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dc.contributor.advisorVan Wyk, C.
dc.contributor.advisorDe Klerk, W.
dc.contributor.authorVan Vuuren, Renée Jansen
dc.date.accessioned2014-06-26T13:32:20Z
dc.date.available2014-06-26T13:32:20Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10394/10746
dc.descriptionMA (Psychology), North-West University, Potchefstroom Campus, 2014en_US
dc.description.abstractMost primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psycho-social development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intra-personal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into sub-themes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intra-personal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard.en_US
dc.language.isootheren_US
dc.subjectAlledaagse bekommernisseen_US
dc.subjectPsigososiale ontwikkelingen_US
dc.subjectHanteringen_US
dc.subjectLaerskoolleerdersen_US
dc.subjectMiddelkinderjareen_US
dc.subjectBeskrywende kwalitatiewe navorsingsontwerpen_US
dc.subjectIntrapersoonliken_US
dc.subjectInterpersoonliken_US
dc.subjectBewusmakingen_US
dc.subjectOndersteuningen_US
dc.subjectEveryday worriesen_US
dc.subjectPsychosocial developmenten_US
dc.subjectHandlingen_US
dc.subjectPrimary school learnersen_US
dc.subjectMiddle childhooden_US
dc.subjectDescriptive qualitative research designen_US
dc.subjectIntrapersonalen_US
dc.subjectAwarenessen_US
dc.subjectSupporten_US
dc.titleDie hantering van alledaagse bekommernisse deur laerskoolleerders in die Helderberg–komafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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