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1
Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
2
McDougall, Patricia Anne. "Charting the territory of cross-gender friendship : conceptions of friendship and the selection of friends." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27199.pdf.
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Stroupe, Hal T. (Hal Tanner). "Compliance-gaining among Anglo and Mexican-American children." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc798210/.
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This study investigates compliance-gaining rhetoric among Anglo and Mexican-American fourth graders in three schools in north Texas. The children were asked to respond to a scenario and to give a rationale for their persuasive strategies. An analysis of interviews with 52 children indicates that although the children used some similar strategies when attempting to gain compliance from an adult, there are also some significant differences between the two cultural groups.
4
Cichocki, David A. "Maintaining stable friendships : an investigation of strategic and routine communication." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941723.
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Other investigators have surmised that different types of relationships use diverse maintenance strategies in order to keep the relationship in existence. This study examines relational maintenance strategies that people use specifically in the relationship known as friendship.Five adult friendship couples were interviewed for maintenance strategies they use to sustain their friendship. The discussions were recorded and transcribed. The Constant Comparison method was used to compare and contrast the data in order to discover strategies unique to friendships.Results revealed seven strategies including Openness; Approach to Conflict; Identification; Admiration; Togetherness; and Sense of Continuance. These friendship strategies are uniquely utilized, and therefore distinctive, to the relationship. This may be due to the way people are socialized in our society.Department of Speech Communication
5
Cooper, Adrienne D. "Two-way communication a win-win model for facing activists pressure : a case study on McDonald's and Unilever's responses to Greenpeace /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/646.
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Haray, Aimee H. "Effects of Picture Exchange Training on Communication Topographies." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9849/.
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The Picture Exchange Communication System (PECS) has been used with children with autism and other developmental disabilities as an alternative to vocal communication. Some researchers have reported rapid acquisition of picture-exchange requesting as well as increased vocal speech and increased spontaneous social interactions following PECS training. Earlier research has found that although 3 children with autism learned to exchange pictures for preferred items during PECS training, requesting topographies did not change and vocal speech did not increase after PECS training. The present study evaluated the effects of PECS training on requesting topographies, especially vocal speech, with 3 participants with autism and mental retardation. Only one participant maintained picture-exchange requesting, and none of the participants showed an increase in vocal speech during probe sessions conducted after each PECS training phase.
7
Dunn, Linda. "The Voices I Never Hear: Communication Apprehension and Associated Nonverbal Behaviors in the Primary School Child." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4656.
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The confidence to communicate orally with others is the first requisite for verbal interaction. Anxiety which occurs in anticipation of speaking with others or while engaged in speaking hinders interaction, and is referred to as communication apprehension. This study examines levels of communication apprehension among a sample primary school population and the possible relationship between such levels and frequencies of nonverbal behaviors called self-adaptors that may be associated with the anxiety. Greater awareness of communication apprehension in children is justified in light of research that suggests it is negatively related to academic achievement in elementary school students. A four-month field~study was conducted in a Northwestern suburban elementary school by the researcher who had taught in the school for the previous seven years. The hypothesis tested was that a positive correlation exists between levels of communication apprehension and displayed self-adaptor behaviors. The study employed methodological triangulation, using both quantitative and qualitative data. An established self-report measure (MECA) consisting of a 20-item questionnaire suggesting various communication situations was administered to 42 third grade students and analyzed using descriptive statistics. Students scoring one standard deviation above the mean were identified as communication apprehensive (CA). Nervous behaviors called self-adaptors were tallied using a researcher developed measurement tool (UBSSF), and the frequencies of these behaviors correlated with the results of the self-report measure to find the predicted association. The hypothesis was not supported in this study. Complementary qualitative information also provided substantial data. This included classroom observations and videotapings of students in small group work sessions, individual recorded interviews of the CA students using film elicitation and interviews with their classroom teachers, field notes (general notations, oral data from teaching specialists, and additional demographic information), and continuing information from the apprehensive students following the conduct of the study. All qualitative data was examined for cross-situational consistency thought to be associated with communication apprehension. Significant evidence for a correlation between levels of communication apprehension and frequency of self-adaptor behaviors was not found. However, this study contributed to a greater understanding of CA by challenging currently held views on communication apprehension. Also, through the use of method triangulation, quantitative and qualitative forms of self report provided some evidence for the crosssituational consistency of CA. Communication apprehensive students were found to be aware of their anxieties and able to verbally address their fears. The phenomenological interpretation of CA student and teacher interview texts facilitated the reconstruction of the participants' perspectives. Finally, suggestions by the researcher addressed the training of teachers to raise their awareness of communication apprehension and to provide needed accommodation of CA students in the classroom.
8
Oei, Lily, and 黃文慧. "An action research on improving communication satisfaction among teachers in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961319.
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Abild-Lane, Tracey. "Children with Early Language Delay: A Group Case Study of Outcomes in Intermediate Grades." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4953.
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Current research in early language development suggests that children who were diagnosed during preschool with expressive language delay would demonstrate difficulties during elementary school years (Scarborough and Dobrich, 1990). This purpose of the present study was to qualitatively describe the outcome of children with a history of early language delay and differing levels of expressive performance (ELD and HELD), as reported by the parents. A questionnaire was developed to determine the children's current age and grade level, past and present reading ability and reading interests, best and worst academic subject, special services and diagnosed disability, speech and language concerns, friendships concerns, and behavioral and motor issues. The study used Developmental Sentence Scoring (Lee, 197 4), which determined which children continued to function below the normal range at second grade. Once identified, these children were placed into two groups indicating early language delay (ELD) and history of early language delay (HELD). The data was collected from parent interviews and placed into tables for analysis. Case vignettes were developed for each ELD and HELD subject. The suggested trends from the study include: Differences in reading material, literacy related play activities, number of friends, and similar special services received in school.
10
Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.
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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement.
A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records.
To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year.
Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
11
Cheung, Chi-ming Terence, and 張志明. "Mildly mentally handicapped students' friendship pattern: exploring methods to involve neglectees." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957109.
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Binder, Heidi A. "Cultural fluency in the eye of the storm : a mediation case study." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/800.
