Dissertations / Theses on the topic 'Children with mental disabilities Self-control in children'

The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, & The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers’ stress.

A total of 44 participants from multiple regions across Korea were included, and mothers in AG (n = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.

The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled students and nonlabeled regular students with equivalent math and reading achievement. Collection of data for use in this research occurred on two levels. Parents and subjects completed consent and demographic information sheets. The demographic information sheets provided information to assist in controlling for external variables, which research has shown to impact self-concept, as well as for probing parental perceptions of subject association with and internalization of handicapping condition labels. Once parents and subjects consented to participate in the study, subjects from both groups were administered the Piers-Harris Self-Concept Scale. Subjects also completed a researcher-developed Student Information Sheet (SIS). From a total of 127 subjects who were randomly selected, 44 subjects and their families elected to participate in this research. The final study sample included 18 LD subjects and 26 regular classroom students. Data were gathered and analyzed to determine how much explained variance could be attributed to LD labeled students as compared to regular nonlabeled students. Through examination of seven from the eight major variables (the achievement variable had already been controlled for via stratified random sampling), this study found significant (p < .05) variations between groups for age (p = .0034) and placement (p = .000). Group variations approached significance on sex (p = .074). Findings indicated that LD labeled students had lower global self-concept scores on the Piers-Harris Self-Concept Scale than the regular education students (t-test p = .079, ANOVA p = .051). These approaching significant variations on global self-concept scores might be attributed to four independent or interacting external variables: age, placement, sex, or labeling influences.

Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were able to teach the three strategies they were trained on at a high quality and that there was a preference for one strategy over the other two.

The purpose of this study was to investigate the effects of self-care training on the self-concept, self-care behavior, and metabolic control of diabetic children. The author hoped to obtain information to help improve training programs for children with diabetes.;Forty-nine diabetic children, ages eight to 13, participated in the study as they received basic self-care training from their physicians. Twenty-seven of the children also attended a week long summer day camp where they received additional instruction in diabetes self-care.;The subjects completed the Self-Perception Profile for Children and the Self-Care Questionnaire two times at a four month interval to measure their self-concept and the self-care behaviors. Two routine blood sample tests were used to measure their glycated hemoglobin for metabolic control levels.;It was hypothesized that after training, and compared with the control group, the children who attended the camp would (1) have better self-concepts, (2) perform more self-care behaviors, and (3) show improved metabolic control. The author also hypothesized that children who began the study with better self-concepts would improve more. The data analyses failed, however, to support those hypotheses.;All the children initially registered positive self-concepts, performed many self-care behaviors, and showed fair to good metabolic control. The experimental group demonstrated no significant improvements when evaluated after training. It was concluded, therefore, that the additional self-care training did not affect the self-concept, self-care behavior, or metabolic control of the children, regardless of their initial self-concept level. Total number of children and family size, however, were predictors of metabolic control for all subjects.;Further research is needed with children from more diverse backgrounds who have varying levels of self-concept, self-care performance, and metabolic control. Research to identify the factors that do affect diabetic children's self-concept, self-care performance, and metabolic control also is necessary, as is investigation of different types of training programs.

