Dissertations / Theses on the topic 'Guidance parentale'

Le present travail porte sur les possibilites d'utiliser la guidance parentale dans le contexte marocain. Deux axes de reflexion s'en degagent : le premier est consacre a l'approche theorique des differentes relations therapeutiques et de la place qui y occupe la guidance parentale. Son originalite reside dans l'interet porte a la famille en tant que partie prenante dans la prise en charge de l'enfant. La famille, un des lieux de socialisation de l'enfant, occupe une place preponderante dans la guidance parentale. Or cette derniere est nee dans un contexte socio-cu\turel vehiculant un systeme de valeur (famille, personne, representation de la maladie mentale) completement different de celui qui caracterise le contexte marocain en mouvance (acculturation). C'est pour cette raison que ce dernier a fait l'objet d'une analyse afin de degager les possibilites d'utiliser la technique de guidance parentale et de reperer les resistances rencontrees. Le second axe fournit les elements cliniques qui ont permis de repondre a la problematique posee. A partir de l'analyse de vingt observations se degage la possibilite d'utiliser cette technique. Cette derniere a ete legerement remaniee (une plus grande utilisation de la symbolique et de l'expression non-verbale parallelement a une interpretation rationnelle moindre) pour tenir compte de la specificite du contexte marocain. Cette specificite transparait egalement dans les modes d'expression a connotation socio-culturelle (avec une predominance des themes religieux) des resistances rencontrees. Cependant comme toute relation therapeutique, la guidance parentale presente des limites. Outre les limites individuelles propres a chacun, les limites resident au niveau de la croyance dans le lien entre la problematique du parent et celle de l'enfant
The present work relates to the possibilities of using parental guidance in the moroccan context. Two axis of reflexion emerge : the first one is centered on the theoretical approach of different therapeutical relation with the parental guidance involved in it. Its originality lies in the interest focused on the family involved as it is in taking care of the child. The family - one of the socialization places of the child - holds an outstanding rank in the parental guidance. But this guidance has emerged in a social and cultural context that carries a system of values (family, individual representation of the mental illness) completely different of the one caracterizing the moroccan context in constant change (acculturation). It is for this reason that the moroccan context is analyzed, in order to bring out the technique of parental guidance, and to outline the resistance encountered. The second axis offers the clinical elements which have lead to consider as well as to answer the stated problematic. From the analysis of twenty observations, it appears that it is possible, to use this technique. Even though it has been slightly changed (wider use of the symbolic and the non verbal expression as well as a lesser rational interpretation) to take into consideration the specificity of the moroccan context. This specificity appears as well in the ways of expression that have a social and cultural connotation (with a predominance of the religious themes) and in the resistance encountered nevertheless as in any therapeutical relation the parental guidance has its limits. Besides the individual limits specific to everyone, the limits lie also at the level of the belief in the link between the parent problematic and the one of the child

The primary purpose of this study was to identify resiliency factors evident in parentally bereaved children and adolescents identified as "holis-tically well." The population for this study consisted of 7 parentally bereaved children and adolescents between the ages of 5 and 18 who were referred by the Children to Children support program for grieving youth. The instruments used in this study were specifically developed to assess holistic wellness and evidence of resiliency factors. The most prevalent resiliency factors evident in parentally bereaved children and adolescents identified as holistically well were: Constitutional Resiliency Factors of: social competence, positive personality characteristics, sense of purpose and hope, problem-solving skills, and autonomy. Resiliency Factors within the Home Environment of: caring and support, high parental expectations, and encouragement of participation in family. Resiliency Factors within the School Environment of: high academic expectations and caring and support.

The purpose of this study was to determine the relationship among three classifications of parental subsystems (intact/nuclear, blended, and single-parent), two educational levels (high school and college), and gender (male and female) on career self-efficacy, in addition to the five career self-efficacy subscales.The assessment of career development and parental relationship issues was undertaken through seven questions included on the demographic information questionnaire. The students responded to the vocational issues (awareness of interest, skills, and values) questions by rating each one on a Likert scale with ratings ranging from little (1) awareness, capability, or closeness to extreme (5) awareness, capability, or closeness. The questions were drawn from Palmer and Cochran's (1988) research on career development. Mean scores are shown for each of the vocational issues questions.A total of 516 students responded to a demographic information questionnaire, in addition to the Career Self Efficacy Decision-Making Scale (CDMSE; Taylor & Betz, 1983). There were disproportionate numbers of subjects representing each educational (354 high school and 162 college students) and gender grouping (320 females and 196 males). The three parental subsystem classifications were intact/nuclear, blended, and single-parent. The definitions for these parental subgroupings were adapted from research conducted by Dentler (1984) and Miller (1984). In this sample, the intact/nuclear subsystem classification was the most highly represented (349), followed by the single-parent (85), and then the blended subsystem (82).Analyzing the hypotheses required a between-subjects factorial multivariate analysis of variance (MANOVA). All five hypotheses failed to reach the .05 level of statistical significance.The results of the study suggest that varying classifications of parental subsystem, educational level, and gender difference were not related to statistically significant differences in levels of career self-efficacy. There was no significant difference in career self-efficacy levels between subjects who had older siblings as role models and those who did not.
Department of Counseling Psychology and Guidance Services

This research examines the involvement of the parents of secondary school children in career education and guidance (CEG). It is based on a secondary analysis of existing data from a research project I was involved in. This initial research evaluated the impact of a parent-involved career intervention, 'Parents Turn', in which six career teachers delivered four successive sessions to parent(s) accompanied by their child in the third or fifth year of their secondary school (HAVO) in the Netherlands. The study is important both to the field and to practitioners. Examples of parentinvolved career intervention in CEG are limited, scantily researched, and most were not sustained, which may explain why knowledge on involving parents in CEG is underdeveloped. I discuss these gaps in the evidence by providing an overview on the literature on parental influences and roles in their child's career development, an international inventory of and taxonomy for parent-involved, school-based career interventions, and providing relevant knowledge on parental-involvement in education in general. I then present new analysis of data collected by an earlier evaluation of the 'Parents' Turn' intervention. My secondary analysis approaches this data with new research questions, in-depth analyses and a non-parametric methodology. I integrated the quantitative and qualitative results to understand who was involved in the intervention, why, and whether the impact differed for the learning of parents with and without higher education (HE) qualifications. I also sought to understand the role of the school in the intervention. The findings suggest that a school-initiated career intervention involving parents, in the form of family learning and community interaction, can build and enhance parents' capacity to be involved in and support the career development of their child: their knowledge and skills, parental self-efficacy and parental role-definition. However, the career intervention works differently for parents who have different levels of HE level attainment. Lower-educated parents seem less aware of the consequences of early educational decisions in their child's career and also have different needs for being involved in the career intervention compared to highereducated parents. Despite the impact of the career intervention on their parental capacity, lower-educated parents remain unsure as a parent of how to make use of gained information, guidance and support tools. Third-year (14-16-year-olds) parents' information and support needs are the greatest and they are open to changing their attitude to grant their child autonomy in managing their own career development. The study also finds that features of the present school system are major barriers to sustaining the intervention. Recommendations for policies and practice at school level are offered. A more focused public policy for parental involvement in career education and guidance in secondary schools could both improve the efficiency of the education system and combat social injustice.

