Doctoral Degrees (Psychology)

Permanent URI for this collection

http://hdl.handle.net/11660/586

Browse

Browsing Doctoral Degrees (Psychology) by Subject "Adjustment (Psychology) in children"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Die ontwikkeling en evaluering van 'n intervensieprogram om kinders se stresweerstandigheid te bevorder
    (University of the Free State, 2009-05) De Villiers, Marisa; Van den Berg, H. S.
    Abstract not available
  • Thumbnail Image
    ItemOpen Access
    Die ontwikkeling en evaluering van 'n intervensieprogram om kinders se stresweerstandigheid te bevorder
    (University of the Free State, 2009-05) De Villiers, Marisa; Van den Berg, H. S.
    English: South Africa is considered to be one of the countries with the highest crime rate in the world. It is disturbing to note that a large percentage of these crimes are perpetrated against children. A culture of violence seems to be the norm within the South African community. The demise of apartheid and the transition to a post-apartheid socio-political dispensation has had a serious psychological impact on South African children. Unless drastic measures are taken to bring about change, more and more children will be presenting with stress related symptoms and problems connected to age-related developmental tasks. Children are especially vulnerable during middle childhood and the possibility exists that the demands they are subjected to, will overwhelm them both emotionally and psychologically. The purpose of this study is to develop and implement a stress resilience program to promote children’s ability to manage stress. The goal of the recent study is to scientifically evaluate the resilience program in order to determine its contribution to children’s ability to manage stress. Thus post testing was carried out immediately after the completion of the program. Follow-up tests were carried out three months after completion to determine the medium term effect. A total of 168 children between the ages of 11 and 12 (Grade 6) were involved in this research. The simple random sampling applied in each school did not provide sufficient participants; therefore an availability study was used. The participants were divided into simple experimental- and control groups. The Solomon Four Group Design was used. As a result two experimental and two control groups were formed from the random sampling. Only one experimental group and one control group were subjected to the pre-testing. Both the experimental groups and control groups (four groups) were subjected to post-testing as well as a three month follow-up test. At the conclusion of the program it was presented to the control group. A total of four measuring instruments were used in the study. This included a Biographical questionnaire, the Behavioral and Emotional Rating Scale (BERS-2) (Epstein & Sharma, 1998), the Resiliency Scales for Children and Adolescents (RSCA) (Prince-Embury, 2006) and the Fortitude Questionnaire (Pretorius, 1998). Alpha co-efficients were calculated for the scales and subscales. The calculated alpha co-efficients were acceptable and could be used with confidence for the present study. A between-group variance analysis was done with the scores of the four groups on various subscales (interpersonal strengths, intrapersonal strength, school functioning, affective strength, family involvement, sense of mastery, sense of relatedness, emotional reactivity, self-appraisal, family-appraisal and general social support). As a result of the resiliency program, there was a marked improvement in the participant’s levels of self-appraisal, interpersonal strength and emotional reactivity. The medium term impact of the program indicated that the effect of self-appraisal continued over the three month period. Gender differences were also noted and measured, with the girls showing higher scores in interpersonal skills than the boys. The results of this study clearly show that there is a need for intervention programs that focus on prevention and that includes the children’s environment (parents and school). It is recommended that intervention program be offered over a longer period of time. It would also be advisable to focus on fewer skills and spend more time on the development of each skill. Intervention programs of this nature can lower the risk of emotional disturbance in children and can assist them to master age-relevant skills and challenges. The scientific evaluation of intervention programs is important in that it determines the contribution and the potential impact of the program.