If the intent of Public Law 94-142 is to be realized as it pertains to the provision of appropriate placement and programming within the least restrictive environment for handicapped students, there must be an improved understanding of the attitudes, training, and experience of the principal as they relate to his practices. The purpose of this study was to examine the attitudes and training of elementary school principals in a large mid-Atlantic school system as they related to their least restrictive environment practices toward students with specific learning disabilities and/or emotional disturbances who are placed in self-contained, (Level 4) special education classes in their schools. A review of literature indicated no instruments emphasizing elementary school principals' attitudes, training, and current LRE practices. A survey instrument was developed that was sensitive to the above variables. The sample which responded to the survey instrument included 46 elementary school principals who supervise self-contained (level 4) learning disabilities and/or emotionally impaired classes out of a total population of 46 principals and 72 special education teachers working with these programs. The mu1ti—part survey instrument completed by principals included 3 sections: LRE Practices, Opinions Related to LRE Practices, and Demographics. Thirteen LRE activities were delineated to provide a composite of the LRE practices over which the principal has direct influence. The special education teachers responded to a modified survey instrument that focused on their principals' LRE practices.
Ed. D.
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Emotional and behavioural problems in childhood embrace an array of disorders ranging from depression, anxiety and chronic shyness to non-compliance, impulsiveness, stealing and aggression. Achenbach (1991) proposed a dimensional approach to conceptualising children's problems. The first dimension, consisting of emotional behaviours such as crying, worrying and withdrawal has been given the broad label of internalising disorders. These disorders are most acutely troublesome for the child rather than their parents, carers or teachers. The second dimension, which targets dysregulated behaviours, such as aggressive and delinquent conduct problems, has been broadly labelled externalising disorders; these often reflect a greater cost and challenge for society at large. Psychological problems in children rarely occur in isolation; for example, a child with externalising behavioural problems may also suffer from depression and low self-esteem. In clinic studies, about 25 per cent of referrals suffer from clinical depression (Carr, 1999). In a review of the major epidemiological studies, Anderson (1994) concluded that the overall prevalence for anxiety disorders in children and adolescents is 2-9 per cent. Research also suggests that 50 per cent of children diagnosed as depressed are also anxious and that 25 per cent of children diagnosed with anxiety disorders are also depressed (Smith, 1999). The expression and presentation of psychological difficulties in childhood can be varied and assessment does not always uncover the underlying features of psychological problems in children. Nevertheless, standardised measures of self-report can be useful and valid tools for assessing a child's own psychological experience. By tapping into specific areas of concern or difficulty for the child and offering the clinician an improved understanding of the child's inner emotional world these tools can make a valuable contribution to the overall therapeutic process.

M.A. (Clinical Psychology)
This study was conducted to ascertain whether the mothers of children with psychoneurological learning disabilities were more depressed, helpless due to a particular attributional style, and had a lower self-concept, than the mothers of children with anxiety disorders. The Beck Depression Inventory, (Beck, Ward, Mendelson & Erbaugh, 1961), the Attributional Style Questionnaire (Abramson, Seligman &Teasdale, 1978), and the Tennessee Self Concept Scale (Fitts, 1965) were completed by the mothers of 20 boys with psychoneurological learning .disabilities and the mothers of 20 boys with anxiety disorders, aged 6-12 years. Significant results were obtained contrary to expectations, in that the mothers of children with anxiety disorders, were in fact more depressed, helpless and had a lower self-concept than the mothers of children with psycho- neurological disabilities. The conclusion was drawn that the nature of the psychopathology did not depend as much on one factor such as a specific learning disability or an anxiety disorder, but was rather a manifestation of the functioning of the family system. Further research seems indicated to investigate the strengths and vulnerabilities in the family system as a whole, in terms of the reciprocal influence of the learning disabled child and his family...

M.Ed.
Next to the school the parental home plays a dynamic role in the formation of the learners' self-esteem. The learner with mental-disabilities very often has a long history of disappointments and failures. In the teaching process teacher use words such as "stupid", "unwilling", "silly" and "lazy" when they refer to learners with mental-disabilities. The actions of teachers are very often characterized by impatience and fury. Even in special schools such remarks as "he's too lazy to think", "she does not want to use her intellect" and "you can forget about it because you'll never get it right". Against this background the aim of this study was to investigate the self-esteem of the learner with slight to moderate mental-disability in the special school. At the same time investigation of learners in the mainstream school with no mental disabilities was made. The quasi-experimental research method was used to collect data. This approach made it possible for the researcher to examine the comparisons between the various groups and also to identify possible similarities and differences. A structure questionnaire, in Afrikaans and English, was used to examine the self-esteem on eight different scales. These self-esteem scale includes the physical self-esteem, the experience of frustration, the relationship with the family and extended family, the social relationship of religion, self confidence and the academic self-esteem. The questionnaire was given to 924 learners of which 419 learners were mentally disabled and in special schools, while the other 505 learners had no disability and were from the mainstream schools. The analysis and interpretation of the data yielded the following results: Teachers that are involved with the education of the grade 10-learners with mental disabilities have to pay more attention to minimize the increase of frustration experiences that these learners are experiencing.