Nationally there is a high pass rate in Dramatic Arts (DA), and this subject offers many benefits for the development of young people, especially in terms of equipping them with the twenty-first century skills required for an entrepreneurial market (Olaniyan, 2015). However, few learners choose to continue with this subject beyond Grade 9. Inadequate enrolments result in fewer teaching posts being available, which also affects the entertainment industry. Parents are identified as primary sources of social support in influencing their children’s decisions and the development of their interests, career options and future goals (Kenny & Medvide, 2013). This study aims to sample parental perceptions about choosing DA as an academic subject as provided by parents, teachers of DA and Life Orientation (LO) teachers. This study establishes to what degree parents understand the value of drama education, and how their perceptions of the DA may influence their children’s school-exiting subject choices. The study comprises aspects of one theory, namely, parent role development theory (PDT). A mixed-methods study was designed within an interpretive paradigm. A sample of 36 parents who had children in high school in South Africa in 2019 completed an online mixed-method questionnaire that consisted of three parts, each dealing with parental perceptions and experiences in the field of education. The responses were coded and analysed through a convergent parallel design, and the findings were triangulated for deeper understanding, validity and transferability. The findings of this study pointed out that parental perceptions are shaped by prejudice, social influence, and school communication, among others. Furthermore, parents showed genuine interest and support for their children’s career plans and the skills that DA promote.
Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted

Currently, no career theories exist that sufficiently explain the career development of South Africa’s diverse population groups. Consequently, South African researchers have been entirely dependent on international, western-informed career theories. While such theories have taken on a more ethnocentric complexion in recent times, they remain essentially decontextualised for South Africa. Furthermore, although the influence of family and the significant roles of parents have been theoretically acknowledged as critical influences in adolescent career development, there is still a considerable lack of research in South Africa on this topic. The present study therefore explored the perceptions of systemic influences on adolescent career development from the perspectives of both Black middle-class South African Grade 11 learners and their parents. The research was conceptualised within the Systems Theory Framework (STF) of career development and used its derivative instrument, the My Systems of Career Influences (MSCI, Adolescent). The present study utilised a qualitative research method, using answers derived from the MSCI (Adolescent) booklets to inform semi-structured interviews. The data analysis procedure involved the use of Interpretive Phenomenological Analysis to qualitatively analyse data obtained from the semistructured interviews. Findings revealed a number of influences within the individual system (personality, values, abilities), social system (adolescents’ parents and teachers) and societal-environmental system (financial support, the opportunity to work overseas, geographical location, job availability, and the location of universities) that were acknowledged as having an influence on the career development of South African Black middle class adolescents. Each of these findings were explored and unpacked under the four xii identified Interpretive Phenomenological Analysis (IPA) superordinate themes of Family Dynamics, Great Expectations, The Ghost of Apartheid and Coconuts Fall Far From the Tree. Lastly, the limitations of the present study, as well as recommendations for future research are discussed.

This study researched the impact of parental shiftwork schedules on the performance, behavior, and development of middle-school students as seen through the eyes of their teachers. Located in a company-owned town in southeastern Arizona, the study focused on the experiences of middle-school teachers by asking them to consider and reflect on their observations of middle-school students in terms of the shiftwork schedule their parents worked. The teachers were also asked to respond to questions regarding what they had done in their own classrooms and what school leaders could do to lessen these impacts. By analyzing their responses, conclusions may be drawn as to the extent of these impacts, their variability and scope, and their implications for school leaders.

This ministry model project will equip families in creating a Christian home environment built on biblical principles for the student ministry of Gray United Methodist Church in Gray, Georgia. The researcher will facilitate this project with a minimum of ten families participating in a six-week program evaluating the results of infusing biblical teaching into the home setting through prayer, Bible study, family activities and worship. The model will consist of daily family home sessions, weekly group training, practical application and worship. The classroom praxis of mixed methodology will include sermons, videos, in home activities, journaling group discussions and individual assessments.

For the past 40 years, one southwestern US university counseling program has sponsored two mental health training clinics in which master's and doctoral level students have learned to provide child parent relationship therapy (CPRT) services to community parents. In their training, students learn about the positive effects of CPRT, particularly on parental stress. To date, however, no program evaluation has been conducted at these clinics focusing specifically on parental stress outcomes after the completion of CPRT or to determine the demographics and characteristics of parents who pursue CPRT. The purpose of this study was to conduct such an evaluation of archival data spanning 7 years. Participants were 129 parents (70% female, 30% male; 80% Caucasian, 35% Hispanic/ Latino, 6% African American, and 4% Asian; 62% married, 9% separated, 16% divorced). Results from a t-test indicated a statistically significant decrease in self-reported parental stress, with a moderate effect size. Multiple regression revealed that women and those who attended with a co-parent reported greater stress reduction. This study confirmed the benefit of CPRT, provided by counselors-in-training, on reducing parental stress and indicated clientele for which and conditions in which those benefits might be optimized.

Urban Education
Ph.D.
Children with incarcerated parents face a disproportionate number of risk factors for becoming incarcerated (Bilchik, Seymour & Kreisher, 2001; Jucovy, 2003; Martin, 2001). The purpose of this study was to empirically analyze the relationship between episodes of parental incarceration and psycho-social and educational outcomes. This study aimed to find earlier indicators of incarceration risk, in order to provide points for intervention. Concepts from the differential association and social learning theories (criminology), attachment theory (psychology and sociology) and Maslow's Hierarchy of Needs (motivational psychology, used often in the field of education) were used as a guide in order to create a unique conceptual framework that directs the statistical models selected in this study. The data for the proposed study were drawn from the National Data Archive on Child Abuse and Neglect, which is a project of the Family Development Center at Cornell University. Specifically, the dataset from the Longitudinal Study of Child Abuse and Neglect (LONGSCAN) was used. ANOVAs and correlations were used preliminarily to explore relationships among variables. The impact that episodes of parental incarceration have on psycho-social variables and educational outcome variables was tested using sequential OLS regression models. The major research question of this study was, "Do psycho-social variables or educational outcomes differ based on episodes of parental incarceration?" The results suggest the only educational outcome that differs based on episodes of parental incarceration is externalized behavior problems. This difference is present in the full sample, but not in the matched sample, implying that this relationship is only significant when compared to low risk subjects, and is not significant when compared to equally at-risk subjects. The secondary question in this research study was, "How does the relationship between attachment to parents and psycho-social variables (post-traumatic stress or self esteem) differ based on episodes of parental incarceration?" The results of this analysis showed that problems with attachment to parents did become a more significant predictor of post- traumatic stress and self esteem when frequency of parental incarceration was added to the regression model. After analysis of the results, two themes are discussed: sample selection and its implication for socio-context of at-risk students and age implication and the role of elapsed time.
Temple University--Theses

