Nesta Tese replicamos por constructo uma pesquisa européia que encontrou para conhecedores da astrologia médias mais altas em Extroversão entre sujeitos dos signos de Fogo e Ar comparados com sujeitos de Terra e Água, formando um “padrão dente-de-serra” previsto em função da alternância zodiacal entre signos de Elementos Quentes (Fogo e Ar) e Frios (Terra e Água), como sendo efeito da “auto-atribuição”, já que a mesma variação não se deu para sujeitos não conhecedores. Também se encontrou, no entanto, maior “suscetibilidade à informação vinda de fora sobre sua personalidade” para os Quentes, o que não invalidou totalmente a teoria astrológica. Encontrou-se lá, além disso, maior média geral em Extroversão para os conhecedores. Usamos o 16 PF – Questionário dos 16 Fatores de Personalidade – com 589 sujeitos brasileiros de ambos os sexos, diferenciando entre conhecedores (208) e não conhecedores (381) da astrologia, sendo o conhecimento constituído da crença na astrologia mais a descrição de três características do signo solar. Para estimular a influência da auto-atribuição, foi dada a parte do grupo (266) a sugestão “Esta é uma pesquisa sobre astrologia”, enquanto para a outra parte (323) foi dito que seria “uma pesquisa sobre personalidade”. Investigamos variações em função dos Elementos astrológicos, através da Análise de Variância (ANOVA), em todos os fatores do 16 PF, mais Extroversão, Ansiedade e Controle. Não aparecem diferenças significativas para a Extroversão isoladamente, mesmo entre os conhecedores. Os conhecedores se descreveram como tendo significativamente maior Extroversão e maior Ansiedade, comparados aos não conhecedores, sugerindo um locus de controle externo. Confirmou-se no grupo dos conhecedores que a maior média geral em Extroversão é devida aos sujeitos do subgrupo dos signos Quentes, e a maior média em Ansiedade é devida aos sujeitos do subgrupo dos signos Frios, indicando a confirmação da maior suscetibilidade à informação vinda de fora sobre suas personalidades para os Quentes. Investigamos, além disso, se a auto-atribuição de origem astrológica afeta não apenas o autoconceito, mas as habilidades da pessoa, através dos 13 itens da Inteligência do 16 PF. Para o grupo de não conhecedores a Ansiedade foi maior para os Quentes do que para os Frios, segundo seus componentes Estabilidade Emocional e Tensão. Este resultado apontou que a Ansiedade, como fator não intelectivo, induziu uma variação de base astrológica na Inteligência. Sugere-se um fator de suscetibilidade diferenciada ao mundo externo segundo a escala Frio-Quente. São analisadas as possíveis explicações teóricas e implicações desses achados. / In this thesis we constructively replicate an european research that found for astrology knowledgeable subjects higher means on Extraversion among subjects of Fire and Air signs, compared with subjects of Earth and Water, compound a “saw-tooth pattern” due the zodiacal alternation between signs of Hot (Fire and Air) and Cold (Earth and Water) Elements, as an effect of the “self-attribution”, since the same variation was not found for no knowledgeable subjets. Also was found, however, a difference on “susceptibility to information about their personality from outside” for the Hots, what didn’t invalidate totally the astrological theory. That research found, furthermore, higher mean in Extraversion for that knowledgeable subjects. We applied the 16PF Test – Sixteen Personality Factor Questionnaire – to 589 brazilian subjects of both sexes, classifying between knowledgeable (208) and no knowledgeable (381) of astrology, being this knowledge constituted by the believe in astrology and by the naming of three characteristics that go with the sunsign. In order to trigger the self-attribution effect, part of the group (266) was given the cue “This is a research into astrology”, while to the other part was given “research into personality”. We investigate variations by dependence on the astrological Elements, by the Analysis of Variance (ANOVA), on all the 16 PF factors, more Extraversion, Anxiety and Control. Didn´t appear significant differences to the Extraversion alone, yet among the knowledgeable. The knowledgeable subjects describe theirselves significantly as having higher Extraversion and Anxiety, suggesting an external locus of control, by comparision with the no knowledgeable. It was confirmed that for the knowledgeable the higher general mean in Extraversion is due to the subjects pertaining to the subgroup of the Hot signs, and the higher general mean in Anxiety is due to the subjects pertaining to the subgroup of the Cold signs, indicating a confirmation of the higher susceptibility to information about their personality from outside among the Hots. We investigate, furthermore, if the astrological self-attribution affects not only the self-concept, but also the actual performance, with the 13 items of Intelligence in the 16PF. For the no knowledgeable group the Anxiety was higher for the Hots than to the Colds due to their components Emotional Estability and Tension. This finding pointed to that Anxiety, as a non-intellective factor, induced the astrologically based variation for Intelligence. It is suggested, as much to knowledgeable as to no knowledgeable subjects, a factor of differenciated susceptibility to the outer world due the Cold-Hot scale. Are analysed the possible theoretical explanations and implications of these findings.

