Emotion coaching of families with children experiencing learning barriers

Tanchel, Adele Fleurette

Home
Show All
Show Quick Collection
Highlights +
Most Accessed Papers Most Accessed Items Most Accessed Authors Recent Additions
Search History
Clear Session
Help
About UJ Library

Change Site View +
Research Output Past Exam Papers Special Collections

Home

Education

Department of Education Leadership and Management

ETDs

Home

Previous Dspace Records

Add to Quick Collection

Tanchel, Adele Fleurette. Emotion coaching of families with children experiencing learning barriers. 2012-09-11.

File	Description	Size	Format
CONTENT1	PDF Document	1 MB	Adobe Acrobat PDF	View Details	Download
MODS	MODS Metadata	3 KB	XML Document	View Details	Download

Please use this identifier to cite or link to this item: http://hdl.handle.net/10210/7361

Title: Emotion coaching of families with children experiencing learning barriers
Creator: Tanchel, Adele Fleurette
Contributor: Dr. I.E. Walters; Dr. J.H. Botha; Dr. C.F. Viljoen
Subject: Learning disabled children.
Subject: Family psychotherapy.
Date: 2012-09-11
Description: M.Ed.
Description: Wilchesky & Reynolds (1986:412) have identified three categories of families seeking assistance with the child who has a learning barrier. Firstly, there is the functioning family which has the necessary resources to cope with stress associated with a child who has a learning barrier. The second category is a family which is at risk. Due to the presence of a child with a learning barrier this type of family is more susceptible to becoming dysfunctional when confronted with a situation which is a natural family transition. In this type of family normal life events such as an adolescent leaving home, or the birth of a new sibling, or the youngest child starting school may result in dysfunctional patterns of interaction due to the added stress. The third category is the rigid family, which is categorised by overprotection, enmeshment, over-involvement and resorting to old solutions to resolve new problems. These families need emotional support to enable them to adapt positively to the stress associated with a child who has a learning barrier. The support should be based on the existing family interactions and dynamics. The problem is that no research could be found which investigated family interactions and emotional awareness in families who have children with learning barriers in a South African context. Against this background the questions to be researched in this study can be formulated as follows: How can the interaction, dynamics and emotional awareness of families of children with learning barriers be explored? What guidelines can be developed by the educational psychologist to promote effective emotional support for families who have children with learning barriers? This study is specifically directed at the families of children with learning barriers at a junior phase remedial school where English is the medium of instruction. The aims of the study are: to explore and describe the dynamics, interactions and emotional awareness of families of children with learning barriers in the junior phase of their compulsory education to develop emotion coaching guidelines to promote effective emotional support for a family where there is a child with a learning barrier.

Relationships: Show Relationship Browser for this Object
collection(s): 22
collection(s): ETDs
Identifier: uj:9966
Identifier: http://hdl.handle.net/10210/7361
Type: Mini-Dissertation
Full Text

212 Visitors

161 Hits

66 Downloads

ETDs Emotion coaching of families with children experiencing learning barriers

UJ Institutional Repository