A Orientação Profissional e de Carreira tem sido objeto de estudo desde o início do século passado, constituindo um domínio do conhecimento teórico e prático de relevante interesse por parte de pesquisadores e profissionais do campo da Psicologia Vocacional em diferentes cenários e contextos. No entanto, no que se refere ao contexto moçambicano, poucos estudos mostraram interesse em promover serviçossistematizados que visemajudar os adolescentes a refletir sobre a complexidade do processo da escolha e sua natureza multideterminada. Constatada esta lacuna, este estudo objetivou delinear, implementar e avaliar uma intervenção em Orientação Profissional e de Carreira para adolescentes, alunos do ensino secundário público moçambicano. Para concretizar os objetivos almejados foi delineado um estudo do tipo pesquisa-ação. Apoiando-se numa abordagem prevalentemente qualitativa, primeiro buscou-se indagar as condições pessoais, familiares e contextuais que influenciam no processo da escolha e em seguida avaliar a intervenção a partir da ótica dos participantes. A intervenção iniciou com um grupo de adolescentes (N=30), estudantes do ensino secundário (1º e 2º ciclos) público moçambicano, na cidade de Nampula, matriculados entre a 8ª e 12ª classe, com idades compreendidas entre 14-18 anos, de ambos sexos. Entre eles desistiram de participar da intervenção sete (7), sendo que a amostra final foi de 23 participantes, e participaram da avaliação pós-intervenção 18 estudantes. A coleta de dados decorreu ao longo de doze sessões e última avaliação seis meses após a intervenção. A coleta de dados baseou-se emtécnicas de cunho qualitativo (narrativas), a saber: \"Carta aos pais\", Redação sobre a escolha profissional e de carreira, \"Carta ao Presidente da República\", \"Carta ao Orientador Hipotético\" e uma atividade baseada em um Roteiro de questões abertas que foram respondidas em quatro momentos diferentes ao longo da intervenção. A análise e discussão dos dados se apoiou na abordagem qualitativa e se subsidiou da análise temática de conteúdo, proposta por Minayo e nos aportes da perspectiva desenvolvimentista e construtivista de teorias de carreira. Os resultados corroboraram na complexidade dos fatores que multideterminam a escolha profissional e de carreira, sendo que família, particularmente marcada com o exercício de autoridade vinculada ao modelo cultural, no qual é reservado aos pais uma posição particular de \"decisão\", exerce ainda uma contínua e incontornável influência nas aspirações e escolhas profissionais dos adolescentes. O diálogo, o apoio moral, e instrumental atuam como mediadores desta influência.A avaliação da intervenção, de um lado, contribuiu para preencher a lacuna da insipiência de intervenções sistematizadas que se propõem a avaliar serviços ou programas no âmbito da intervenção em orientação profissional e de carreira, incluindo a perspectiva dos usurários. Sobre a avaliação levada adiante neste estudo há que destacar primeiro que os relatos dos participantes concluintes convergem na apreciação positiva tanto dos procedimentos quanto dos resultados do processo. Os participantes que avaliaram o processoconfirmaram a hipótese da urgência, necessidade e pertinência de serviços nesta área, tendo sugerido a continuidade, expansão e manutenção do serviço, em particular para o contexto escolar moçambicano. As opiniões emitidas pelos \"avaliadores\" (estudantes) da intervenção convergem na ideia de que futuras intervenções devem focalizar a abordagem de Educação para a Carreira a ser desenvolvida ao longo da vida escolar. Outro resultado significado do estudo aponta para uma temática muito debatida na área, trata-se da importância da formação dos orientadores profissionais, com foco nas competências teórico-práticase relacionais. O foco na abordagem qualitativa ajudou a explicitar a natureza subjetiva da carreira, a interrelação entre os fatores pessoais e contextuais, reforçando a importância de ajudar as novas gerações a desenvolver atitudes mais ativas no processo de construção das suas identidades pessoais e ocupacionais de modo a se adaptar mais adequadamente às atuais e contínuas mudanças que ocorrem em diferentes âmbitos da vida humana, em particular no mundo do trabalho. As considerações conclusivas apontam asimplicações para a prática e algumas linhas que podem servir de ponto de partida para refletir sobre possibilidades de intervenção com particular atenção ao domínio da realidade moçambicana. Limitações do estudo são assumidas com vista a aprimorar futuras intervenções.
The vocational guidance and career has been studied since the beginning of last century, constituting a domain of theoretical and practical knowledge of relevant interest by researchers and Vocational Psychology field professionals in different settings and contexts. However, with regard to the Mozambican context, few studies have shown an interest in promoting systematic services aimed at helping teens to reflect on the complexity of the process of choice and its multifactorial nature. Found this gap, this study aimed to design, implement and evaluate an intervention in Career Guidance for mozambican public secondary school students. To achieve the desired goals was outlined a kind of action research study. Relying on a prevalently qualitative approach, first sought to investigate the personal, family and contextual influencing the process of choice, and then evaluate the intervention from the perspective of the participants. The intervention began with a group of 30 adolescents (N = 30), high school students (1st and 2nd cycles) mozambican public in the city of Nampula, enrolled between the 8th and 12th grade, aged 14-18 years, of both sexes. Among them gave up to participate in the intervention seven (7), and the final sample consisted of 23 participants, and participated in the post-intervention assessment 18 students. Data collection took place over twelve sessions and final evaluation six months after the intervention. Data collection was based on qualitative approach techniques (narratives), namely: \"Letter to Parents\" Writing about the career choice and career, \"Letter to the President\", \"Letter to the Hypothetical Guinding\" and an activity based on a open questions roadmap which were answered at four different times during the intervention. Analysis and discussion of the data was based on a qualitative approach and subsidized the thematic content analysis proposed by Minayo and contributions from the developmental perspective and constructivist theories of career. The results confirm the complexity of the factors that multidetermin career choice and career, and that family, particularly marked with the exercise of authority linked to the cultural model, in which it is reserved for parents a particular position of \"decision\", still exerts a continuous and inescapable influence on the aspirations and career choices of adolescents. The dialogue, moral support, and instrumental act as mediators of this influence. The evaluation of the intervention on the one hand, contributed to fill the gap of the foolishness of systematic interventions that purport to assess services or programs of intervention in vocational guidance and career, including the prospect of usurers. On the evaluation carried on in this study must be first noted that the reports of the graduating participants converge on the positive assessment of both the procedures and the outcomes of the process. Participants reviewed the confirmed case of urgency, necessity and relevance of services in this area and suggested the continuity, expansion and maintenance of the service, in particular for the mozambican school context. Opinions expressed by \"evaluators\" (students) intervention converge on the idea that future interventions should focus on Career Education being developed throughout school life. Another significance of the study results point to a much debated topic in the area, it is the importance of training professionals guiding, focusing on theoretical and practical and relational skills.The focus on qualitative approach helped explain the subjective nature of the career, the interrelationship between personal and contextual factors, reinforcing the importance of helping new generations to develop more active attitude sin the construction of their personal and occupational identities in order to adapt better to the current and continuous changes that occur in different areas of human life, particularly in the workplace.The conclusive considerations point the implications for practice and some lines that can serve as a starting point to reflect on possibilities of intervention with particular attention to the area of the Mozambican reality. Study limitations are taken in order to improve future interventions.