INTRODUÇÃO: A mastectomia é um procedimento que pode gerar diversas repercussões tanto físicas quanto emocionais. Atualmente há uma tendência para que a reconstrução da mama seja realizada o quanto antes com o objetivo de amenizar o impacto psicológico da doença. Na literatura são escassos os estudos sobre os efeitos da mastectomia e da reconstrução mamária na postura. Ainda na literatura é possível observar que não há um consenso sobre a qualidade de vida, imagem corporal e autoestima em mulheres submetidas à mastectomia com e sem reconstrução da mama. OBJETIVO: Avaliar a postura, qualidade de vida, imagem corporal e autoestima em mulheres com mastectomia sem reconstrução e com reconstrução imediata da mama. METODOLOGIA: Participaram do estudo 76 mulheres com idade entre 35 e 70 anos diagnosticadas com câncer de mama e submetidas à mastectomia, sendo divididas em dois grupos: sem reconstrução da mama (MSR; n=38) e com reconstrução mamária imediata com retalho abdominal (M+RI; n=38). Para a avaliação da postura foram localizados e demarcados pontos anatômicos específicos para a obtenção de fotografias em vista anterior, posterior, lateral direita e esquerda. As fotografias foram analisadas pelo Software para Avaliação Postural (SAPO). Na avaliação da qualidade de vida foi utilizado o questionário Short- Form Health Survey; na imagem corporal o Questionário de Imagem Corporal após o Câncer de Mama e a autoestima foi avaliada pela Escala de Autoestima de Rosenberg. O nível de significância estabelecido foi de alfa= 0,05. RESULTADOS: Na avaliação postural o grupo MSR apresentou maior ângulo no alinhamento vertical do tronco, na vista lateral esquerda (4,2 vs. 3,1; p=0.05). Para as demais variáveis do alinhamento postural as diferenças não foram significativas. O grupo MSR apresentou na avaliação da qualidade de vida menor capacidade funcional (66,3 vs. 76,4; p=0,01). Na avaliação da imagem corporal e autoestima não foram encontradas diferenças estatisticamente significativas. CONCLUSÃO: As mulheres com mastectomia sem reconstrução mamária apresentam na vista lateral esquerda o ombro posicionado mais posteriormente em relação ao trocânter maior do fêmur, apontando para uma rotação de tronco e apresentam menor capacidade funcional na avaliação da qualidade de vida. Ter ou não realizado a reconstrução imediata da mama não comprometeu a imagem corporal e autoestima / INTRODUCTION: Mastectomy is a procedure that can generate diverse physical and emotional repercussions. Currently, there is a tendency to perform breast reconstruction as soon as possible in order to mitigate the psychological impact of the disease. There are few studies in the literature on the effects of mastectomy and breast reconstruction on body posture. However, it has been observed that there is no consensus regarding the quality of life, body image, and self-esteem of women undergoing mastectomy, with or without breast reconstruction. OBJECTIVE: The aim of this study was to evaluate posture, quality of life, body image, and self-esteem in women with mastectomy without reconstruction and with immediate breast reconstruction. METHODS: The study included 76 women, 35-70 years of age, who were diagnosed with breast cancer and underwent mastectomy. The women were divided into two groups: without breast reconstruction (MSR, n=38) and with immediate breast reconstruction with an abdominal flap (M+IR, n=38). To assess body posture, specific anatomical points for obtaining photographs were located and marked in anterior, posterior, and right and left side views. The photographs were analyzed using Postural Assessment Software (PAS/SAPO). The Short-Form Health Survey was used to assess quality of life, body image was assessed with the Questionnaire Body Image after Breast Cancer, and self-esteem was assessed with the Rosenberg Self-Esteem Scale. The significance level was set at alfa=0.05. RESULTS: A higher angle of vertical alignment of the trunk in the left lateral view was observed in the MSR postural assessment group (4.2 vs 3.1; p=0.05). Differences in the other postural alignment variables were not significant. Lower functional capacity in the quality of life assessment was also observed in the MSR group (66.3 vs. 76.4; p=0.01). No statistically significant differences were found in the body image and self-esteem assessments. CONCLUSION: In the left side view, women with mastectomy without breast reconstruction presented with the shoulder positioned more posteriorly in relation to the greater trochanter, indicating trunk rotation. In addition, they exhibited lower functional capacity in quality of life. Body image and self-esteem were not affected by whether or not breast reconstruction was performed

