocol. A single subject modified variant of a nonconcurrent and multiple probe multiple baseline across participant cohort design was used to examine sensitivity to treatment effects for seven persons with ABI. The overall findings suggest that the NICE group treatment has potential to improve help-seeking when wayfinding. This dissertation supports further investigation of the NICE group treatment to train help-seeking skills.

The current study took a multi-method approach to examine the influence of temperament on children’s social problem solving (SPS) abilities and, in turn, whether SPS skills are a mechanism through which early temperament influences later social and academic adjustment. Participants included 270 children. Maternal reports of temperament were collected when the children were 2, 3, and 4 years old. At age 5, children were observed while interacting with an unfamiliar peer during an SPS task. At age 7, children were directly assessed on their academic achievement and completed measures of social adjustment. Both reactive and self-regulatory aspects of temperament related to the development of SPS, however, SPS did not relate to adjustment outcomes. Future studies may consider the use of a global SPS coding scheme that captures the integration of various SPS related skills. There was no direct effect of shyness on academic achievement, adding to the mixed literature on the relation between shyness and academics. There was also no direct effect of shyness on child self-report of social adjustment, suggesting that children rated high in shyness are likely forming mutual friendships with their peers, leading to self-perceptions of good friendship quality. Taken together, results suggest that shyness may not always be a risk factor for poor developmental outcomes. There was a positive direct effect of self-regulation on academic achievement, however, no effect on social adjustment. These results suggest that the various dimensions of self-regulation may relate differently to developmental outcomes.

Numerous cognitive, personality and situational factors have been found to be related to aggression. Understanding how these factors interrelate is essential to predicting violence and critical to the assessment and treatment of offenders with violent histories. Previous research has suggested a potential role for social problem solving as a mediator between impulsivity and aggression (McMurran et al., 2002). Additionally, it is well established that aggression is more likely to occur in the context of alcohol use (Collins, 1993; Reiss & Roth, 1993; Lipsey, Wilson, Cohen & Derzon 1997). Based on existing literature, a model of aggression was developed involving impulsivity, social problem solving and alcohol dependency. Utilizing path analysis with multiple regression, a mediational model of aggression was assessed on a sample of 179 provincially incarcerated offenders, 87% of whom were Aboriginal and 45% of whom had a previous conviction of domestic abuse. The data suggest that social problem solving, alcohol dependency and impulsivity are all important in understanding and predicting aggression. Social problem solving does not appear to act as a mediator in the relationship between impulsivity and aggression, although preliminary results suggest that impulsivity, may serve the function in this relationship and in the manifestation of aggression. The implications of these findings for our understanding about human factors contributing to aggression and for further advancement of treatment programs are provided.

Numerous cognitive, personality and situational factors have been found to be related to aggression. Understanding how these factors interrelate is essential to predicting violence and critical to the assessment and treatment of offenders with violent histories. Previous research has suggested a potential role for social problem solving as a mediator between impulsivity and aggression (McMurran et al., 2002). Additionally, it is well established that aggression is more likely to occur in the context of alcohol use (Collins, 1993; Reiss & Roth, 1993; Lipsey, Wilson, Cohen & Derzon 1997). Based on existing literature, a model of aggression was developed involving impulsivity, social problem solving and alcohol dependency. Utilizing path analysis with multiple regression, a mediational model of aggression was assessed on a sample of 179 provincially incarcerated offenders, 87% of whom were Aboriginal and 45% of whom had a previous conviction of domestic abuse. The data suggest that social problem solving, alcohol dependency and impulsivity are all important in understanding and predicting aggression. Social problem solving does not appear to act as a mediator in the relationship between impulsivity and aggression, although preliminary results suggest that impulsivity, may serve the function in this relationship and in the manifestation of aggression. The implications of these findings for our understanding about human factors contributing to aggression and for further advancement of treatment programs are provided.

Caregivers of children with chronic illnesses or disabilities face challenges in their various roles as parents and providers of ongoing medical needs that often impact the daily life of the family. Research has shown that many of these caregivers experience emotional distress and psychological maladjustment due to multiple factors associated with being a caregiver. Little research has looked specifically at a unique group of caregivers of children with severe neurodisabilities who require varying degrees of respiratory care including ventilator support. This present study utilized data collected at the Arkansas Center for Respiratory Technology Dependent Children (ACRTDC) outpatient clinic. The data describes the prevalence of caregiver-reported experiences related to general health and psychological adjustment. It was hypothesized that this specific group of caregivers would report relatively high levels of distress related to disability severity and resulting respiratory care management plan. It was further hypothesized that family coping and constructive versus dysfunctional problem-solving styles would be predictive of general and mental health outcomes. Hierarchical regression analyses were used to test these hypotheses. Descriptive statistics revealed that the caregivers reported symptoms that were comparable to those of the general population. Neither demographic variables nor respiratory care management scores were predictive of scores associated with somatic complaints, depressive symptoms, anxious symptoms, general health and mental health. Caregivers differed on criterion variables based on differences in one of the coping subscales that measured social support, self-esteem and psychological stability. This relationship was observed on scores of somatization, depression, general health and mental health, but not with anxiety. Social problem-solving scores accounted for significant variance in scores of caregiver distress above that accounted for by family coping. Only negative problem orientation (NPO) accounted for a significant proportion of variance in scores of caregiver health and well-being. This strong relationship was observed on scores of somatization, depression, anxiety and mental health but not general health. Implications of results and directions for future studies are presented.