Abstract   Aim This study aimed to determine what is known from the existing literature about parental guidance during occupational therapy to promote the participation of children with autism spectrum disorder (ASD) in everyday activities. Method  The scoping review methodology was used to gather existing information on the topic. The following databases were used for searches: The Allied and Complementary Medicine Database (AMED), Cumulative Index to Nursing and Allied Health Literature (CINAHL), and MEDLINE.  Results Ten studies were included in this study, as they met the inclusion and exclusion criteria. The results of the selected studies were thematically organised. Three key elements emerged from the results that promoted the participation of children with ASD in everyday life activities: increased knowledge and awareness of parents; new practices and changes in everyday life; supporting and strengthening parenting.  Conclusion  The findings of this study suggest that parents have a central role to play in promoting child participation. Parental guidance is an ideal way to promote the participation of ASD children in everyday activities, as parents are involved in children’s daily lives and influence children’s natural environments. The results of this study can be utilized in occupational therapy practice for the implementation of interventions. Keywords: ASD, children with ASD, daily activities, involvement, occupational therapy, parental guidance

Career counselling in South Africa is yet fully support the transformation process taking place nationally. More specifically, the discipline of career psychology requires the emergence of a career development theory commensurate with its diverse population. historically, extensive use was made of western career theories which were not applicable to the majority of South Africa's culturally and ethically diverse population groups consisting predominantly of black individuals of low socioeconomic status. In addition, since 1994 a black middle class has emerged in South Africa that has become increasingly prominent. Familial and parental influence on the career development of adolescents is acknowledge as pivotal; however, little South Afriucan research exists on this topic. The aim of the present study is to investigate the systematic influence on adolescent career development from the perspectives of black South African middle class grade 11 females and their parents.

With just a click of a button, individuals from across the world can communicate and share information with ease and efficiency through the internet. Employing similar technology, schools are implementing student information systems with a parent portal component to provide parents, students, teachers and guidance counselors with anytime, real-time avenues of communication regarding attendance, grades and standardized test scores in an effort to increase parental involvement and student achievement. Schools must collect and review data to make sound decisions to guide practice (Mann & Shakeshaft, 2003). Therefore, utilization of parent portals should be evaluated along with the strategies employed to increase parental use. This study is an investigation of the perceptions of high school teachers and guidance counselors on the impact of a parent portal on parental involvement and strategies used to increase parental use. Through descriptive and inferential analyses of survey data, key findings were revealed. Overall, guidance counselors perceived the impact of the parent portal to be positive and indicated more strategies were used in their schools differing from the teachers\' perception. However, both indicated a need to partner with the community to improve parental use of the parent portal.  Publishing an annual user guide on the parent portal for all stakeholders (teachers, guidance counselors, administrators, students, parents and the community) was one major implication. Centralizing information distributed regarding the parent portal will strengthen the overall intent of the program and the division\'s goal of providing opportunities for all to actively engage in student achievement (Longfellow, 2004).
Ed. D.

Paper 1: Evidence suggests that Nurture Groups (NGs) are effective in helping children with social, emotional and behavioural difficulties. NGs recognise the importance of parental involvement and research reveals positive social and emotional outcomes for children when NGs collaborate with parents as respected partners. An implicit power imbalance between NG staff and parents can challenge parental collaboration. This aim of this paper is to explore processes when consistent nurturing principles are being developed between a NG, schools and home. This qualitative study was conducted in a NG in the south west of England and included 3 NG staff, 4 parents, 4 children and a school teacher. An action-research model enabled consultation meetings and VIG to be introduced as an intervention to develop consistent practices. Semi-structured interviews, consultation meetings and a research diary collected data and an interpretative approach was adopted to explore processes, experiences and perceptions shared by participants. Interpretative Phenomenological Analysis was used to analyse and interpret the data and produce a set of themes. The importance of effective communication, building of relationships and sharing of practice/ collaboration were identified as significant themes when developing partnership working between settings. VIG enhanced parents’ and the teacher’s communication skills and concurred with a partnership model based on empowerment, solutions and respect. Recommendations for practice include the development of personalised, informal and formal communication systems between settings. VIG can also be used effectively within NGs to develop consistent nurturing practices between settings. In addition, consideration is given to how VIG can be applied to practice more globally and how local authorities can support this process. Abstract: Paper 2 Evidence suggests that Nurture Groups (NGs) are effective in helping children with social, emotional and behavioural difficulties. The importance of parental involvement is recognised within NGs and research reveals positive social and emotional outcomes for children when NGs collaborate with parents as respected partners. An implicit power imbalance between NG staff and parents can challenge parental collaboration. This aim of this paper is to evaluate outcomes when nurturing principles are consistent between a NG, schools and home. A mixed methodology design with interpretative and scientific approaches was employed in an area NG in the south west of England. An action-research model enabled consultation meetings and Video Interactive Guidance (VIG) to be introduced as an intervention to develop consistent practices for the experimental group. Quantitative outcomes from Boxall Profiles and Strengths and Difficulties Questionnaires (SDQs) are compared pre- and post-intervention for an experimental group (4 children and 4 parents) and a control group (4 children). Three NG staff also volunteered as participants. Qualitative measures (observation records, semi-structured interviews (SSIs), consultation meetings and VIG clips) measured outcomes for the experimental group. Data from the Boxall Profiles, SDQs, VIG clips and observations was analysed descriptively. Interpretative Phenomenological Analysis was used to analyse emergent themes from the SSIs and consultation meetings. The results revealed the experimental group made greater gains post-intervention as measured by the SDQ and the control group made greater gains post-intervention as measured by the Boxall Profile. The majority of results for individual experimental group children revealed positive social and emotional outcomes post-intervention. It is difficult to draw conclusions when outcomes between the experimental and control group were compared. The majority of measures identified positive social, emotional and behavioural outcomes for experimental group children when parents and schools work collaboratively with NGs. VIG and sharing of practices helped to modify how parents and teachers understood, managed, communicated and related to children. Recommendations for practice discuss the development of personalised, informal and formal communication systems between settings while ensuring minimal anxiety for children. VIG can be used effectively within NGs to develop consistent nurturing practices between settings. Consideration is given to how VIG can be applied more broadly and how local authorities can support this process.