Orientador: Erotildes Maria Leal / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-23T11:15:02Z (GMT). No. of bitstreams: 1 Pereira_MarianaBarbosa_M.pdf: 1307849 bytes, checksum: 05a077e135913d36e1aa3121499be1b3 (MD5) Previous issue date: 2013 / Resumo: A reformulação e qualificação da assistência a indivíduos com transtornos mentais no Brasil, impulsionada pelo movimento da Reforma Psiquiátrica, pressupõe a centralidade e valorização das experiências singulares dessas pessoas para a compreensão do adoecimento. Partindo dessa premissa, o presente estudo procurou compreender um elemento da experiência de adoecimento da esquizofrenia - o Insight - a partir da perspectiva de pessoas com esse diagnóstico. A pesquisa teve como objetivo principal descrever e analisar os modos pelos quais os indivíduos narram a autopercepção acerca de sua experiência de adoecimento, e as estruturas de significado que organizam essa percepção. Utilizando referencial teórico-metodológico da fenomenologiahermenêutica, e como conceitos-chave Experiência de adoecimento (Illness) e Insight, foram analisadas narrativas de pessoas com diagnóstico de esquizofrenia em tratamento em um Centro de Atenção Psicossocial da cidade de Campinas. O procedimento metodológico consistiu nas seguintes etapas: leitura livre das narrativas; identificação de unidades de significado relativas ao Insight, de acordo com a concepção teórica adotada; condensação das unidades de significado em expressões concretas e concisas; agrupamento das unidades para formulação de categorias temáticas de significado. Foram identificadas quatro categorias temáticas que estruturaram as narrativas de Insight: Relações familiares/interpessoais; Espiritualidade/religiosidade/misticismo; Sensações; Efeitos/conseqüências do adoecimento e impacto do diagnóstico e tratamento. A análise dos resultados encontrados indicou que a autopercepção, ou Insight, em relação à experiência de adoecimento apresentou-se, nas narrativas analisadas, a partir da construção e atribuição de significados para o adoecimento, suas manifestações, conseqüências e necessidade de restituição / Abstract: The new arrangements and qualification of health care regarding individuals with mental problems in Brazil, animeted by the Psychiatric Reform movement, assume that their unique experiences have a central place in the process of understanding the disorder. In this way, the present study aimed to comprehend a specific element of illness experience of schizophrenia - Insight - by the perspective of individuals who had been given this diagnosis. The main purpose of this research was to describe and analyze the ways by which self-perception about the illness is narrated, as well as the meaning structures that organize the referred perception. Using the hermeneutical-phenomenology referential, and key concepts Illness experience and Insight, narratives of individuals with schizophrenia diagnoses that are in process of treatment in a public health service in the city of Campinas/SP were analyzed. The methodological procedure was consisted by the following steps: free reading of the narratives; identification of meaning units related to Insight, according to the theoretical framework adopted; condensation of the meaning units in concrete and concise expressions; gathering of units and formulation of thematic categories of meaning. Four thematic categories that organize Insight narratives were identified: Family and Interpersonal relationships; Spirituality/religion/mysticism; Sensations; Consequences/effects of the disorder and impact of diagnoses and treatment. Analysis of the results indicated that self-perception, or Insight, regarding illness experience of schizophrenia was presented, in the narratives studied, in terms of construction and attribution of meaning for the illness, its manifestations, consequences and need for restitution / Mestrado / Política, Planejamento e Gestão em Saúde / Mestra em Saúde Coletiva

The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed. / Graduate Studies, College of (Okanagan) / Graduate

The problem with which this investigation is concerned is that of determining perceived attitudes of self-concept of educationally disadvantaged students in special vocational environments, other vocational students, and academic students as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated to carry out this study included: 1. There is no significant difference in the mean attitude self-concept score of vocational education students, academic students, and educationally disadvantaged students (CVAE) as measured by the Piers-Harris ChildrenIs SelfConcept Scale. 2. There is no significant difference in the mean attitude self-concept scores as measured by the Piers-Harris Children's Self-Concept Scale between vocational education students, academic students, and CVAE students and number of years of placement in a vocational program, academic program and CVAE program. The Piers-Harris Children1s Self-Concept Scale was administered to 311 students from the CVAE, vocational, and academic programs in the Birdville Independent School District, Fort Worth, Texas and Denton Independent School District, Denton, Texas.

