Thesis (M.A.)--University of Adelaide, Dept. of Psychology, 1990. / Includes bibliographical references (leaves 175-192).

Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 127-142).

Dissertation (MHSc--Health Science) -- AUT University, 2008. / Includes bibliographical references. Also held in print (viii, 111 leaves ; 30 cm.) in North Shore Campus Theses Collection (T 362.4 AND)

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Additional advisors: Sylvie Mrug, Beverly A. Mulvihill, Sharina D. Person, Jan L. Wallander. Description based on contents viewed Nov. 14, 2008; title from PDF t.p. Includes bibliographical references (p. 62-70).

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p 170-178) and index.

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2799.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

M.Ed. (Educational Psychology) / Increasing violence in South African schools is having ramifications. Newspapers report incidents of aggression in schools on an almost weekly basis. The educational environment in schools is deteriorating in this climate of violence. Incidents of violence in schools are but a part of a ripple effect caused by aggression in the broader community. Road rage, violence against women and children, racial conflict, as well as farm attacks are only a few examples of violence that occurs within the communities. Children who are raised in environments where such incidents are commonplace, view aggression as acceptable practice when solving problems. Although incidents of aggression at schools do receive attention, learners who attend schools catering for learners with special educational needs have been largely neglected in this regard. Education White Paper 6 of 2001 aims to implement inclusive education however, research has shown that learners with disabilities are frequently victimized by their peers. It is therefore vital that careful consideration be given to such learners, many of whom will be included in main stream schools where incidents of aggressive behaviour is commonplace. Learners with cerebral palsy form a small percentage of the learners who are accommodated in schools for learners with special educational needs. Aside from the fact thatthese learners are physically disabled, theyface many other barriers when trying to reach their full potential. The leamers' physical disabilities meanthat they often feel frustrated and excluded. Such feelings may be expressed through aggression. Other realities of life, such as dependence on their parents, can result in aggressive behaviour by the child with cerebral palsy. At the same time, the adolescent with cerebral palsy is also experiencing the normal changes and challenges that occur with and result from adolescence. The aim of this study is therefore to explore and describe how older adolescent boys with cerebral palsy experience aggression. The participants were between sixteen and eighteen years of age, mainly Grade 10 and 11 learners.

A study was conducted to investigate factors associated with the perceived future self-efficacy in adolescents with spina bifida. Thirteen adolescents with spina bifida and their parents were surveyed. Seventeen adolescents without an identified disability and their parents were also surveyed. The Questionnaire of Future Adult Activities (QFAA) and the Health Attribution Test (HAT) were administered. Parent responses were compared to those of adolescents and adolescent responses were compared between groups. There was no overall correlation between parent and adolescent responses. Differences were found between responses of adolescents with spina bifida and adolescents without an identified disability. Limited correlations were found between the QFAA and the HAT.

Bibliography / Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Hierdie studie was onderneem om insig te bekom oor hoёrskool leerders met 'n liggaamlike gestremdheid se ervaringe. Kwalitatiewe navorsing is gedoen ten einde begrip en insig te ontwikkel omtrent die kernaspekte ter bevordering van effektiewe insluiting van adolessente met 'n liggaamlike gestremdheid tot die hoofstroomskool. Die narratiewe ondersoek as ontwerp was gepas juis omdat so 'n ontwerp kreatiewe ruimte laat vir die deelnemers om die betekenis wat hulle aan hul lewenservarings heg, te verwoord. Die deelnemers is die geleentheid gebied om in hul eie woorde en op hul eie manier hul storie te vertel van hoe hulle met 'n gestremdheid hoёrskool ervaar. Die primêre metodes van ondersoek was semi-gestruktureerde onderhoude, een fokusgroeponderhoud en die skep van kollages. Die deelnemers is huidiglik in die adolessensie fase wat hulle op dieselfde emosionele en fisieke ontwikkelingsvlak as hul portuur plaas. Die verskil word gemanifesteer in hoe die adolessente met liggaamlike gestremdhede hulself sien en hoe die reaksies van hulle portuurgroep oor hulle gestremdhede hulle selfbeeld beïnvloed. Beter insig in die realiteit van hul ervarings, hulle gevoelens en uitdagings kan beter ondersteuning aan dié adolessente moontlik maak. Die proses van data-analise het vyf temas opgelewer, naamlik: skoolkeuse, sosiale lewe, ondersteuning, reaksies op gestremdhede en uitdagings. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die hele skoolgemeenskap, die aanspreek van die uitdagings, die benutting van spesifieke onderwys- en onderrigstrategieё ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van adolessente met liggaamlike gestremdhede tot hoofstroom-onderwys toevoeg. Die bevindinge dui daarop dat, alhoewel die reaksies op hul gestremdheid meesal negatief is, word die adolessente deur die positiwiteit van 'n minderheid aangemoedig om uitdagings te oorbrug. Negatiewe ervarings sluit in strukturele uitdagings, gevoelens van hartseer, eensaamheid, uitsluiting, verwerping, frustrasie, onvergenoegheid, angstigheid en geїrriteerdheid. Positiewe ervarings sluit in vaardighede, bekwaamheid, talente, interafhanklikheid, volhoubare ondersteuning en vriendskappe sowel as geleenthede vir interaksie met hulle portuurgroep, veral die van die teenoorgestelde geslag. Die studie het ook leemtes uitgewys in terme van die onvermoё van die onderwysowerheid om hulle insluiting in die hoofstroom te fasiliteer by wyse van infrastruktuur sowel as bewusmakingsveldtogte en die daarstelling van programme om adolessente met 'n liggaamlike gestremdheid te ondersteun. / ENGLISH ABSTRACT: This study was undertaken to acquire insight into the experiences of high school learners with a physical disability. Qualitative research methods were used to develop understanding and insight with regard to core aspects which promotes effective inclusion of adolescents with a physical disability into mainstream. The narrative approach as research design was appropriate especially as this research design allows the participants greater creativity to express in words the meaning of their lived experiences. The participants were offered the opportunity to tell their stories in their own words and in their own way of how they experience high school with a disability. The primary methods of research were semi-structured interviews, one focus group interview and the creation of collages. The participants are currently in the phase of adolescence which places them on the same level of emotional and physical development as their peers. The difference manifests itself in the way that adolescents with a physical disability see themselves and how the reactions of their peers towards their disabilities influence their self-image. Enhanced insight into the reality of the experiences, feelings and challenges of adolescents with disabilities can lead to improved support. The process of data analysis has yielded five themes, namely: school selection, social life, support, reactions towards disabilities and challenges. Important aspects related to these themes are based mainly on the attitudes and views of the whole school community; the way in which challenges are addressed; the utilization of specific education and teaching strategies to improve inclusion and the acknowledgement of the value of inclusion that adolescents with physical disabilities add to mainstream education. The findings indicated that, although the reactions towards their disability are mostly negative, these adolescents are being driven to overcome their challenges through the positivity of a minority. Negative experiences include: structural challenges, feelings of sadness, loneliness, exclusion, rejection, frustration, not being good enough, anxiety and irritability. Positive experiences include: skills, competencies, talents, interdependency, sustainable support and friendships, as well as opportunities for interaction with their peers especially those of the opposite sex. The study also indicated shortcomings in terms of the inability of the education authority to facilitate their inclusion into mainstream with regard to infrastructure, as well as awareness campaigns and the introduction of programmes to support adolescents with a physical disability.