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The eye of the storm is the calm center amidst chaos where, metaphorically speaking, mediators often begin their work. Recent research has advocated for a more holistic, relational, culturally inclusive approach to the mediation process. Such an approach requires conflict fluency as well as cultural fluency for effective mediation. This thesis explores how the intervention strategies of mediation may be enhanced through increased cultural understanding. Current theories of intercultural conflict transformation and intercultural communication are reviewed. Conflict fluency is understood through a mediation perspective. Cultural fluency is understood through cultural identity, cultural values, communication styles, and conflict styles.
A case study follows the theoretical review of the literature. In this case study, a small community mediation center illustrates what is happening in the field today regarding the relationship between culture and conflict. The case study involves a 6 holistic analysis of the organization, seeking to understand intercultural competence at all levels. This includes an analysis of keystone materials, a survey of mediators, Intercultural Effectiveness Scale (IES) results, and interviews with mediators as well as organizational leadership.
The thesis concludes with a list of recommendations that may be useful to this community mediation center as well as other similar organizations. Amongst these recommendations are potentially useful training items such as intercultural conflict styles, critical moment dialogues, and other intercultural tools designed to increase mediator competence in intercultural communication.
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Hunniecutt, Jeni R. "Infidelity and Identity: Cheating, Children, and the Church." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1165.
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When children grow up in a Christian home they learn fidelity is essential in a relationship. The inconsistency of biblical messages and parental infidelity is identity altering for children. In this study I use autoethnography to explore how my parents’ infidelity collided with religious teachings to shape my identity and influence my interpersonal relationships. I also use narrative interviewing to identity the ways my siblings were affected by the same experience and how such discrepancies in our home influenced their identities. The theory of narrative inheritance (Goodall, 2005) serves to be a source of empowerment as well as a contributing factor to definitions of infidelity. Familial roles are illuminated as I explore how my siblings and I negotiated cognitive dissonance that resulted from the conflicting narratives of Christianity and parental infidelity.
14
Dempsey, Donna Jean. "An experimental analysis of opportunity and communication response form in a child with autism and hearing impairments." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5188/.
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An alternating treatment design was used to systematically evaluate the communication response forms, picture exchange communication system (PECS) or sign language, selection for a child with pervasive developmental disorder-not otherwise specified, profound hearing loss, and cochlear implants. The child had a limited pool of high preference items and very few functional skills. Key factors for this child included a structured environment that created a verbal community and contingent access to high preference items. No preference in communication response form was observed. The child successfully used four response forms to communicate: gestures, PECS, sign language, and vocalization. The results are discussed in terms of decision making factors in the selection of response forms.
15
Cranmer, Elizabeth. "The Effects of PECS Training on Symbolic Matching Skills in Learners with Autism." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10997/.
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This study evaluated whether picture exchange communication system (PECS) training would result in the development of conditional relations among corresponding pictures, objects (reinforcers) and spoken words used in PECS training with learners with developmental disabilities. Three participants with autism and mental retardation were trained to use PECS. Match-to-sample procedures were used to assess all possible conditional relations among stimuli before, during, and after PECS training. None of the three participants in this study acquired conditional discriminations involving the pictures, reinforcers, and spoken words used in their PECS training.
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Kok, Che-lueng [leung], Che-leung Kok, and 郭志良. "The impact of parent-child interaction on the children's adjustment : a comparative study of single parent families and intact families." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977352.
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Vollet, Justin William. "Differential Susceptibility to Social Network Influences on School Motivation in a Cohort of Sixth Graders." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/79.
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Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed.
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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.
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Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
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Shearer, Helen Dianne, and n/a. "Intercultural Personhood: A 'Mainstream' Australian Biographical Case Study." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040921.082235.
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This thesis explores the question of intercultural personhood in two 'mainstream' Australian cases within interpersonal, intercultural relations in Australian contexts in the second half of the twentieth century. The problem is viewed through three disciplinary lenses: those of communication, psychology and sociology. A qualitative, interdisciplinary approach integrates these through an inductive biographical research design. Within cross-cultural communication studies, a host culture such as that of the Anglo-Australian majority is seen in a monolithic and static way to which Australians of other cultural backgrounds are seen to adapt. These studies give no place to the changes which members of the majority undergo. 'Intercultural personhood', a term coined by Kim (1988, 2001), describes the kinds of 'ethnic' individuals who through negotiating their identities within personal, social and mass communication contexts, both host and ethnic, move beyond the bounds of their own cultural heritage to embrace both their former cultural identity and the new 'host' (viz Australian) identity. In this thesis, the elements of cross-cultural adaptation theory and of 'intercultural personhood' are applied to the intercultural experience of 'mainstream' Australians. From preliminary memory work workshops and focus groups, the cases of two mainstream individuals who show some evidence of 'intercultural personhood' and make identity claims comparable with 'ethnic' adapters are then developed through biographical method. Their life accounts are drawn on for the exploration of issues of identity and personhood within interpersonal, intercultural relations. Major focus is given to the social psychology of Harre (1983, 1993, 1998), whose work provided both a conceptualisation and a methodological tool for the problem. In Harre's work, three dimensions of personhood, namely consciousness, agency and biography are identified together with the psycho-social processes through which an individual's identity and orientation to their culture is appropriated, transformed and publicised. This publication is then rejected or incorporated into the culture through processes of conventionalisation. These four psycho-social processes are explored in my study through an adaptation of assisted biography method (De Waele & Harre, 1979). The strength of the psycho-social approach of Harre lies in its ability to get below the surface behaviours to an analysis of the theory of self which individuals, as 'singular' beings, bring into play in their interactions within themselves and with one another. While this approach draws on social contexts to support the transformations, it is not designed to explicate to a sufficient degree the conditions under which such theories of self are activated and within which changes in identity occur and are maintained. For this reason it is essential to incorporate a sociological framework to understand the influence of the conditions within which such experiences are played out. Bourdieu's (1984, 1987) cultural, relational sociology is coupled with Harre's (1983, 1993, 1998) theory of personal and social being in that it brings together the individual and the society in a way which proves fruitful for ongoing analysis of the biographical data collected within the communication and psycho-social framework of the earlier research. Bourdieu's critique of a methodology based on biography points to the 'illusion' that is created through a biographical interview process. Taking this critique of biography into the study of interpersonal, intercultural relations meant a shift from the communication interactions and psycho-social analysis undertaken to an analysis of the various social constructions evident within the elements of the life account and a search for the cognitive imprint of social structures as durable dispositions within the persons. These dispositions are evident from within a social trajectory of the life and they are applied to the intercultural encounters recounted by the participants in their autobiographies. The addition of Bourdieu's (1984, 1987) sociology strengthens the ability to view the individual and the society through a single lens and to position the individual life course as secondary within a broader and primary analysis of social structure and social structuring as a means of interpreting lives. Its weakness lies in the degree of 'voluntariness' brought into effect as individuals both chart their course through life and are pushed and pulled by the various social forces at work within their trajectories. Within the scope of this thesis, these two approaches, that is, a psychological and a sociological one, are illustrated and incorporated into an interdisciplinary model for the study of interpersonal, intercultural relations. Further rigorous research to validate the components and the relationships of the model and to investigate these strengths and weaknesses more thoroughly is foreshadowed. This interdisciplinary model of interpersonal, intercultural relations is the major contribution of this work to the field of intercultural communication. Advances which are achieved through use of psychology, sociology and biographical research method as a tool through this study are also identified. The thesis concludes with a review of the contributions of the thesis and a discussion of the implications for future research on interpersonal, intercultural relations.