Magister Artium (Social Work) - MA(SW)
The phenomenon juvenile delinquency is an enormous concern for communities in the ZFM district, Northern Cape, South Africa. Juvenile offences have increased since 2010 in this area. From existing theories, it is clear that the causes of this phenomenon are complex and interrelated. Some of these contributing factors are rooted in the character of the delinquent and his or her family. Other factors are peer, community or economic related. Against this background, it is clear that each community/area should be individually assessed concerning its contributing factors as these factors can differ from community to community, individual to individual and family to family. Thus, the research question: What are the psychosocial contributing factors of juvenile delinquency in the ZFM district, Northern Cape, South Africa? The research goal of this study was to determine the psychosocial factors contributing to juvenile delinquency in the ZFM region in the Northern Cape, South Africa. The objectives to arrive to the aim were to explore and describe the psychosocial factors contributing to juvenile delinquency in the ZFM region in the Northern Cape, South Africa and to make recommendations for interventions through probation services by probation officers and the Department of Social Development in the Northern Cape, South Africa. A qualitative approach was used, with an exploratory, descriptive design. Non- probability; purposive sampling was used to select probation officers from the Department of Social Development in the ZFM district in the Northern Cape. These Probation officers have each identified a parent of a juvenile in their caseloads. Because both parents of delinquents and probation officer’s perceptions are shaped by their own context, social constructivism was used as theoretical framework. Data was collected by semi-structured interviews with a checklist. The spiral for data analysis was used to analyse data, which was then clustered in themes, sub- themes and categories. Probation officers, participants identified a range of familial and community contributing factors to juvenile delinquency, and emphasises the interplay between these factors. Their also stressed the issue of parental control and guidance. Participants further indicated that harsh and ineffective parental discipline, lack of parental involvement, family conflict, child abuse and/or neglect and rejection by parents have also been identified as important factors related to delinquent behaviour. Another finding was that single parents, especially single mothers and the lack of a father figure are a great risk factor for juvenile delinquency. Parents also stressed the issue of their lack of control due to peer dependence and the juvenile’s involvement in alcohol and drugs. Probation officers also stressed the lack of parental involvement, continuous communication & parental guidance as some of the important contributing factors of delinquent behaviour amongst children. Parents also indicated a general lack of close relationship amongst family members, as well as emotional insecurity, and the inability to control their children. Both parents and probation officers agreed that peer pressure is a mayor risk factor concerning juvenile delinquency.

This study aims to explore whether a video-feedback intervention, namely Video Interaction Guidance, can improve both parent-child relationships and child behaviour outcomes and reduce parental stress. Three mother-child dyads were involved in this study, each receiving an individualised intervention using Video Interaction Guidance. The mothers involved in this intervention had previously completed the Incredible Years BASIC Parent Programme, however they continued to report difficulties at home in supporting their children’s social, emotional and behavioural development. Video Interaction Guidance was delivered to three mother-child dyads on an individual basis, across three cycles. Pre-, post-intervention and 6 months follow-up measures were administered. Parents also participated in semi-structured interviews prior to the intervention. Findings indicated each of the mothers showed positive changes in relation to parent stress and dysfunctional discipline. Two of the parents showed statistically and clinically significant changes in relation to parent stress. Each of the children showed positive changes in relation to the child behaviour outcomes, and two of the children showed statistically and clinically significant changes across a variety of domains on the behavioural outcome measure. Meaningful successes were documented when using VIG as an intervention for these parents. This study highlights the usefulness of incorporating a video feedback intervention for parents and children who did not see desired outcomes on completion of a parent-training programme alone.

The purpose of this study was to explore how television influences the sexual attitudes and behaviour of adolescent girls in Mabopane Township. Though the area of adolescent sexual behaviour has been researched to a considerable degree elsewhere, there seemed to be lack of information regarding adolescent sexual behaviour and attitudes relating to Africa, especially South Africa, which inspired the researcher to embark on this study. The researcher explored the adolescent girls’ experiences using qualitative approach and in-depth individual interviews, and undertook a content thematic analysis of the textual data she gathered from girls who participated. A qualitative research design was adopted for this study as it allowed the researcher to obtain rich data from the participants. Purposive random sampling was also used to select participants. The four participants were between age 16 and 17, studying in grades 11 and 12. The results of this study indicated that adolescent girls from Mabopane Township feel that television does influence their sexual attitudes and behaviour. They also indicated that television does not display the consequences of sex, thus influencing adolescents to engage in such behaviour. Related to this was the finding that adolescents view characters on television as their role models because the latter are ‘in the limelight’, therefore enhancing the possibility of them doing what they see their role models doing. Furthermore, the participants indicated that television alone is not the only influence in their lives; other factors such as parental guidance and peer pressure also contribute to shaping their sexual attitudes and behaviours. They also indicated that frequent viewing of television is more likely to result in adolescents altering their sexual beliefs and adopting what is being done on television. Copyright
Dissertation (MA)--University of Pretoria, 2010.
Psychology
unrestricted