Summaries in English and Afrikaans
Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy.
Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak.
Educational Studies
M. Ed. (Specialisation in Guidance and Counseling)

This study aimed to develop a framework for improved legislation, methods of practice and services used to meet the best interest of child offenders with psychiatric disorders within the South African child justice system. This aim was achieved via a qualitative study, which evaluated child justice and mental health legislation, methods of practice, role-players, and services in South Africa, and compared same to those in Namibia, Botswana, and Nigeria; to establish if the best interest of child offenders with psychiatric disorders are currently met from a South African perspective. Data collection occurred in two phases: a document analysis of legislation, policies, and procedures in the selected comparative jurisdictions; followed by semi-structured interviews with child justice and mental health experts. During phase one the researcher analysed child justice and mental health legislation, human rights protections, and policy related to child justice in Nigeria, Botswana, Namibia, and South Africa. In addition, she interrogated literature relating to child justice and mental health, in comparative jurisdictions. This phase formed the foundation for the semi-structured interview schedule. Purposive and theoretical sampling was used to conduct 24 semi-structured interviews. Data was analysed and interpreted using pure qualitative document and thematic analysis. The overarching findings indicate that the best interest of child offenders with psychiatric disorders, in the South African child justice system, are unprotected. This vulnerable group is not dealt with from an individualised, case-specific, multi-disciplinary perspective; informed by legislation, practice-policy, and a service-orientated approach. Further, certain domestic legislation and methods of practice are inadequate in holistically assessing a child who comes into conflict with the law in the jurisdictions of comparison. Further findings identified that biological, psychological, environmental, cultural, and social factors influence the development of psychiatric disorders in children, which may bring them into conflict with the law. This study further confirmed that Attention Deficit Hyperactivity Disorder, Intellectual Development Disorder, Learning Disorder, Oppositional Defiant Disorder, and Conduct Disorder are prevalent in children who iv come into conflict with the law. Further, substance abuse disorder, depression and attachment disorder were identified as predominant factors affecting children who come into conflict with the law. The influence of these factors, in conjunction with biological, psychological, environmental, cultural, and social factors, were found to predispose children to psychiatric disorders linked to criminal behaviour. Thus, to meet the best interest standard; children in conflict with the law must be dealt with using a multi-factorial approach which considers biological, environmental, social, cultural, and psychological factors. In this way, the behaviour of child offenders with psychiatric disorders will be addressed holistically in a manner that considers all factors influencing behaviour. The empirical data supported the recommendations used to develop a trans-disciplinary framework for child offenders with psychiatric disorders.