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Zama, Anri. "A Relevance Rule Organizing Responsive Behavior During Projectably Multi-Unit Tellings." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2750.
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Research on projectably multi-unit tellings (e.g., stories) has largely focused on their contexts of emergence, beginnings, endings, and uptakes (or lack thereof), rather than on their ‘middles.’ The relatively small literature on such ‘middles’ has focused on different types of responsive behaviors when they do occur (e.g., continuers). However, there is virtually no research on relevance rules that might systematically organize these ‘middles,’ including the production of responsive behaviors (or lack thereof) and the management of intersubjectivity. This thesis describes and defends one such relevance rule: Advisors are strongly accountable for responding – either vocally and/or nonvocally – at each and every complex possible-completion place. This relevance rule provides an inferential framework with which to monitor and manage advisors’ understanding of ‘middle’ units. The method used is conversation analysis – including the analysis of deviant cases – complemented by the coding of data and resultant distributional patterns. Data are dual-camera-videotaped, drop-in, advising sessions conducted in English between 20 non-native-English-speaking international students and native-English-speaking advisors working for a university's Office of International Affairs. Specifically, data involve students’ projectably multi-unit problem presentations (e.g., related to Visa status, course scheduling, international travel, housing, etc.).
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Dlutu, Bongiwe Agrienette. "The impact of social network sites on written isiXhosa : a case study of a rural and an urban high school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011826.
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The use of cellphones has increased all over the world. That invites many academics to conduct research on the usage of these devices, especially by young people, since young people join Social Network Sites (Facebook, Mxit, 2go, Whatsapp) and use a shorthand language. Most studies are related to the use of English and other languages that are recognised by computer software. There are few studies, if any, that have been done in relation to the use of African Languages on these sites. This research therefore aims to seek to explore the use of African Languages, especially isiXhosa, in assessing how technology might help in language development through the usage of SNSs that learners already use to equip them with educational material in their mother tongue. This study was conducted in two high schools, Nogemane Senior Secondary School in a disadvantaged and remote rural community with limited access to additional educational material such as magazines, newspapers, and television. The school also lacks basic study materials such as textbooks from the Education Department and they have no access to a library and laboratory. They also only have very few subjects to choose from. Nombulelo Senior Secondary School is in Grahamstown. This school has good infrastructure and learners have access to different technological devices and they can access libraries. What is common between learners in both schools is that they are all doing isiXhosa as a first language and are using SNSs to interact with each other. This study has found that learners enjoy using SNSs rather than reading the printed books. Furthermore, they enjoy and prefer interacting in isiXhosa in their conversations. Learners also use the web to post and show their creative writing, regardless of the shorthand form writing they use on the SNSs. This study has found that learners are not well equipped with basic isiXhosa skills when reaching the FET phase. They lack the understanding of standard isiXhosa idioms and proverbs. That clearly means that they are equipped in the more modern forms of literature rather than the traditional oral forms. IsiXhosa teachers also see SNSs as the better platform to engage with learners and they suggest that there must be a section in the subjects at school that teaches about cyber bullying and being safe online. This thesis also presents examples of new and contemporary forms of SNS-speak that are used by learners in both the rural and urban schools. This study is more concerned with SNSs for literacy development and to assess whether the shorthand writing has negative or positive effects in writing isiXhosa. This is done against the backdrop of a literature review which explores new literacies, computer mediated communication, social identity models as well as language policy and planning.
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Dalton, Beth Marie. "The communicative performance of nonspeaking adolescents across various participant interactions." 1986. http://hdl.handle.net/2097/27613.
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Van, Horn Denny Allen Francis Mondrágon Jack. "Processes and patterns of dialog between deaf and hearing siblings during play." Thesis, 1999. http://hdl.handle.net/2429/10126.
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The purpose of this study was to examine the processes and patterns of communicative
interaction which preschool and elementary school-aged deaf and hearing siblings utilized to
initiate, maintain and terminate dialogs during play. Specifically, the focus was to determine if the
processes and patterns of communication differed when a deaf sibling interacted with an older
hearing sibling who has been exposed primarily to a simultaneous visual-auditory (SimVA) pattern
of communication, as compared to when a deaf sibling interacted with a younger hearing sibling
who has been exposed to both a SimVA and a sequential visual (Seq V) pattern of communication.
Video-taped playbouts were observed between each of two sibling dyads at play within a single
family: (a) an older dyad composed of a seven-year-old hearing child and her five-year-old deaf
sister, and (b) a younger dyad with the second-born deaf sister and her three-year-old hearing
brother. The video-tapes were coded to determine: the kinds of play siblings engaged in;
the use and expression of behavioral and communicative elements of attention-getting, exchange of
information, and termination processes of dialogs; who initiated and terminated dialogs; the
occurrence of turn-taking during message delivery; and the expression of patterns of
communication used by siblings during dialogs.
