STRESBELEWING BY LEERDERS MET LEERINPERKINGE IN DIE INTERMEDIÊREFASE. deur MJ VAN BREDA
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1 STRESBELEWING BY LEERDERS MET LEERINPERKINGE IN DIE INTERMEDIÊREFASE deur MJ VAN BREDA
2 STRESBELEWING BY LEERDERS MET LEERINPERKINGE IN DIE INTERMEDIÊREFASE deur MAYNARD JOHN VAN BREDA voorgelê ter gedeeltelike vervulling van die vereistes vir die graad MAGISTER EDUCATIONIS MET SPESIALISERING IN VOORLIGTING aan die UNIVERSITEIT VAN SUID-AFRIKA STUDIELEIER: DR MA VENTER NOVEMBER 2003
3 VERKLARING Ek verklaar hiermee dat STRESBELEWING BY LEERDERS MET LEERINPERKINGE IN DIE INTERMEDIÊREFASE my eie werk is en dat ek alle bronne wat ek gebruik of aangehaal het by wyse van volledige verwysings aangedui en erken het. MNR MJ VAN BREDA DATUM (studentenommer: )
4 DANKBETUIGINGS Graag betuig ek my opregte dank aan die volgende persone vir hul bydraes: Dr Venter, my studieleier, vir haar deeglike leiding en toegewyde ondersteuning. Die opvoeders en leerders wat by die ondersoek betrokke was, vir hul samewerking. Die biblioteekpersoneel van Unisa, vir hul flink diens. My vrou Freda en ons dogter Adéle, sonder wie se begrip, geduld en aanmoeding die voltooiing van hierdie studie nie moontlik sou gewees het nie. My kollegas by die Kuilsrivier Opvoedkundige Hulpsentrum, vir hul belangstelling en geesdriftige aanmoediging. Mev. Erna Erasmus, vir die taalkundige versorging. MJ VAN BREDA NOVEMBER 2003
5 OPSOMMING STRESBELEWING BY LEERDERS MET LEERINPERKINGE IN DIE INTERMEDIÊREFASE Deur : MAYNARD JOHN VAN BREDA Graad : MAGISTER EDUCATIONIS MET SPESIALISERING IN VOORLIGTING Vak : SIELKUNDIGE OPVOEDKUNDE Studieleier : DR MA VENTER Uit die praktyk blyk dit duidelik dat leerders vanweë hul leerinperkinge, hoë stresvlakke kan ervaar. Hierdie kinders toon moeilike aanpassing ten aansien van die normale leeropgaaf en hul prestasie is dikwels marginaal van aard. Die doel van die studie is om die voorkoms van stresbelewing by drie elfjarige kinders met leerinperkinge wat huidiglik in die intermediêrefase is, na te vors. Die literatuurstudie wat oor die onderwerp van hierdie studie gedoen is, het getoon dat leerinperkinge n kind nie slegs ten opsigte van sy skolastiese vordering nie, maar ook in sy totale menswees kan raak. Op grond hiervan is dit gevolglik te verstane dat kinders wat onder leerinperkinge gebuk gaan, stres mag ervaar, aangesien hulle gedurig misluk. Oor die algemeen voel sulke leerders, afgesien daarvan dat hulle nie noodwendig oor uitermatig lae kognitiewe vermoëns beskik nie, dat hulle onbevoeg of selfs dom is. In die empiriese ondersoek is grotendeels van projeksietegnieke gebruik gemaak ten einde die intensiteit van die stresbelewing by die kind met leerinperkinge vanuit sy interne verwysingsraamwerk te verken. Na aanleiding hiervan is enkele aanbevelings vir terapeutiese hulpverlening gemaak.
6 SUMMARY STRESS EXPERIENCED BY LEARNERS WITH LEARNING RESTRAINTS IN THE INTERMEDIATE PHASE By : MAYNARD JOHN VAN BREDA Degree : MAGISTER EDUCATIONIS WITH SPECIALISATION IN GUIDANCE Subject : PSYCHOLOGY OF EDUCATION Study Leader : DR MA VENTER Practical research has shown that children experiencing learning restraints may suffer from high stress levels. These children encounter difficulty adapting to normal scholastic challenges and their performance often appear marginalised. The objective of this study is to explore the phenomenon of stress experienced by three eleven year old learners with learning restraints in the intermediate phase. The literature study on this topic has shown that learning restraints not only affect a child scholastically, but in his entire being. Based on this understanding, learning restraints may cause stress due to habitual underachievement in the learning environment. These learners might not necessarily have extremely poor cognitive abilities, but perceive themselves as incompetent or dumb. In the empirical study, projection techniques were mainly utilised to determine stress levels experienced by learning restrained learners, from their internal frame of reference. From these findings, certain recommendations are proposed for psychotherapy. Keywords: stress, learners, learning restraints, intermediate phase, projection techniques, empirical data, developmental level, special needs, learning environment, psychotherapy
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