Os Pais tem a responsabilidade e o papel de educar e modelar o comportamento dos filhos desde as primeiras relações interpessoais em que se estabelecem padrões comportamentais que construirão a base das futuras relações com a comunidade externa. No grupo familiar surgem relações aprendidas, como comportamentos operantes de alta complexidade e estes operantes são modelados em cada contexto familiar a partir das histórias individuais dos membros do grupo. A dificuldade dos pais em educar os filhos, ainda que atual, é recorrente há décadas, e conforme estudos apontam, tanto em decorrência da mulher cada vez mais atuante no mercado de trabalho, como devido a outras contingências da sociedade moderna, tais como a modificação dos papéis familiares, e que deixaram os pais inseguros diante da educação dos filhos. Neste contexto, o objetivo da presente pesquisa, foi o de orientar pais para o manejo nas interações com os filhos e avaliar se a aplicação dos programas comportamentais seria efetiva em mudanças comportamentais nas relações familiares entre pais e filhos, com a redução dos comportamentos inadequados dos filhos. Pretendeu, ainda, avaliar os efeitos desta proposta de atendimento, como um modo de aperfeiçoamento dos serviços de Psicologia do Hospital, em um modelo econômico, com redução no número de encontros, com enfoque psicoeducativo, como o programa no qual se baseou, mas diferenciando-se pelo maior enfoque aos conceitos teóricos da Análise do Comportamento, configurando-se em um treinamento parental para o manejo de situações cotidianas na convivência e educação dos filhos. Para tanto, elaborou-se um Programa Comportamental de Orientacao Familiar (PCOF), em grupo, baseado no Programa de Qualidade na Interação Familiar (Weber, Salvador e Brandenburg, 2011), dentro de um Hospital Universitário, onde os filhos dos participantes, com diferentes diagnósticos, com queixas quanto a apresentarem comportamentos inadequados, em casa e, ou na escola. No decorrer da pesquisa, definiu-se este estudo inicial, como Estudo 1, e posteriormente, foi desenvolvido o Estudo 2, na categoria de prestação de serviço, no qual desenvolveu-se um Programa Comportamental de Orientação de Pais (PCOP), agora realizado em um Hospital Dia, de um Hospital Psiquiátrico. Participaram do Estudo 1 oito casais, dos quais quatro foram designados aleatoriamente para o Grupo Experimental I e, os outros quatro casais, formaram o Grupo Controle, e cada grupo teve início com o mesmo número de casais participantes. Foram utilizados três instrumentos, EQIF, IEP e WHOQOL-breve, nos momentos Pré, Antes e Depois da aplicação Programa Comportamental PCOF, que medem respectivamente, a Qualidade de Interação Familiar, o Índice de Estilo Parental, pela avaliação das atitudes dos pais na educação dos filhos, e a Qualidade de vida. Também foram coletados relatos verbais ao longo da aplicação dos programa comportamental. Resultados foram Positivos da Aplicação do Programa, relevantes quanto à redução dos itens negativos, tais como Punição, Monitoria e disciplina realizadas de formas inadequadas e, aumento dos itens positivos, tais como a melhoria na interação entre o casal, no relacionamento com os filhos e no modelo parental, promovendo assim a melhoria na interação familiar, e na forma de consequenciar os comportamentos inadequados dos filhos. Participaram do Estudo 2 (aplicação do Programa PCOP, composto por cinco encontros e enfoque mais teórico do que o programa original e o programa PCOF, também desenvolvido durante a pesquisa) doze casais, divididos em dois Grupos, com seis casais cada, nomeados como Grupo 1 e Grupo 2 com a diferença de três meses entre a aplicação de um e outro. Os instrumentos utilizados Antes e Depois da aplicação do PCOP, foram o questionário EQIF e o IEP - Inventário de Estilos Parentais. Os resultados apontaram melhora quanto à redução de itens negativos na educação dos filhos, como Punição, Monitoria e Disciplina, realizadas de forma inadequada por parte dos pais antes da participação no programa. A aplicação do PCOP provocou um efeito positivo quanto a melhora de itens relacionados com Sentimentos e formas adequadas de monitoria, comportamento moral e interação do casal. Assim, os resultados encontrados destacam a importância do aprimoramento e aplicação de Programas Comportamentais com pais, de modo a promover a aquisição de novos Comportamentais dos filhos e dos pais
Parents have the responsibility and role to educate and model the behavior of children from the earliest interpersonal relationships that are established behavioral patterns that will build the base for future relations with the external community. The family group learned arise relations, as operant behaviors of high complexity and these are modeled operative in each family background from the individual stories of group members. The difficulty of parents in educating their children, although present, is recurring for decades, as studies show, both as a result of women becoming more active in the labor market, as other contingencies of modern society, such as the modification of roles family, and they left unsecured parents on the education of children. In this context, the objective of this research was to guide parents to manage interactions with their children and assess whether the application of behavioral programs would be effective in behavioral changes in family relationships between parents and children, with the reduction of inappropriate behaviors of children . He intended to also assess the effects of this proposed service as an enhancement mode of Psychology Hospital services in an economic model, with a reduction in the number of meetings with psychoeducational approach, as the program in which it is based, but differentiating If the increased focus on theoretical concepts of Behavior Analysis, setting up in a parental training for handling everyday situations in living and raising children. To this end, elaborated a Behavioral Program for Family Orientation (PCOF) group, based on the \"Quality Program in Family Interaction\" (Weber, Salvador and Brandenburg, 2011), within a university hospital where the children of participants with different diagnoses, with complaints about inappropriate behavior to submit, at home, or at school. During the search, set up this initial study, as Study 1, and later was developed Study 2, in the category of service, which developed a Behavioral Program Parental Guidance (PCOP), now held in a Day Hospital, a psychiatric hospital. Participated in the study first eight couples, of which four were randomly assigned to the experimental group I and the other four couples, they formed the control group, and each group started with the same number of participating couples. Three instruments were used, EQIF, IEP and WHOQOL-brief in Pre moments before and after the application program Behavioral PCOF, measuring respectively the Quality of Family Interaction, Parental Style Index, the evaluation of parental attitudes in education the children, and the quality of life. Also verbal reports were collected through the application of behavioral program. Results were positive Program Application, relevant in reducing the negative items such as Punishment, monitoring and discipline carried out in inappropriate ways and increase the positive items, such as improving the interaction between the couple, the relationship with the children and the parental model, thus promoting the improvement in family interaction, and as consequenciar the inappropriate behavior of their children. Participated in Study 2 (application of PCOP program, consisting of five meetings and more theoretical approach than the original program and PCOF program, also developed during the research) twelve couples, divided into two groups, with six couples each appointed as Group 1 and Group 2 with three months the difference between applying each other. The instruments used before and after the application of PCOP were the questionnaire EQIF and the IEP - Parental Styles Inventory. The results indicated an improvement in reducing the negative items in childcare, as punishment, monitoring and discipline, carried out improperly by parents prior to participation in the program. The application of PCOP had a positive effect as the improvement items related to feelings and appropriate forms of monitoring, moral behavior and interaction of the couple. Thus, our results highlight the importance of improvement and application of behavioral programs with parents, so as to promote the purchase of new Behavioral of children and parents

Au cours des dernières années, plusieurs programmes d’intervention ont été bâtis, afin de répondre aux besoins particuliers des enfants autistes. Une composante importante de ces interventions devrait être la guidance parentale. Ce volet permet aux parents de se sentir plus compétents et les enfants peuvent généraliser leurs acquis au quotidien. Ce mémoire a donc pour but d’évaluer un programme d’intervention pour les parents d’enfants autistes au cours duquel ils recevront des connaissances sur les particularités de leur enfant et seront appelés à participer à des activités spécifiques favorisant des interactions plus centrées sur les besoins de leur enfant. Le protocole quasi expérimental avec un pré et un post test avec un groupe de contrôle non équivalent a été utilisé pour évaluer les effets de ce programme. L’échantillon pour cette étude est constitué de 14 familles, lesquelles ont été distribuées dans les groupes en fonction de leur arrivée dans le programme. Les parents et l’enfant ont participé à une séance hebdomadaire individuelle pendant cinq semaines. Des outils standardisés ont été utilisés avant et après l’intervention pour mesurer l’atteinte des objectifs. Tant pour les parents que pour les enfants, les deux groupes ont montré une amélioration significative ou une tendance à l’amélioration lors du post test, mais cette amélioration n’était pas significativement différente entre les deux groupes. Plusieurs variables non contrôlées peuvent expliquer ces résultats, malgré tout ceux-ci sont assez intéressants pour encourager la poursuite d’études sur le sujet.
Over the years, several programs of intervention were built, in order to meet the particular needs of autistic children. An important component of these interventions should be the parent-mediated treatment; this guidance made it possible for the parents to feel more qualified and the children were able to generalize their gains throughout their daily living. The purpose of this program was to evaluate an intervention for the parents of autistic children. During the study the parents received knowledge of the characteristics of their child. They took part in specific activities that taught them to be more responsive to the needs of their child. The quasi-experimental design with pre and a post test with a non-equivalent control group was used to evaluate the effects of this program. The sample for this study consists of 14 families. They were distributed into groups according to their arrival in the program. The parents and the children of the experimental group took part in an individual weekly session during five weeks. The parents and the children, from the two groups showed a significant improvement or a tendency to improve at the time of the post test. This improvement was not significantly different between the two groups as there were several non-controlled variables that can explain these results. The results are promising enough to encourage the continuation of this study.

碩士
世新大學
圖文傳播暨數位出版學研究所(含碩專班)
107
Understanding of sex is a problem everyone will faces in their process of growing-up, it seems like affected by many different cultures. Nowadays, parents still explain to their children’s sex problems lightly. They even come up with some explanations for children only. Because of the above reasons, the main idea of this photography series will be described from literature research and interviews. I hope this series of photography would reElect the importance of today’s sex education problems, so that people can pay more attention to these physiological and psychological experience of sex education instead of telling lies to children.

D.Ed. (Educational Psychology)
As a family constitutes the primary educational relationship of a child, and a child's development depends almost entirely on these relationships, it stands to reason that one would expect children with well-balanced personalities to be found in families characterized by a reasonable degree of sound family relationships that ensure concern, care, love and guidance. This is because men and women are not only themselves; they are also the region in which they were born, the city apartment or farm where they learned to walk, the games they played as children, the old wives' tales they overheard, the food they ate, the schools they attended, the sports they participated in, the poems they read and the God they believe in. Man is thus not only himself, but also what his environment makes of him (Purkey, 1970:34; Loubser, 1993: 13). It can,therefore, be concluded that children who grow up in an unhealthy family will probably grow up unhealthy as a result...