Only three of five possible kinds of play were actually noted, of which social play was the
most frequently observed kind of play taking place between siblings within both dyads. In the
older hearing and deaf sibling dyad, it was found that the older hearing sister predominately used
visual processes and patterns of communicative interaction when conversing with her deaf sister,
whereas the deaf sibling relied extensively on visual-auditory processes and patterns of
communication when conversing with her hearing sister. In the younger dyad, visual-auditory
patterns of communication predominated both hearing and deaf siblings' expression of processes
and patterns of communication with each other. New terminology reflecting siblings' behavioral
and communicative patterns of communication are introduced.
This study represents the first known research examining the processes and patterns of deaf
and hearing siblings' behavioral and communicative interactions of dialog. The findings are
discussed in relation to potential applications to early intervention programs for hearing families
with deaf and hearing siblings and to future research directions. Overall, the findings from this
study appear to indicate that deaf and hearing siblings communicate in ways largely influenced by
developmental maturation and the communicative environments to which each child has been
exposed during language acquisition processes. The findings are also consistent with Vygotsky's
theory of a sociocultural origin of language development.
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Van, Horn Dennis. "Processes and patterns of dialog between deaf and hearing siblings during play." Thesis, 1999. http://hdl.handle.net/2429/10126.
Full textAbstract:
The purpose of this study was to examine the processes and patterns of communicative
interaction which preschool and elementary school-aged deaf and hearing siblings utilized to
initiate, maintain and terminate dialogs during play. Specifically, the focus was to determine if the
processes and patterns of communication differed when a deaf sibling interacted with an older
hearing sibling who has been exposed primarily to a simultaneous visual-auditory (SimVA) pattern
of communication, as compared to when a deaf sibling interacted with a younger hearing sibling
who has been exposed to both a SimVA and a sequential visual (Seq V) pattern of communication.
Video-taped playbouts were observed between each of two sibling dyads at play within a single
family: (a) an older dyad composed of a seven-year-old hearing child and her five-year-old deaf
sister, and (b) a younger dyad with the second-born deaf sister and her three-year-old hearing
brother. The video-tapes were coded to determine: the kinds of play siblings engaged in;
the use and expression of behavioral and communicative elements of attention-getting, exchange of
information, and termination processes of dialogs; who initiated and terminated dialogs; the
occurrence of turn-taking during message delivery; and the expression of patterns of
communication used by siblings during dialogs.
Only three of five possible kinds of play were actually noted, of which social play was the
most frequently observed kind of play taking place between siblings within both dyads. In the
older hearing and deaf sibling dyad, it was found that the older hearing sister predominately used
visual processes and patterns of communicative interaction when conversing with her deaf sister,
whereas the deaf sibling relied extensively on visual-auditory processes and patterns of
communication when conversing with her hearing sister. In the younger dyad, visual-auditory
patterns of communication predominated both hearing and deaf siblings' expression of processes
and patterns of communication with each other. New terminology reflecting siblings' behavioral
and communicative patterns of communication are introduced.
This study represents the first known research examining the processes and patterns of deaf
and hearing siblings' behavioral and communicative interactions of dialog. The findings are
discussed in relation to potential applications to early intervention programs for hearing families
with deaf and hearing siblings and to future research directions. Overall, the findings from this
study appear to indicate that deaf and hearing siblings communicate in ways largely influenced by
developmental maturation and the communicative environments to which each child has been
exposed during language acquisition processes. The findings are also consistent with Vygotsky's
theory of a sociocultural origin of language development.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Terrapon, Wendy. "Utilizing dyadic brief gestalt play therapy within an unstable adolescent foster placement." Diss., 2001. http://hdl.handle.net/10500/2889.
Full textAbstract:
In the experience of being a play therapist and social worker, the researcher became aware of the breakdown of adolescent foster placements. Although there are many causal factors of adolescent foster care breakdown, it was the treatment and sustaining of these placements that the researcher was interested in. The utilization of dyadic brief Gestalt play therapy aims to support the relationship between the carer and adolescent in order to sustain and stabilize the foster placement.
The empirical study includes data collection and analysis. The data was gathered through observations and field notes from unstructured interviews, in this case the dyadic therapeutic process with the adolescent and carer. The data was then analyzed, and eleven outcomes were discussed: the building of a therapeutic relationship, the process of dialogue, the gaining of awareness, contact, resistance, the internal working model, polarities, working in the here and now, the utilization of Gestalt experiments and Gestalt play therapeutic techniques. In addition, the implications of the brief Gestalt therapeutic model were identified. These themes are discussed fully in the final chapter encompassing conclusions and recommendations.This study found that it was possible to work effectively with the adolescent and carer in a dyadic brief Gestalt therapeutic way utilizing play therapy techniques. Recommendations regarding the conclusions were made in relation to the outcomes of this study.Social Work
M.Diac. (Play therapy)
26
Ho, Shin-Jung 1974. "Multimodalities and dramatic imaginations in mise-en-scène communication." Thesis, 2007. http://hdl.handle.net/2152/3252.
Full textAbstract:
This dissertation is a micro-analysis of one particular type of communicative practice, the "mise-en-scène communication," which emerges as people talk and build scenery in their everyday work experiences in a theater consulting company in Taiwan. This dissertation engages in interaction analyses of participants' naturally occurring talk and face-to-face interaction in the set design meetings. Three findings are documented. First, mise-en-scène communication is multimodal. The participants use visual representations to communicate. These visual representational tools include architectural drawings, scale models, miniature props, and 3-D models and animations. The use of visual representations and communicative resources of language, gestural and postural conduct, the material surround, and physical objects enable the participants to visually communicate, envision, and construct scenes in and through talk and interaction. Second, mise-en-scène communication concerns three key organizing, work practices of creating an entirety of the theatrical space, including the scene-setting practice, the staging practice, and the measuring practice. This study finds that in these three major mise-en-scène practices identified, the theater artists express and formulate scenes and dramatic ideas in their talk. At the same time, they also frequently turn to bodily conduct as a source of insight into configuring, expressing, and formulating dramatic scenes. Third, the architectural drawings, the scale models, the props in miniature, and the computer simulations of theater space provide a material, perceptual field, which shapes embodied interaction systematically performed within it. The architectural drawings enable the participants to project the perceivable space through language and bodily behaviors. The miniature model and objects in a set create a full stage of symbolic communication in which scenes are arranged and dramas are spoken and created. Moreover, the theater artists manage to use language, gestures, and semiotic resources of the computer program, Maya, and its design interface to communicate and build 3-D scenes together. This research concludes that the plurality of channels exists in human communication. The micro-analysis of mise-en-scène communication reveals such a communicative process in which the participants draw on multiple modalities to visually construct theatrical meaning out of the set of visualization objects.text
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Chrisman, Jill Garroway 1979. "Anger expression in formerly-depressed and never-depressed women." Thesis, 2007. http://hdl.handle.net/2152/3171.