The thesis deals with the exploration and deeper understanding of the problems of relations personality typology and style of management of executives in the Czech education system, ie directors, from the perspective of self-concept. The purpose is to ascertain existence of a relationship between personality characteristics and the manner of school management. What typology director of the Czech education system can be considered effective in relation to the management of educational institutions such as the Czech school and whether this environment calls for a new, own typology. Based on the theoretical background and knowledge dealing with the personality and different theories about its typology, managerial approach to the school principal in the Czech Republic, management styles, the typology of the existence of related areas. The survey will be a combination of forms, in the form of a questionnaire in the form of semi-structured interviews. The basic research sample are directors of art schools of the Czech Republic.

This diploma thesis deals with the problems of child literacy and the environmental factors which condition its origin and development. My work maps the importance of external environmental determiners that affect reading comprehension and attitudes to reading including motivation and reading habits. The theoretical part looks into the elements of the children's reading process such as gaining skills and sub-skills, self-reflection and forms of aids to support reading in school and family - these two factors are the crucial ones. My work also considers the role of institutions such libraries but also the media and devices (TV, PC, the Internet). The empirical part presents the results of questionaires collected from the research of fourth grade elementary school students and their parents. The aim of the research was to see how is reading comprehension reflected in the assessment of children own reading skills of 4th grade pupils. Further, the thesis deals with how the influence of the family is reflected in the performance of reading comprehension and in the pupil's reading skills. Key words Environmental influences, reading literacy, reading habits, reading comprehension, reading self-concept.

Friendship and peer acceptance is an important facet of any adolescent’s development. Adolescence is recognised as a period of discovering and forming one’s identity. When an adolescent has a learning impairment, it impacts on all facets of his/her life, including socially (friendships). While needing to deal with the challenges of a learning impairment as well as to functioning socially, the adolescent needs to cope with these challenges as well as form an identity. In a similar vein, when the adolescent is faced with the challenges of a learning impairment, limited cognitive and language difficulties may impact on friendship relationships. Working in a school that caters specifically for learners with learning impairments, I started wondering: what role does their individual learning impairments play in the maintenance of friendship? The purpose of this study was to gain insight and understanding into the nature of friendship amongst adolescents who have been identified as having a specific learning impairment. This study took place within a specialised high school setting where the focus is to provide support to the learner with specific learning needs. This study utilised an interpretive, qualitative research approach. This study aimed to interpret and understand what is the nature of friendship for adolescents with a specific learning impairment. The study also aimed to understand how social issues such as social comparison and self-concept is understood from the participants’ point of view and finally, to understand if the school environment within which they function play any role in the nature of friendships and how does the adolescent participant interpret this role. The research design was an instrumental case study. Data was collected from two participants by means of a one-on-one semi-structured interview and observations supported by field notes. The data collected was transcribed. The data was interpreted using a colour code for each theme identified. The findings reported indicate that the participants’ view of the self is influenced by their friends. Support and understanding in their friendships was possible as a result of trust, acceptance and understanding of how it is to be facing the challenge of learning impairments on a daily basis. The learners have found a place in the school were they can flourish both academically and socially. Socially, the challenges of learning impairments still play a role during interactions with friends. Social comparison based on physical appearance was highlighted. Self-concepts have been influenced by their learning impairment. Within the specialised school system, improved self-concepts were reported due to better academic performance and unconditional acceptance by friends and peers, despite having a learning impairment. AFRIKAANS : Vriendskap en portuur groep aanvaarding is ‘n belangrike aspek van enige adolesent se ontwikkeling. Adolesensie word erken as ‘n tydperk van ondekking en die vorming van ‘n identiteit. Wanneer ‘n adolesent ‘n leergeremdheid beleef, het dit ‘n invloed op alle fasette van hulle lewens, insluitend sosiaal (vriendskappe). Terwyl die adolesent die uitdagings van ‘n leergeremdheid moet hanteer asook sosiaal funksioneer, moet die adolesent terselftertyd die uitdaging hanteer om ‘n identiteit te vorm. Wanneer die adolesent die uitdagings van ‘n leergeremdheid hanteer, het beperkte kognitiewe en taal uitdagings ook ‘n invloed op vriendskappe. Terwyl ek by ‘n skool werk wat voorsien vir leerders met leergeremdhede het ek begin wonder: watter rol speel