Death due to Acquired Immune Deficiency Syndrome (AIDS) is a particularly difficult loss to cope with because of the stigma surrounding the disease (Nelkin, Willis, & Parris, 1991). Adolescents who are faced with the death of a parent to AIDS are likely to be dealing with an aura of secrecy which hinders their opportunities to receive social support and their abilities to cope with their loss (Nagler, Adnopoz, & Forsyth, 1995). A study was conducted to investigate the relationship between social support and depression levels, living situations, number of coping strategies, gender, and whether a teen reported their parent's cause of death as AIDS. Participants included 15 males and 5 females, between the ages of 11 and 17 years, who had one or both parents die from AIDS. Interviews were conducted and data was collected on the following variables: the total number of people who provided informational and emotional support; the reported satisfaction as a total amount as well as an overall average rating of the satisfaction with the information; the reported dependability as a total amount as well as an overall average rating of the dependability of the emotional support; a depression score: the teen's living situation; the total number of coping strategies utilized; and the frequency of the reported cause of death as AIDS. Results indicate that higher amounts of support are related to greater numbers of coping strategies, and a greater likelihood of reporting a parent's cause of death as AIDS. In addition, female adolescents reported a greater number of coping strategies than male adolescents. Depression was not found to correlate with measures of informational or emotional support. Whether a teen resided in a residential treatment facility or in a home with relatives or a foster family was not correlated with depression levels, informational or emotional support, or number of coping strategies.

The effort of this research was focused on the assessment of the implementation process of the Hands off our Children parental guidance programme by social workers in the Western Cape during 2005. This could be seen as an evaluation of the programme in order to adjust it for future implementation. The objective of this research was to explore the application, experience and implementation of the programme by social workers in the Western Cape. The universe in this study was all social workers that did the training in the HOOC parental guidance programme in the Western Cape. In this study the population was social workers that implemented the HOOC parental guidance programme training in the work place. Participants were selected until saturation of data was reached. The method used in selecting the participants was non-probability sampling. With-in non-probability sampling purposive sampling was used. Conclusions and recommendations on the programme were made in order to empower the Department of Community safety to implement a more effective and streamline project in the future.
Social Work
M.Diac. (Play Therapy)

Research conducted over the last twenty years has found that parent involvement in the education of their children has a direct and positive relationship with higher levels of student motivation and achievement. Some of that research has also found that evidence of parent involvement diminishes rapidly as students move through the grades, particularly in the transition from middle school to high school. It was the purpose of this study to examine student perception of parent involvement as it related to student attitudes, motivation, and achievement at this point of transition for middle school students. The study was designed as a blend of quantitative and qualitative research and involved a sample of fifty students from a total grade population of 175 students from one of three middle schools in a small southeastern Massachusetts city. The data were gathered over a period of time during which these students were in grades seven and eight as they remained on the same teaching teams with the same classmates. Utilizing grade point averages in four core academic subjects as the achievement measure, a sample was drawn from the total population of the highest achieving twenty-five students and the lowest achieving twenty-five students. Perception scores derived from a four item response scale were compared with actual and expected GPA scores to determine the relationship between student perception of parent involvement and student achievement. Data were also drawn from purposefully selected student and parent interviews and interviews of all involved teachers, using a standardized open-ended format. These interviews and two open-ended questions were designed to gather additional information regarding perceptions of parent involvement and expectations for student achievement. Student records were also examined to review data involving ethnicity, special populations characteristics, and family composition. While the analysis of the quantitative data indicated that there appeared to be no significant relationship between the level of students' perception of parent involvement and student achievement, the qualitative data revealed that parent involvement was very important to and highly valued by the students, parents, and teachers in this study. In their view, it was directly and positively related to student attitude, motivation, and achievement.

碩士
南臺科技大學
應用英語系
106
In Taiwan, more and more children are struggling with L2 reading acquisition. As an English teacher and a mother of a second grader, the researcher explored and documented how a Taiwanese parent’s support and guidance might facilitate her child’s L2 reading acquisition so as to gain insights into the positive roles parents can play in supporting children’s English learning. In addition, the study aimed to explore some useful methods for Taiwan parents to guide their children’s L2 reading at home. The data collection included observation of parent-child interactions and interviews of school English teachers. The researcher first interviewed the participant’s school English teacher. Through the interview, the researcher obtained information about the case child’s learning situations and experiences at school, which in turn informed the researcher’s guidance to and interaction with the case child. Home reading activities were video-recorded once every week. The observation of the participant included the field notes of the participant’s home reading development and her performance at school evaluations and worksheets provided by her school English teachers. Preliminary findings from this research in progress indicated that that the support and guidance facilitated the child’s reading acquisition in some important ways, including enhancement of confidence, motivation, and achievement. Furthermore, after the study, the teacher-researcher also changed her beliefs in the value of time and ways with her child. Suggestions for further research and for parents interested in providing home literacy instruction to their children are provided in the paper.

Dissertação de mestrado em Crime, Diferença e Desigualdade
São poucos os estudos que retratam a mulher reclusa, com a condicionante da maternidade associada ao fenómeno da criminalidade feminina. Desta forma, o presente estudo tenta perceber a forma como estas mulheres estabeleceram ligação com a droga, durante o respetivo percurso de vida, a forma como a toxicodependência (seja por consumo ou tráfico) influenciou no seu papel enquanto mães, e as dificuldades que encontraram na sociedade devido à estigmatização que lhes é atribuída. Assim, este trabalho baseou-se em entrevistas semiestruturadas, a uma amostra de conveniência constituída por 13 reclusas, mães com percursos de vida ligados à droga, tanto de uma forma direta (consumo), como de uma forma indireta (tráfico). O envolvimento das mulheres no mundo do crime é definido por um conjunto complexo de fatores, desde as dificuldades financeiras, às relações conjugais, sentimentos negativos e experiências passadas, entre outros. A droga influencia as capacidades e competências ao nível do papel parental, contudo não parece ter comprometido a sua autoavaliação de adequação enquanto mães, de acordo com o seu entendimento do melhor interesse dos filhos. De uma perspetiva geral, não sentem que descriminação por parte da sociedade, considerando ter conseguido preservar a sua imagem pública.
There are few studies that portray the reclusive woman, with the condition of motherhood associated with the phenomenon of female crime. In this way, the present study tries to understand how these women have established links with the drug during the course of their life, how drug addiction (whether by consumption or trafficking) influenced their role as mothers, and the difficulties they encountered in society because of the stigmatization attributed to them. Thus, this work was based on semi-structured interviews, a sample of convenience constituted by 13 inmates, mothers with life paths linked to the drug, both in a direct way (consumption) and in an indirect way (trafficking). The involvement of women in the world of crime is defined by a complex set of factors, from financial difficulties, marital relationships, negative feelings and past experiences, among others. The drug influences parental role skills and competencies, yet does not seem to compromise their self-assessment of adequacy as mothers, according to their understanding of the best interests of their children. From a general perspective, they do not feel that discrimination on the part of society, considering that they have managed to preserve their public image.