Olu phononongo lwesi sifundo lujolise ekuphuhliseni isakhelo somthetho ophuculiweyo, iindlela zokusebenza kunye neenkonzo ukwenzela ukunikezela ezona zilungileyo iimfuno zabantwana abangabaphuli-mthetho benengulo yesifo sengqondo kwinkqubo yobulungisa yabantwana eMzantsi Afrika. Le njongo yaphunyezwa ngokwenziwa kwezifundo ezisemgangathweni ezahlola umthetho wobulungisa kubantwana kunye nomthetho olawula ezempilo ngokwengqondo, iindlela zokusebenza, abathathi-nxaxheba kunye neenkonzo eMzantsi Afrika. Ezi zathi ngoko zathelekiswa nomthetho, umsebenzi abathathi-nxaxheba kunye neenkonzo eNamibia, eBotswana, kunye naseNigeria ukufumanisa ukuba iimfanelo ezizizo zabantwana abangabaphuli-mthetho abaneengxaki zengqondo bayanakekelwa ngoku eMzantsi Afrika. Ukuqokelelwa kweenkcukacha kwenzeka kumanqanaba amabini: uhlalutyo lwemiqulu yomthetho, umgaqo-nkqubo kunye nenkqubo; Ukucazululwa kwamaxwebhu/kwemiqulu omthetho, umgaqo-nkqubo kunye neenkqubo ezikhethiweyo zothelekiso kulawulo lwezobulungisa, lilandelwe ludliwano-ndlebe olungahlelwanga ngokupheleleyo neengcaphephe/neengcali zezobulungisa lwabantwana kunye nemilo yezengqondo. Kwinqanaba lokuqala umphandi ucazulule umthetho wobulungisa kubantwana kunye nempilo yezengqondo, ukhuseleko lwamalungelo oluntu.kunye nemigaqo-nkqubo ehambelana/ enxulumene nobulungisa kubantwana eNigeria, eBotswana, eNamibia naseMzantsi Afrika. Ukongezelela walugocagoca uncwadi olubhekisele kubulungisa babantwana nezempilo yezengqondo kulawulo lwezobulungisa Eli nqanaba libe sisiseko soludwe lwenkqubo yodliwano-ndlebe olungamiselwanga ngokupheleleyo. Isampulu enenjongo neyingcingane yasetyenziswa ukuze kuqhutywe udliwano-ndlebe olungama-24 olungahlelwanga ngokupheleleyo. Ulwazi (idata) lwacalulwa lwacaciswa kusetyenziswa uxwebhu olusemgangathweni kunye nocalulo (analysis) olusemxholweni. Iziphumo ezicacileyo/eziqaqambileyo eziluphahla zibonisa ukuba okukokona kulungele abantwana abangabaphuli-mthetho abaneengxaki zezengqondo, abakhuselekanga kwinkqubo yezobulungisa babantwana eMzantsi Afrika. Eli qela lingakhuselekanga alivelelwa ngokomntu neengxaki zakhe yedwa, ngokwengxaki yakhe ngokuthe ngqo kusetyenziswe indlela ezahlukileyo ezilawulwa ngumthetho, ngumgaqo-nkqubo osebenzayo nokuvelela ngendlela yokuziqhelanisa nemeko. Ukuya phambili, eminye yemithetho yasekhaya neendlela zokusebenza azonelanga ekuhloleni ngokupheleleyo kumntwana ohlangabezana nokuphikisana nomthetho kummandla wothelekiso. Kuphinde kwafunyaniswa ukuba iimeko zozalo, zengqondo, zendawo, zenkcubeko nezentlalo ziyaziphembelela iingxaki zezengqondo ezivelayo ebantwaneni, ezinokwenza baphikisane nomthetho. Olu phononongo luqhubeka lungqina ukuba ukunganiki ngqalelo kwingxaki yokuphaphazela, ingxaki yokukhula kwengqiqo, ingxaki yokufunda, ingxaki yenkcaso yokulungileyo/ ukudelela kunye nengxaki yokuziphatha zixhaphakile kubantwana (abonayo) abaphikisana nomthetho. Ingxaki yokusebenzisa iziyobisi, ingcinezelo kunye nokuxhomekeka ziye zaphawulwa njengeemeko ezixhaphakileyo ezikhathaza abantwana abalwa nomthetho (abonayo). Iimpembelelo zezi meko, zidibene neemeko zozalo, zezengqondo, zendawo, zenkcubeko nezentlalo, zifunyenwe zilungiselela kwangaphambili abantwana kwezi ngxaki zezengqondo zithungelene ekuziphatheni ngokolwaphulo-mthetho. Ngoko ke ukuhlangabezana nomgangatho ofanelekileyo nobalulekileyo, ebhekelela abantwana abaphikisana nomthetho (abonayo) makusetyenzwe ngabo kusetyenziswe indlela ejongene neemeko ezininzi ezibandakanya iimeko zozalo, zendawo, zentlalo, zenkcubeko kunye nezengqondo. Ngale ndlela abantwana abaphula umthetho abanengxaki yezengqondo baya kuncedwa ngokupheleleyo ngendlela ebandakanya zonke iimeko eziphembelela ukuziphatha. Idatha ekholose ngamava avela kumava nokuboniweyo ixhasa izindululo ezenziweyo zokumisa isakhelo esisebenza kulo lonke uqeqesho lomntwana ophikisana nomthetho (owonayo) onengxaki yezengqondo.