Full textAbstract:
Women who have experienced depression are vulnerable to future depressive episodes as well as emotional, cognitive, and interpersonal difficulties. Several theoretical models have explored the link between maladaptive anger expression and women's depression (Jack, 1991; Davanloo, 1980; Cox, Bruckner, & Stabb, 2003), but the existing research examining this relationship has primarily relied on self-report methods. A growing area of research has begun assessing women's communication styles in the context of interactions with their romantic partners. This field of observational research has studied communication patterns in couples with marital conflict, but no studies have yet examined anger expression in women with a history of depression. Therefore, the present study examined anger expression in 26 formerly-depressed (FD) and 30 never-depressed (ND) women and their partners. Couples were a part of a larger community study investigating cognitive and interpersonal factors in depression. Participants completed the Structured Clinical Interview for DSM-IV (SCID; Spitzer et al., 1988) on the telephone to screen for eligibility and determine FD/ND group status. Women and their partners completed self-report measures of depressive symptoms, emotional expression, relationship conflict, and relationship intimacy. Couples also completed an observational interaction task to assess patterns of communication. An observational coding system was developed in collaboration with Deborah Jacobvitz, Ph.D. at the University of Texas at Austin to assess couples' direct anger expression, hostility, and emotional attunement. The results indicated that contrary to predictions, women expressed more direct anger but similar levels of hostility compared to their male partners. Second, findings supported the prediction that self-reported emotional expression would be associated with relationship intimacy and inversely related to relationship conflict. However, the observational patterns of direct anger, hostility, and emotional attunement were not associated with the relationship outcomes. Results also indicated that FD and ND women did not differ in their patterns of direct anger and hostility expression during the observational interaction task. Exploratory analyses found that individuals' behaviors exhibited during the interaction task were consistent with self-reported ratings of these behaviors. Finally, exploratory analyses also indicated that individuals' patterns of behavior such as hostility impacted their partners' perceptions of the quality of their relationships.text
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Huang, Shih-Ya, and 黃詩雅. "Interpersonal Communication Skills, Emotional Labor and Research Related to Teacher Self-Efficacy－Case Studies of Junior High Schools in the Keelung City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46428065551246529585.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
99
The purpose of this study was to explore the relationships among interpersonal communication skills, emotional labor and teacher self-efficacy of junior high school teachers in Keelung City. This research investigated the current state of interpersonal communication skills, emotional labor and teacher self-efficacy by examining background variables. And then, analyze the interrelation of each other and to detect the differences. In this study, ends, "junior high school teachers of interpersonal communication skills, emotional labor and teacher self-efficacy questionnaire” as a research tool to Keelung City teachers in public junior formal study, the purposes of the questionnaire survey, a total of 351 valid questionnaires were obtained. Then the statistic data were analyzed by descriptive statistics, t-test, one-way ANOVA, correlation and regression. The results are as follows: 1. Teachers of interpersonal communication skills, Emotional labor and the teachers are all in the high degree of self-efficacy in Keelung City Junior high school. 2. Interpersonal communication skills by junior high school teachers were significantly different depending on different background variables of age and teaching years. 3. Emotional labor by junior high school teachers were significantly different depending on different background variables of school jobs. 4. Teacher self-efficacy by junior high school teachers were significantly different depending on different background variables of age, teaching years and marital status. 5. Junior high school teachers of interpersonal communication skills, emotional labor and teacher self-efficacy significant positive correlation. 6. Junior high school teachers of interpersonal communication skills and emotional labor on the overall self-efficacy have significant predictive power, of which the cultural dimensions of communication on the overall efficacy of the highest prediction. Finally, based on the results of this study and to provide education-related units and personnel and suggestions related to future researchers.
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Wagner, J. D. "Communication satisfaction of professional nurses working in selected public health care services in the city of Johannesburg." Diss., 2013. http://hdl.handle.net/10500/11959.
Full textAbstract:
M.A. (Health Studies)The purpose of this study was to explore and describe communication effectiveness and communication satisfaction experienced by professional nurses in selected public health care services. Quantitative, explorative and descriptive research was conducted to determine the communication effectiveness and levels of communication satisfaction. The Downs and Adrian (2004) structured questionnaire was adapted and used to collect the data. The study population consisted of three groups of professional nurses, namely nurse managers (n=18), operational managers (n=22) and professional nurses (n=90). The study highlighted areas of effective and ineffective communication, as well as areas of communication satisfaction and dissatisfaction, among professional nurses. The findings revealed that although professional nurses are satisfied with their supervisor-subordinate communication, they are dissatisfied with personal feedback between all categories of professional nurses. Recommendations for the improvement of the communication effectiveness and communication satisfaction of professional nurses are aimed at creating an organisational atmosphere conducive to two-way communication.
Health Studies
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Sibanda, Temba. "Crossing the border : gendered experiences of immigrant children in South African schools." Thesis, 2020. http://hdl.handle.net/10500/26669.
Full textAbstract:
The study examines how the family, peers, and sociocultural environment at school in primary schools in South Africa perpetuated divergent gendered experiences among immigrant learners. A qualitative narrative inquiry was used during the study. Snowball sampling was used to select the participants for the study.