Dissertation submitted in Fulfillment of the requirements for Degree Magister Educationis in the Department of Educational Psychology of the Faculty of Education at the University Of Zululand, 1992.
The objectives of the study were: - to elaborate on and elucidate the changes in society which have impeded the quality of the Hindu parent's accompaniment of his child. - to describe the life - world of the Hindu child as it reveals itself in his relations with himself, others, things/ideas and God. - in the light of the findings from the literature study, to establish certain guidelines according to which accountable support can be instituted to meet the needs of Hindu parents and their children. As an introduction a psychopedagogical perspective on parental accompaniment of their children was given, where it was stressed that the success of the child's education depended on the quality of the parent - child relationship. Parental guidance and support are also crucial in meeting the objectives of education, provided the child's basic physiological and psychological needs are met. The study found that traditional Hindu lifestyles were fast disappearing within a changing society and this had severe consequences for the upbringing of the Hindu child. The pressures of urbanization and industrialization, and the need for employment, forced Hindu families to break away from their traditional extended family systems and move towards nuclear family units. Unlike in the earlier situation, where all members of the extended family assumed responsibility for the upbringing of the children, this is now the sole responsibility of the parents themselves. This has devastating consequences for the child since, generally, both Hindu parents are being forced to seek employment - due to the high cost of living - and consequently the time spent in the accompaniment of their child is considerably reduced. Conditions for pedagogic neglect are therefore created. In addition to this the children come under the strong influence of Western culture and lifestyles, which cause them to become somewhat estranged from their own culture and way of life. The lack of proper parental supervision and control in the urban environment, makes the child also easily Influenced by factors within the environment which result in a wide range of behavioural problems. This affects the relationship between the parent and child, and also has a bearing on his education. Parents do not have the skills and training to cope with the situation or offer assistance to their children, and they are desperately in need of outside help. In the light of the findings of this research the following was recommended: - Hindu authority figures at schools. - A multi-cultural school education policy. - Hindu parents forum at schools. - Further research.

The aim of this study was to create awareness of the emotional needs of children diagnosed with ADHD. In order to reach the aim of this study, an initial literature study was executed to describe ADHD and the emotional needs of children. Semi-structured interviews and two projective techniques were used to conduct the empirical study. Valuable data was also collected from the biographical questionnaires completed by the parents. Based on the data collected and analysed, findings were made which were verified by means of a second literature study. This was followed by conclusions which served as the basis for recommendations that were made in the form of guidelines to the parents, with the aim to make the parents aware of the emotional needs of their children diagnosed with ADHD. These guidelines will be made available to the parents at a seminar that will be held on acceptance of this research.
Social Work
M.Diac. (Play Therapy)

Summaries in Afrikaans and English
ADHD is a well-known disorder affecting approximately 8% of children in South Africa. Despite years of research and development re the disorder, it seems that parents and teachers sometimes do not have the ability to handle a child with ADHD. Since a lot of the information is contradictory, confusion exists among parents and teachers who act as the support system of the child with ADHD. ADHD is a serious and destructive disorder and can influence the child’s social functioning negatively. Due to continuous failure, the child with ADHD has a low self-esteem. These aspects are the point of reference for the aim of this study, namely the development and implementation of a Gestalt therapeutic intervention plan aimed at the empowerment of the child with ADHD in the middle childhood years, his supporting systems and the evaluation of the impact thereof. The empirical data was gathered by a process of intervention research. A combination of the qualitative and quantitative approach was used. During the use of the qualitative method, a quasi-experimental one-group-pretest-posttest design was utilized. During the qualitative phase, the phenomenological perspective was used. An in-depth literature study was done in respect of ADHD, the theoretic basis of ADHD, the child with ADHD in the middle childhood years and the ADHD from a Gestalt therapeutic perspective. This literature study was the starting point for the development of the comprehensive holistic intervention plan. The intervention plan consists of three programmes: Firstly an empowering program of six sessions aimed at the child in the middle childhood years with ADHD – attention was given to emotional awareness and the dealing with unfinished business. Secondly an empowering programme aimed at the parents consisting of four parental guidance sessions, and thirdly an empowerment programme aimed at the teachers, consisting of two workshops.
AandagTekortHiperaktiwiteitsVersteuring (ATHV) is 'n welbekende versteuring wat ongeveer 8% van SuidAfrikaanse kinders be'invloed. Ten spyte van jarelange navorsing en die verbetering van begrip vir die versteuring, blyk dit dat ouers en onderwysers steeds nie altyd oor die vermoe beskik om 'n kind met A THV te hanteer nie. Aangesien daar baie teenstrydige inligting beskikbaar is, word verwarring geskep by ouers en onderwysers, wat as die kind met A THV se steunstelsels moet dien. A THV is 'n ernstige en verwoestende versteuring en kan die kind se maatskaplike funksionering negatief be'invloed. As gevolg van voortdurende mislukking het die kind met ATHV dikwels 'n lae selfwaarde. Hierdie aspekte het as uitgangspunt gedien vir die doel van die ondersoek, naamlik die ontwikkeling en implementering van 'n Gestaltterapeutiese intervensieplan gerig op die bemagtiging van sowel die kind met A THV in die middelkinderjare, asook sy steunstelsels, en om die impak daarvan te evalueer. Tydens die ondersoek is 'n proses van intervensienavorsing gevolg wat 'n gekombineerde kwalitatiewe en kwantitatiewe navorsingsmetode is. In die benutting van die kwalitatiewe metode is 'n kwasie-eksperimentele een-groep-voortoets-natoetsstrategie benut. By die kwalitatiewe metode is vanuit die fenomenologiese perspektief gewerk. 'n Diepgaande literatuurstudie is gedoen ten opsigte van ATHV, die teoretiese begronding van ATHV, die kind met ATHV in die middelkinderjare en ATHV vanuit 'n Gestaltterapieperspektief. Hierdie literatuurstudie het as basis vir die ontwikkeling van 'n omvattende holistiese intervensieplan gedien. Die intervensieplan bestaan uit drie programme. Eerstens 'n bemagtigingsprogram van ses sessies gerig op die kind met A THV in die middelkinderjare waar die klem geplaas is op emosionele bewuswording en die hantering van onvoltooidhede. Tweedens 'n bemagtigingsprogram gerig op die ouers tydens vier ouerleidingsessies. Derdens 'n bemagtigingsprogram gerig op die onderwysers bestaande uit twee werkwinkels. Gestaltterapie het nie slegs as teoretiese verwysingsraamwerk tydens die ondersoek gedien nie, maar Gestaltterapeutiesemetodes is ook benut tydens die implementering van die intervensieplan. Resultate vanuit die empiriese gegewens dui aan dat die ouers en onderwysers se kennis ten opsigte van ATHV verbeter het, want hulle het hanteringstrategiee aangeleer en begin toepas, en daar was beter begrip tussen die skool en die ouers waarby die kinders gebaat het. Die kinders se selfwaarde is ook verhoog en hulle maatskaplike funksionering het verbeter.
Social Work
D. Diac. (Play Therapy)