Patlisiso ena e reretswe ho hlahisa moralo wa molao o ntlafetseng, mekgwa ya tshebetso le ditshebeletso bakeng sa molemo wa batlodi ba molao bao e leng bana ba nang le mathata a kelello tshebeletsong ya toka ya bana Afrika Borwa. Morero ona o fihletswe ka boithuto ba boleng, bo lekantseng melao ya toka ya bana le ya bophelo bo botle ba kelello, mekgwa ya tshebetso, baamehi le ditshebeletso Afrika Borwa. Tsona di ile tsa bapiswa le melao, tshebetso, baamehi le ditshebeletso dinaheng tsa Namibia, Botswana le Nigeria ho fumana hore na melemo e loketseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello e ya fumaneha hajwale Afrika Borwa. Pokeletso ya dintlha e etsahetse ka mekgahlelo e mmedi: manollo ya ditokomane tsa molao, melawana le mekgwatshebetso dibakeng tse kgethilweng tsa papiso tsa semolao; ho latetswe ke di-inthavu tse sa hlophiswang le ditsebi tsa toka ya bana le tsa molao wa bophelo bo botle ba kelello. Mokgahlelong wa pele mofuputsi o ile a manolla molao wa toka ya bana le wa bophelo bo botle ba kelello, ditshireletso tsa ditokelo tsa botho le melawana e amanang le toka ya bana dinaheng tsa Nigeria, Botswana, Namibia le South Africa. Ho feta moo, o ile a batlisisa dingolwa tse mabapi le toka ya bana le bophelo bo botle ba kelello dibakeng tse ka bapiswang tsa semolao. Mokgahlelo ona o bile motheo wa lenane la di-inthavu tse sa hlophiswang. Ho sebedisitswe mokgwa wa disampole wa kgetho le wa theho ya thiori ho etsa di-inthavu tse 24 tse sa hlophiswang. Dintlha di manollotswe le ho tolokwa ka manollo e sa tswakwang ya boleng ba ditokomane le ditema. Diphetho tse akaretsang di supa hore melemo e nepahetseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello ha e ya sireletswa moralong wa toka ya bana wa Afrika Borwa. Sehlopha sena se kotsing ha se sebetswe ka tjhebo ya bo-motho ka mong, ya kgetsi e kgethehileng, ya mafapha a mangata e tshehedistsweng ke molao, molawana wa tshebetso le tjhebo ya tshebetso. Ho feta moo, melao e meng ya lehae le mekgwa ya tshebetso e ne e fokola bakeng sa ho lekola ngwana ka tsela e felletseng, ya iphumanang a le kgahlano le molao dibakeng tsa semolao tse neng di bapiswa. ix Ho boetse ha fumanwa hore dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba di susumetso tlhaho ya bokudi ba kelello baneng, e leng ho etsang hore ba iphumane ba le kgahlano le molao. Boithuto bona hape bo tiisitse hore bokudi ba tlholeho ya tsepamiso le ketso e fetang tekano, bokudi ba kgolo ya bohlale, bokudi ba ho ithuta, bokudi ba ho ba kgahlano le ba bang le bokudi ba boitshwaro bo bongata bakeng ba iphumanang ba le kgahlano le molao. Bokudi ba tshebediso e mpe ya tahi kapa dithethefatsi, tshithabelo ya maikutlo le bokudi ba kgokahano di fumanwe e le mabaka a mantlha a amang bana ba qwaketsanang le molao. Tshusumetso ya dintlha tsena, hammoho le dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba, di fumanwe e le hore di pepesa bana ho bokudi ba mafu a kelello a amanngwang le botlokotsebe. Kahoo, e le ho ka fihlella maemo a melemo e nepahetseng, bana ba kgahlano le molao ba lokela ho sebetswa ka mokgwa wa ditsela tse fapaneng tse ngata, o kenyeletsang dintlha tsa tlhaho, tikoloho, setso, botjhaba le kelello. Ka mokgwa ona, batlodi ba molao bao e leng bana ba nang le bokudi ba kelello ba tla shejwa le ho sebetswa ka mokgwa o phethahetseng o kenyelletsang dintlha tsohle tse susumetsang boitshwaro. Dintlha tse bokelleditsweng di tsheheditse ditlhahiso tse sebedisitsweng ho hlahisa moralo wa makala a fapaneng bakeng sa batlodi ba molao bao e leng bana ba nang le bokudi ba kelello.
Criminology and Security Science
D. Phil. (Criminal Justice)