The study drew on a narrative account of 27 participants, 18 immigrant children (9 girls and 9 boys) and nine teachers (6 women and 3 men) from three primary schools in the Johannesburg East District. Semi-structured in-depth interviews and observations were used as instruments to collect data from the participants. Collected data from the semi-structured, in-depth interviews and observations was analysed using thematic content analysis and was presented
by using illustrative quotes. The study revealed that the school is a highly gendered place and serves to propagate gendered
experiences among immigrant children in school between girls and boys. The findings of the study have significant implications for stake holders at all levels in education. It is recommended that school principals should ensure that teachers and administrators are familiar
with both the Department of Basic Education (DBE) and the school’s policies and regulations that address gender, sexual harassment, immigration issues, school violence, and bullying. Improved perception of immigrant children and gender quality in schools will contribute to a
positive school environment which may lead to increased positive wellbeing and academic performance to all learners regardless of gender and country of origin.Educational Studies
D. Phil. (Socio-Education)
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Botha, Robert Anthony. "The James 1:27 trust programme : a case study of an information, communication and technology (ICT) response to orphans and vulnerable children in the context of an HIV and AIDS epidemic." Diss., 2010. http://hdl.handle.net/10500/3908.
Full textAbstract:
This case study examines the James 1:27 Trust as an information, communication and
technology response to the plight of orphans and vulnerable children within the context of an
HIV and AIDS epidemic. The James 1:27 Trust demonstrates how social networks can be
mobilized in support of children at risk. The use of business information and management
systems to administer concepts such as “virtual adoption” is deemed an important innovative
contribution. The James 1:27 Trust and its model is studied as a contributor in finding solutions
to scale and multiply levels of care by community and faith-based organisations to orphans and
vulnerable children. The James 1:27 Trust is located at the Innovation Hub in Pretoria, Africa’s
first internationally accredited science park.Social Work
M.A. (Social Behaviour in HIV/AIDS))
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Alcock, Sophie Jane. "A socio-cultural interpretation of young children's playful and humorous communication : a thesis presented in the fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2005. http://hdl.handle.net/10179/1663.
Full textAbstract:
This qualitative and interpretive study explores how young children experience humour and playfulness in their communication. Data were gathered in three early childhood education centres. The ethnographic method used was primarily participant observation, with the aid of a video camera and tape-recorder. Socio-cultural historical activity theory informs both the methodological paradigm of the research and the framework for data analysis. The research focuses on systems of interactions rather than individuals. The diversity and complexity in children's playful and humorous communication is illuminated by presenting 24 narrative-like "events" involving such communication. This presentation makes clear the dynamic qualities and artifact-mediated dialectical nature of playful and humorous communication activity. "Artifacts" include material and non-material tools, symbols, and semiotic signs (Wartofsky, 1979). Relationships between the roles, rules, and the community of children and teachers engaged in each event are discussed. Tensions and contradictions in these relationships (including children's playful subversion of adult rules) are explored. This thesis argues that humour, playfulness, and imagination are shared and distributed across groups of children. Thus children's imaginations, including their individual experiences, are dynamically shared with and connect the group. Playful and humorous communication involves words, sounds, gestures, posture, rhythm, and movement. At times the synchronous movements and speech of children having fun together are like a spontaneously improvised dance. Boundaries between children are blurred by the activity. The children become united by shared and distributed imagination in playful and humorous diversity. This study suggests that individual children in early childhood centres should be viewed as fundamentally connected to each other. Individuals exist in relation to others. Children's relationships with others, their environment, and artifacts are central to understanding children's experience of playful and humorous communication.
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(5930933), Temiloluwa O. Wright. "Organizational Identity at a Nigerian Integrated Food Processing Company: The Case of Feed Me Ventures Limited." Thesis, 2019.
Find full textAbstract:
Research in organizational identity as pioneered by Albert and Whetten (1985) provides that organizational identity is central, enduring and distinctive. As Gioia et al. (2013) put it, “what we know about organizational identity, including its dynamic aspects, is based on the study of organizations located within a single and uniform geographic market (U.S./European) and/or stable institutional environment (developed markets)” (p. 180). This study thus carries research in organizational identity forward by locating it at an integrated food manufacturing company, Feed Me Ventures Limited, in the non-western, developing country, Nigeria. As businesses expand globally, it becomes pertinent for global organizations and managers in organizations outside the West to become aware of possibly divergent forms of organizational identity and formation processes that may exist. Nigeria is a community faced with unstable and corrupt leadership, a volatile economy directly impacted by its own created as well as global instabilities as well as a culture that is very different from those of the communities in which organizational identity has traditionally been studied. To accomplish the goals of this study, an inductive analysis is conducted using ethnographic observation, document analysis and grounded theory interviewing. This method is deemed most appropriate as this is an exploratory study to find what organizational identity may look like in Nigeria. Findings provide that while the conceptualization of organizational identity in the literature hold true, the environment greatly affects organizational identity. The founder of Feed Me Ventures Limited had developed organizational identity in direct opposition to societal values thereby emphasizing the distinctiveness dimension of organizational identity more than would normally be expected. Also, there is an adaptational dimension to organizational identity at Feed Me Ventures Limited which allows it to adapt to different needs in the environment in order to survive and retain its core identity. This is similar to adaptive instability which is already established in the literature except that at Feed Me Ventures Limited, when new identity dimensions are adapted in reaction to the environment, these dimensions only serve to help the organization retain its core identity. Furthermore, the relationship between organizational identity claims and organizational identity understanding among organizational members revealed the existence of an organizational identity gap (OI gap). This refers to a situation where claims about “who we are” from senior management does not align with understanding of “who we are” by organizational members. Also interesting is that social constructionist views about organizational identity being developed through the interactions of organizational members is found to be true at Feed Me Ventures Limited where organizational members, in their social interactions, begin to form notions of “who we are” that are not derived from claims about “who we are” from management. This study concludes that it is important for organizational leaders to acknowledge environment variables, engage in organizational diagnosis to find OI gaps and consider further this concept of adaptation and how this might serve organizations in environments similar to Nigeria.
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(11197701), Bailey C. Benedict. "The Use and Utility of Disaster Facebook Groups for Managing Communication Networks after the Camp Fire: A Case Study of the Unique Spaces for Connection for Survivors' Resilience and Recovery." Thesis, 2021.
Find full textAbstract:
With natural disasters occurring with more frequency and severity, understanding how to facilitate survivors’ resilience and recovery is becoming increasingly important. The Camp Fire in California, which started on November 8, 2018, was one of the most destructive wildfires in recorded history in terms of loss of life and damage to property. Aid from many types of entities (e.g., non-profits, governments, and for-profits) at various levels (e.g., local, state, and federal) was available to survivors, but perhaps the most influential source of support was Disaster Facebook Groups. In the month after the Camp Fire, around 50 Camp Fire Facebook Groups (CFFGs) were created, with over 100 CFFGs existing over the course of recovery. CFFGs are Facebook Groups with the goal of helping Camp Fire survivors. The support exchanged in CFFGs was immense and ranged from financial assistance to emotional support to community building. This dissertation offers a mixed-method, event-specific case study of the use and utility of Disaster Facebook Groups after the Camp Fire. I examined how CFFGs offered unique and valuable spaces for connection that allowed members to engage in resilience organizing and disaster response and recovery. To conduct this case study, after engaging in observations of the Groups for over two years, I interviewed 25 administrators of CFFGs and distributed a survey in the Groups that was completed by survivors of the Camp Fire who were members of at least one CFFG during their recovery. I used network perspectives and the Communication Theory of Resilience (Buzzanell, 2010, 2019) as lenses through which administrators’ and survivors’ experiences with CFFGs was understood. I also analyzed the two datasets using multiple and mixed methods but primarily thematic analysis and path modeling.
The analyses for this case study are presented in four studies. The first two studies provide an understanding of the spaces for connection offered by CFFGs (i.e., characterizing the CFFGs and describing the spaces for connection as both helpful and hurtful), while the last two studies examine the use and utility of CFFGs (i.e., explaining the evolution of activity in CFFGs and investigating the connectivity and social support in CFFGs).
Across the four studies, I explored three central arguments, which are the primary contributions of this dissertation. First, I advocated for incorporating network thinking into resilience theorizing. With the findings of this dissertation, I extend the Communication Theory of Resilience by offering “managing communication networks” as a refinement of its fourth process of resilience (i.e., using and maintaining communication networks). Managing communication networks addresses the active strategies people use to manage their communication networks, including expanding, contracting, maintaining, and using their communication networks, as they endure and overcome hardship. I also forward the argument that people’s resilience is encompassed by their social networks, meaning their social network can be passively implicated by their resilience or actively involved in their resilience, but can also initiate resilience on their behalf.
Second, I contended Disaster Facebook Groups offer unique and valuable spaces for connection that facilitate resilience organizing and disaster response for at least five reasons. I argued that Disaster Facebook Groups empower emergent organizing; privilege local knowledge; are convenient; lack anonymity which adds authenticity; and allow for individualization. The findings of this dissertation provide evidence of how these reasons converged in CFFGs to enable members to exchange support that was not, and could not be, available elsewhere.
Third, I hypothesized that the use of Disaster Facebook Groups would predict the utility of Disaster Facebook Groups, resilience, and recovery for survivors. I tested two models that use different variables to represent the use and utility of CFFGs and recovery from the Camp Fire. The first model investigated how activity in CFFGs influenced the perceived helpfulness of CFFGs and how both the activity in and perceived helpfulness of CFFGs influenced the extent of recovery for survivors. I used retrospective data about five time points across survivors’ first two years of recovery and found the model was most explanative up to one month after the Fire. The second model assessed how various indicators of connectivity in CFFGs impacted received social support (i.e., informational, emotional, and tangible support), resilience, and satisfaction with recovery for survivors. The intensity of survivors’ connections to CFFGs, when they joined their first CFFG, and how many Facebook Friends they gained from their participation in CFFGs were the most predictive indicators of connectivity. From the Groups, survivors reported receiving informational support more than emotional support and emotional support more than tangible support.
I put the findings of the four studies, as well as the three central arguments, in conversation with each other in the discussion section, focusing on theory, practice, and methodology. Regarding theory, I contribute network thinking to resilience theorizing: I underscore resilience as an inherently networked process; I acknowledge expanding and contracting communication networks as sub-processes of resilience that complement but are distinctly different from using and maintaining communication networks; and I forward “managing communication networks” as a refinement and extension of the Communication Theory of Resilience’s fourth process of resilience (i.e., using and maintaining communication networks). Related to practice, I call for the continuation of conversations around Disaster Facebook Groups as unique and valuable spaces for connection, particularly regarding the five reasons I established. I also give suggestions for practice related to the use and utility of Disaster Facebook Groups for disaster response and recovery. For methodological considerations, I discuss the importance of forming relationships with participants when engaging in research about online communities and natural disasters and call to question the translation of findings about social media across platforms and the role of neoliberalism in resilience and disaster research and practice. Despite its limitations, this dissertation makes meaningful contributions to theory, practice, and methodology, while offering fruitful directions for future research. This mixed-method, event-specific case study brings attention to the influential citizen-driven disaster response in Facebook Groups after the Camp Fire.
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Ngara, Chipo. "Autism in inclusive education : the employment of TEACCH in a secondary school in Auckland, New Zealand : a case study." Diss., 2014. http://hdl.handle.net/10500/14334.
Full textAbstract:
Many educators are experiencing challenges in educating autistic learners, with the media reporting incidents of autistic learners being denied access to their local schools. This case study investigated how effective the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) model is, in helping autistic learners to learn in an inclusive environment. The data collection instrumentsused included a literature review, questionnaires, interviews and artefacts. The collected data were analysed statistically, and descriptively. It seems as if there is perception that autism is increasing. Teachers need to be taught about full support mechanisms to deal with the challenges of teaching autistic learners. The research revealed that teachers were struggling to implement the TEACCH program owing to a lack of support programs for teachers, as well as a lack of continued use by other teachers. It was revealed that the teachers felt that for intervention programs to be successful, autistic learners should learn separately.Inclusive Education
M. Ed. (Inclusive Education)
36
De, Villiers Heilletje Maria Margaretha. "Invloed van ʼn pendelhuwelik op die jong kind in die gesin." Diss., 2014. http://hdl.handle.net/10500/18262.
