Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by browse.metadata.advisor "Malan, J. A."

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    Die belewingswereld van oudleerlinge van skole vir serebraal gestremdes
    (Stellenbosch : Stellenbosch University, 1991-12) Du Plessis, Jean Marais; Malan, J. A.; Du Preez, J. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: Cerebral Palsy, a disability with world-wide distribution, affects not only the afflicted, but also the community at large. To date, most research in this area has focused on babies, children and adolescents. It has, however, become apparent that the emphasis should shift to adult cerebral palsied people to ensure that the efficacy and applicability of the years of specialized education and therapy remain relevant. The purpose of this investigation was to build up a composite picture of the world, as experienced by past pupils of schools for the disabled in South Africa. The informants had minimum academic qualifications of Standard 8. In addition to a study of current literature in this field, a questionnaire was administered nationwide. This was followed by interviews with a representative sample of the respondents. The investigation disclosed that the severity of the disability did not necessarily influence the respondents' academic achievements nor their satisfaction with their quality of life. Many severely disabled people had attained exceptional achievements and perceived their lives as meaningful. Although informants' responses reflected positive influences which specialized schools have had on their development, certain educational aspects need reevaluation. To prevent over-protection and the development of unrealistic expectations, pupils from these schools need more exposure to the demands of the non-disabled world. Training in life skills as well as bridging between school and the adult world could promote less stressful adjustments. Psychological problems were evident in most of the respondents. Although they expressed their appreciation of the therapeutic and psychological services which they had experienced, problem areas were evident. Psychologists should be approachable, displaying genuine concern, their honesty and integrity being irreproachable. Guidance, which in some schools is neglected, should receive priority. Pupils should be thoroughly informed about their disabilities and should be exposed to existential questions during Guidance sessions. Although the informants were generally satisfied with their living conditions, a need for greater independence was expressed. Those living in their own homes were happier than those living in homes for the disabled, who experienced a lack of privacy and self determination which severely affected their quality of life. Cerebral palsied workers do not always attain the same productivity level as nondisabled people but they are disciplined and display good interpersonal relationships with their colleagues. Disability grants shoulds be conceded with circumspection and the practice of subsidised salaries should receive more attention. Social isolation was prevalent among the respondents, the unfulfilling relationships leading to anxiety and despondency. A lack of self-confidence on a social level was often the crux of the problem. It is vital that as scholars the disabled learn to process negative reactions from the community and also how to put non-disabled people at ease when in their presence. Society, in return, needs to be educated regarding disability. This investigation has motivated various suggestions with regard to the education, therapy and psychological guidance of cerebral palsied children.
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    Identiteitsontwikkeling tydens adolessensie : 'n opvoedkundig-sielkundige studie
    (Stellenbosch : Stellenbosch University, 1993-12) Ackermann, Chris (Christiaan Johannes),1948-; Malan, J. A.; Maritz, J. S.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: This study examined the process of identity development in secondary school adolescents. Identity formation can be regarded as a central developmental task during adolescence. Psychological maturity and a functional personality depend on the effective solution of the identity crisis. The process of identity formation is, however, complicated by various trends in modern society. This is particularly true for South Africa in its present transitional phase. This study was undertaken due to various research deficiencies, and because a thorough knowledge of the process of identity formation during adolescence is of vital importance for educators on all levels. Based on an extensive literature study the concepts identity and identity development are described, and research findings on identity development during adolescence are reviewed. The focus of the empirical investigation is on four selected domains of identity development, namely future career, religion, friendships and dating. Two objective questionnaires, the Ackermann Identity status Inventory (AISI) (which was designed by the researcher) and the Dellas Identity Status Inventory (DISI), and a semi-structured interview were used to determine the identity status of adolescents. A third questionnaire was administered in order to determine adolescents r evaluation of the importance of various identity domains. The research group included all the standard 7 and 10 pupils (N - 1152) from 6 Afrikaans medium secondary schools in the Southwestern Cape. From this group a stratified sample of 96 pupils was taken for the interview. When selecting the research groups three variables were taken into account, namely sex, age, and residential area. Some of the most important findings include the following: Adolescents manifest different patterns of identity development in different domains. Identity development should therefore be investigated separately in different domains. There are significant differences in the identity status of standard 7 and standard 10 pupils. Only minor differences in identity status development exist between the sexes. No significant differences in identity status were found between rural and urban adolescents. Regarding the religious domain the research group had a strong tendency towards identity foreclosure. This finding has important implications for religious educators. various implications for education were pointed out.
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    The psychological assessment of children's learning and behavioural problems as manifested in Kwazulu primary schools
    (Stellenbosch : Stellenbosch University, 1992-03) Sibaya, Patrick Themba; Malan, J. A.; Conradie, W. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH SUMMARY: This study examined the nature of learning and behavioural problems as manifested in KwaZulu primary schools. The first aim was to investigate teachers' perceptions of the nature of learning and behaviour problems as manifested by children in KwaZulu primary schools. The second aim was to find out whether these perceptions are influenced by any particular respondent characteristics. The third aim examined teachers' views of the modus operandi for diagnosis, treatment, and management of these learning and behavioural problems. Finally, teachers' recommendations for intervention strategies with regard to learning and behaviour problems, were investigated. To this end, a standardized scale (DESB) was used to achieve the goals of the first and second aim. The researcher constructed and validated his own scale to meet the objectives of the third and fourth aim. The method of factor analysis was used during validation. The measuring instrument was administered to a representative sample of teachers. Three hundred and eighty correctly completed questionnaires were analyzed., Each of the eleven factors measured by the DESB could be classified into two or three categories. In the first category, group one, teachers perceived factors as extremely deficient in the classroom, category group two consisted of teachers perceiving factors as occurring within normal range in the classroom and category group three included teachers perceiving factors as occurring in excess in the classroom. An, examination of the frequency distribution revealed that there were two clusters of problems. The first cluster consisted of conditions designated as troublesome in the classroom. These were impatience, comprehension, inattentive-withdrawn and creative initiative. This cluster constituted learning problems or difficulties. The second cluster embraced behaviour problems. These were classroom disturbance, disrespect-defiance, external blame, achievement anxiety, external reliance, irrelevant-responsiveness and need for closeness to the teacher. The Anova technique was used to test for the significance of differences among means. In seven out of fourteen instances, there were no significant differences between sex, experience, contact and teachers' perceptions of the nature of learning and behaviour problems. In very few instances, teachers' particulars like sex, contact and experience, yielded statistically significant results. The canonical correlation R statistic was used to test for the relationship between five teachers' particulars and eleven factors. The first and the second canonical correlation coefficients accounted for a significant linkage between the two sets of canonical variables namely eleven DESB factors and teachers' particulars. The Anova technique was also used to test for the significance of differences among means for diagnosis, treatment and management Teachers do not differ in their perceptions of the mode of management of learning and behaviour problems. There are however, significant differences in. the teachers' perceptions of the modes of diagnosis and treatment of learning and behaviour problems. Specific recommendations by teachers on the treatment of learning and behaviour problems, were able to be presented in simple ranked format. These findings were discussed in relation to the literature reviewed, and interpreted within the framework of psychological services delivery in African schools. Suggestions with regard to an alternative, speculative, cost-effective and efficient model for the delivery of psychological services, were made.