Объектом исследования явилась жизнестойкость лиц с нарушениями зрения. Предметом исследования стали предикторы жизнестойкости лиц с нарушениями зрения. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (134 источника) и 6 приложений, включающих в себя описание применявшихся методик и компонентов жизнестойкости, информационное письмо для родителей испытуемых, бланк для выбора шрифта, комфортного для чтения, таблицы с основными качественными и статистическими результатами исследования. Объем магистерской диссертации составляет 124 страницы, на которых размещены 15 рисунков-диаграмм и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база. Первая и вторая главы включают в себя обзор иностранной и отечественной литературы по теме исследования. Первая глава включает в себя описание представлений о понятии «жизнестойкость» (филологический, философский, психологический, социологический, педагогический аспекты жизнестойкости); рассматриваются этапы становления жизнестойкости лиц с ОВЗ в историческом контексте. Вторая глава включает в себя описание жизнестойкости лиц с ОВЗ в общем, и нарушениями зрения, в частности; жизнестойкость родителей, воспитывающих детей с нарушениями зрения. Выводы по первой и второй главам представляют собой итоги по изучению теоретического материала. Третья глава посвящена эмпирической части исследования. В ней представлено описание организации, процедуры и выборки испытуемых, методов, методик проведенного исследования и результатов, полученных по всем использованным методикам: Тест жизнестойкости С. Мадди (в адаптации Д. А. Леонтьева, Е. И. Рассказовой); Шкала оптимизма и активности (Шкала AOS) (Н. Водопьянова, М. Штейн); Тест-опросник самоотношения (В. В. Столин, С. Р. Пантелеев); Опросник копинг-стратегий СОРЕ Ч. Карвера и др. (в адаптации Гордеевой, Е. Н. Осина, Е. И. Рассказовой и др. (2010)); Опросник «Стиль саморегуляции поведения» (ССП-98); Методика Ш. Шварца (Ценностный опросник (ЦО) Шварца). Также в главе представлены качественный и корреляционный анализ результатов исследования. Выводы по главе 3 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
The object of the research is resilience of people with sight disabilities. The subject of the research is predictors of people’s resilience with sight disabilities. The master’s thesis consists of an introduction, three chapters, a conclusion, a list of references (134 sources) and 6 appendixes. The appendixes include the description of resilience components and techniques applied in our research, a letter of information addressed to parents of children who have taken part in our research, a type list designed for choosing its appropriate size, charts contained main qualitative and statistic research results. The master’s thesis contains 124 pages and includes 15 diagrams and 11 charts. The introduction reveals the relevance of the research problem, the scientific development of the problem, the aim and the objectives of the research. The introduction also highlights the object and the subject of our research, the hypothesis of the research, the used methods and the empirical base. Foreign and Russian literature on our research problem is reviewed in the first and the second chapters. The Chapter 1 describes a concept of resilience (its philological, philosophical, psychological, sociological and pedagogic aspects) and reveals the stages of resilience formation of people with disabilities in the historical context. The Chapter 2 describes the resilience of people with disabilities in general and the resilience of people with sight disabilities in particular. The second chapter also highlights the resilience of parents who bring up children with sight disabilities. Conclusions on the first and second chapters are the results of the study of theoretical material. The Chapter 3 is devoted to the empiric part of the research. It presents descriptions of the organization, the sample group of people, the methods and techniques used in the research and the results obtained on Hardiness Test by S. Maddi (adapted by D. Leontjev, E. Rasskasova); AOS by N. Vodopyanova, M. Stein; Self-relation Test by V. Stolin, S. Panteleev; Cope Inventory by C. Carver (adapted by T. Gordeeva, E. Osin, E. Rasskasova and others); Behavioral Self-regulation Style questionnaire; Value Survey by S. Schwartz. The third chapter also demonstrates qualitative and correlation analyses of the research results. The conclusions of Chapter 3 include the main results of the empirical research. The conclusion of master’s thesis generally presents the results of the theoretical and empirical parts of the work. It also describes the conclusions on the developed hypotheses, practical importance of the study and possible prospects for further development of this problem.