Full textAbstract:
Text in AfrikaansPendelhuwelike is aan die toeneem en het verskeie invloede op die jong kind in die gesin. Die primêre doel van die studie was om emosionele en sosiale intelligensie as basis te gebruik om die invloed van ʼn pendelhuwelik op ʼn jong kind tussen 7 en 11 jaar te bepaal. ʼn Gemengde navorsingsontwerp is as empiriese ondersoek gedoen. Vyf deelnemers het deelgeneem in drie sessies elk. Die data-insamelingsinstrumente was: waarneming en veldnotas; projeksiemedia; ʼn vraelys, en ʼn semi-gestruktureerde onderhoud met elk van die betrokke moeders. Die meting van emosionele en sosiale ontwikkeling met behulp van die vraelys toon dat, ongeag van die afwesigheid van die deelnemers se vaders, en die konflikte, vrese en behoeftes wat hulle ervaar volgens die projeksiemedia, die deelnemers se emosionele en sosiale ontwikkeling oorwegend gemiddeld tot hoog is. Die uitkomste bied hopelik ʼn insiggewende bydrae hoe pendelhuwelike vyf jong kinders se emosionele en sosiale ontwikkeling beïnvloed het.
Commuter marriages are increasing and have various influences on the young child in the family. The primary aim of this study was to determine the influences of a commuter marriage on a young child between 7 and 11 years, using emotional and social intelligence as a basis. A mixed method empirical research design was used. Three sessions were conducted with five participants individually to obtain data through: observations and field notes, projection media, a questionnaire, and a semi-structured interview with each mother. The measurement of emotional and social development through the use of the questionnaire shows that, despite the absence of the participants’ fathers, and the conflicts, fears and needs they experienced according to the projection media, the participants’ emotional and social development are predominantly average to high. The study hopefully provides a significant contribution to the understanding of how commuter marriages influenced five young children’s emotional and social development.
Psychology of Education
M. Ed. (Voorligting)
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Stevens, Michelle Sharon. "Accommodation of Grade R learners with cerebral palsy by teachers and practitioners : a case study of two special schools." Diss., 2018. http://hdl.handle.net/10500/24832.
Full textAbstract:
The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices.
Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child.
My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design.
The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development.Inclusive Education
M. Ed. (Inclusive Education)
38
Papaikonomou, Maria. "Exploring stories of coping with childhood cancer in a support group for parents." Thesis, 2001.
Find full textAbstract:
This study examines through autoethnographic inquiry my research journey in the world of childhood cancer. The unfolding research experience eventually led to the focus of this investigation which is exploring stories of coping with childhood cancer in a support group for parents. Using the principles of ethnographic epistemology this study
explores the stories of eight parents whose children were diagnosed with cancer and who decided to join the support group for parents called, TOUCH. An overview of the existing body of knowledge on childhood cancer and the family is presented as well as the value of a social support group in parenting a child with cancer. The need of a conceptual shift in order to understand the problem of parenting a child with cancer is propagated. The stories of eight parents within the setting of a social support group are presented. Through the principles of the qualitative method of ethnography the story of the child's cancer is described by means of emerging themes. The coping mechanisms used to cope in this world of uncertainty and ambiguity, follows. Finally the contribution of the support group is discussed in terms of my relationship with the group member, the group members' communication pattern and what was perceived to be helpful to the group member. The eight stories discussed all follow the same pattern. Four hypotheses emerged from the eight stories described and are presented in the final chapter. The strengths and limitations of the study are discussed as well as recommendations for future research.Psychology
D. Lit. et Phil. (Psychology)
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Henning, Deirdre Helena. "Courage under fire: stories of adolescents who survive the destruction of divorce." Diss., 2005. http://hdl.handle.net/10500/1372.
Full textAbstract:
The prevalence of divorce within society is reflected in the rising divorce rate worldwide. Consequently, divorce has become more accepted, although adolescents from divorced families are considered at risk for maladjustment. The aim of this study is to give a voice to adolescents who have experienced their parents' divorce and to highlight their resilience despite the challenges they faced.
The epistemological framework is social constructionism. In-depth interviews with two adolescents who have experienced the divorce of their parents were undertaken. The method of analysis used was `Thematic content analysis'.
The participants' stories were recounted through the lens of the researcher in the form of themes. Recurring themes in these stories were elucidated and linked with the literature.
This study allowed rich and detailed descriptions about adolescents' experiences to emerge, which the researcher hopes will broaden the therapeutic understanding of the complexities of divorce for the adolescents who survive it.Psychology
MA (Clinical Psychology)
40
Horton, Janell M. "Exploring the cultural experiences of family case managers : an interpretative phenomenological analysis." Thesis, 2014. http://hdl.handle.net/1805/4034.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)This study explored the lived experiences of family case managers who routinely work with families who are culturally different from themselves. The purpose was to understand and interpret the meaning of culture and cultural difference as it relates to the engagement process with families. The research also sought to understand whether cultural insensitivity or bias may contribute to the overrepresentation of children of color in the child welfare system. The author conducted 10 in-depth, semi-structured interviews with graduates of a large, research-intensive Midwestern university’s Title-IV-E Social Work Program, who also were employed as family case managers in public child welfare. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis and the analytic process of the hermeneutic circle. Results suggest the concept of culture is a complex term that encompasses many characteristics and a number of dimensions. In addition, four themes were identified as underlying the engagement process with culturally different families. These themes routinely overlapped, and family case managers often had to attend to each of the thematic areas simultaneously. At nearly every step in the engagement process, family case managers modulated their interactions in order to find balance and stability in their relationship with the family. Finally, poverty was revealed to be the most salient cultural difference in working with families involved in the child welfare system. These results have important implications for social work education, child welfare practice, and research on the overrepresentation of children of color in the child welfare system.
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Viviers, Linde Juana. "The different voices of chronic illness." Diss., 2005. http://hdl.handle.net/10500/1247.
Full textAbstract:
This study aimed at exploring chronic illness from both the perspectives of the patient, living with the illness and the professional, treating the illness.
The epistemological framework is social constructionism. Qualitative research was selected as the research approach. Three in-depth interviews with three patients, suffering with a chronic illness were conducted, as well as three interviews with professionals, who had experience with patients diagnosed with chronic illnesses. Thematic analysis was the method used for the analysis of data.
The stories of the participants were reconstructed in terms of themes. A comparative analysis for both participants groups was done, and linked to the relevant literature
This study created an understanding of the complexity of chronic illness. The themes identified, highlighted the importance of the patient-professional relationship, specifically in the context of chronic illness.Psychology
M.A. (Clinical Psychology)