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‘n Psigo-opvoedkundige model as verwysingsraamwerk vir die fasilitering van konstruktiewe hantering van aggressie by adolessente seuns wat serebraal gestremd is

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dc.contributor.advisor Prof. Chris Myburgh; Prof. Marie Poggenpoel en_US
dc.contributor.author Wallis, Esther Petronella
dc.date.accessioned 2012-09-03T06:48:19Z
dc.date.available 2012-09-03T06:48:19Z
dc.date.issued 2012-09-03
dc.date.submitted 2012-05-22
dc.identifier.uri http://hdl.handle.net/10210/6833
dc.description Ph.D. en_US
dc.description.abstract Aggression during adolescence has a long term effect on the mental health of adolescents. This is a great reason for concern. Although society is intensely aware of the incidences of aggression within South African schools, little research is available regarding this issue. Learners with special educational needs, and specifically learners with cerebral palsy, have been even more neglected in this regard. This study evolves from the field work of the researcher’s M.Ed. dissertation in which the experience of aggression in adolescent boys with cerebral palsy was explored and described. The aim of this study is to develop, describe, implement and evaluate a psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys that live with cerebral palsy. A theory generating research design was used to fulfil this purpose. The development of this model consisted of four steps. Step one consisted of the concept analysis. Facilitation, constructive and management were identified as the central concepts. As part of the concept analysis these concepts were defined and essential and related criteria were discussed. All the concepts and criteria were then summarised in a comprehensive definition. A model case was constructed before the concepts were classified. During the process of classification a heightened self-awareness was identified as the terminus of the process. During step two relationship statements were drawn between the different concepts. These relationship statements as a whole provide substance and structure to the theory. In step three the psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys with cerebral palsy was described. The structure of the model was described in terms of its purpose, assumptions and the context of the model. en_US
dc.language.iso afr en_US
dc.subject Aggressiveness in adolescence en_US
dc.subject Special education en_US
dc.subject Cerebral palsied children - Psychology
dc.subject Cerebral palsied children - Mental health
dc.subject Cerebral palsied children - Education
dc.title ‘n Psigo-opvoedkundige model as verwysingsraamwerk vir die fasilitering van konstruktiewe hantering van aggressie by adolessente seuns wat serebraal gestremd is en_US
dc.type Thesis en_US


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