individuele leergeremdhede in die handhawing van vriendskappe. Die doel van die studie was om insig te verkry in die aard van vriendskap tussen adolosente wat identifiseer is as leerders met ‘n leergeremdheid. Die studie het plaas gevind in ‘n gespesialiseerde hoërskool waar die fokus val om ondersteuning te bied aan leerders met leergeremdhede. Die studie was ‘n interpretiewe, kwalitatiewe navorsings studie. Die doel van die studie was om die aard van vriendskappe tussen adolesente met leergeremdhede, te verstaan. ‘n Verdere doel van die studie was om vas te stel hoe word sosiale vergelyking en self-konsep verstaan word deur die deelnemers en laastens om vas te stel of die skoolomgewing waarin die kinders funksioneer, enige rol speel in die aard van vriendskappe. Laastens is gekyk na hoe word die rol verstaan deur die adolesente. Die navorsingsontwerp was ‘n instrumentele gevalle studie. Data was versamel vanaf twee deelnemers deur middel van een-tot-een semi-gestruktureerde onderhoude en waarnemings wat deur veldnotas ondersteun was. Die data wat versamel was is getranskribeer. Die data was interpreteer deur ‘n kleur kode wat gekoppel is aan elke tema. Die bevindinge dui aan dat die deelnemers se siening van die self beinvloed word deur hulle vriende. Ondersteuning en begrip in hulle vriendskappe is moontlik as gevolg van vertroue, aanvaarding en begrip van hoe dit voel om die uitdagings van ‘n leergeremdheid daagliks te hanteer. Die leerders het ‘n plek in die skool gevind waar hulle beide akademies en sosiaal kan floreer. Op ‘n sosiale vlak speel die uitdagings van ‘n leergeremdheid steeds ‘n rol in hulle vriendskappe. Sosiale vergelyking kom voor gebasseer op fisiese voorkoms. Self-konsepte word deur leergeremdhede beinvloed. In die gespesialiseerde skool word beter self-konsepte gerapporteer weens beter akademiese prestasie en onvoorwaardelike aanvaarding deur vriende en lede van die portuur groep, teen spyte daarvan om ‘n leergeremdheid te hê. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings.

The researcher embarked on this study, as the need was identified to investigate whether girls in primary schools have a realistic body image. The hypothesis was made that pressure from society, the media and parents might have a negative influence on a girl’s body image. The goal of this qualitative study was thus to determine how the primary school girl views her body and the influence this view has on her sense-of-self. It was anticipated that the outcome of the study would equip the researcher and social work colleagues with information that can be used in order to make parents and teachers aware of the pressures children experience and the effect this has on their sense-of-self. The exploratory study endeavoured to answer the following research questions: How does the primary school girl view her body, and how does this influence her sense-of-self? The objectives for this study were the following: <ul> <li>To provide a knowledge base on body image, sense-of-self and the perceptions primary school girls have regarding their bodies, based on a literature review.</li> <li>To use gestalt play therapy techniques to investigate the influence of perceptions regarding body image on the sense-of-self.</li> <li>To investigate primary school girls’ body image by means of an empirical study.</li> <li>To draw conclusions and make recommendations regarding the primary school girl’s perception of body image and the influence thereof on her sense-of-self.</li></ul> The study was feasible and consent was gained from the parents, respondents and organization where the study was done. The researcher studied with a bursary and costs were therefore covered by this. Eight respondents were selected at the researcher’s discretion by using certain criteria for selection. Care was given in selecting respondents who were representative of girls in the middle childhood phase. Five themes emerged from the study, namely sensory awareness, body image, the development of body image, the sense-of-self and the link between the sense-of-self and body image. Sub-themes were also identified from these five themes. Two consecutive play therapy sessions were used as data collection methods. From the empirical findings it is evident that the primary school girl’s perception of body image is largely based on the opinions and feedback from significant others. Self talk and self-statements play an important role in the formation of body image in the primary school girl. The study further indicates that body image has a direct influence on all aspects of the primary school girl’s sense-of-self and that a preoccupation with body size and shape amongst primary school girls is common. All of the respondents had hang-ups with regards to some aspect of their physical bodies, wished that they weighed less and indicated that they would want to change something about their bodies. It thus seems that girls in their middle childhood are particularly vulnerable to having a negative body image. From the research findings several conclusions and recommendations were made such as professionals needing to be aware of the potential negative impact that the media, peers and parents have on a child’s body image and sense-of-self. The recommendation was further made that professionals should encourage teachers, parents and child care workers to realize that in order for a child to develop a healthy sense-of-self and accept the way she looks, she has to receive positive feedback from significant others in her life. This study indicates that the primary school girl’s body image is fragile, and that significant others, the media and peers play an important role in the formation of a positive body image in children. / Dissertation (MSD)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted