Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by Author "Du Plessis, Jean Marais"

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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.