An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic

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dc.contributor.advisorKaminer, Debbieen_ZA
dc.contributor.authorDaniels, Aneesaen_ZA
dc.date.accessioned2014-12-28T14:59:33Z
dc.date.available2014-12-28T14:59:33Z
dc.date.issued2008en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references (leaves 95-107).en_ZA
dc.description.abstractThe objective of the Learning Support Group (LSO) programme at the UCT Child Guidance Clinic (COC) is to develop the academic and psychosocial functioning of children with learning difficulties. The programme operates on the rationale that remediation alone cannot address the multiple needs of the learning-disordered child, and that psychotherapeutic intervention for the child and for his or her parents may enhance the 'child's academic, emotional and behavioural functioning. This study evaluated the programme outcomes for the child participants (n=6), and for the participating parents (n=9), of the 2006 LSO programme. A single-group pre- and post-measures design was used. Data were triangulated from multiple sources including pre- and post-intervention semi-structured interviews with the children and with their parents, qualitative reports from the children's teachers, parents' and teachers' ratings of the children's cognitive and behaviour problems on the Conners' Rating Scales - Revised, the children's school reports, and scholastic tests conducted by the LSO remedial teacher. A combination of qualitative and quantitative analytic methods were employed. Findings from the evaluation indicated a statistically significant improvement in the children's academic functioning and in their problem behaviours, and qualitative reports of progress in their social relationships. The participating parents' reported that their knowledge and understanding of learning disorders had increased, alongside the acquisition of parenting and homework strategies. Parents also experienced positive shifts in their parenting style and in their relationship with their child. Given a number of methodological limitations, the extent to which the LSO intervention is responsible for these shifts cannot be conclusively established, however, the findings suggest considerable promise for its efficacy. Recommendations for the evaluation of similar programmes are offered, based on the lessons learned from the current study.en_ZA
dc.identifier.apacitationDaniels, A. (2008). <i>An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/10395en_ZA
dc.identifier.chicagocitationDaniels, Aneesa. <i>"An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 2008. http://hdl.handle.net/11427/10395en_ZA
dc.identifier.citationDaniels, A. 2008. An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Daniels, Aneesa AB - The objective of the Learning Support Group (LSO) programme at the UCT Child Guidance Clinic (COC) is to develop the academic and psychosocial functioning of children with learning difficulties. The programme operates on the rationale that remediation alone cannot address the multiple needs of the learning-disordered child, and that psychotherapeutic intervention for the child and for his or her parents may enhance the 'child's academic, emotional and behavioural functioning. This study evaluated the programme outcomes for the child participants (n=6), and for the participating parents (n=9), of the 2006 LSO programme. A single-group pre- and post-measures design was used. Data were triangulated from multiple sources including pre- and post-intervention semi-structured interviews with the children and with their parents, qualitative reports from the children's teachers, parents' and teachers' ratings of the children's cognitive and behaviour problems on the Conners' Rating Scales - Revised, the children's school reports, and scholastic tests conducted by the LSO remedial teacher. A combination of qualitative and quantitative analytic methods were employed. Findings from the evaluation indicated a statistically significant improvement in the children's academic functioning and in their problem behaviours, and qualitative reports of progress in their social relationships. The participating parents' reported that their knowledge and understanding of learning disorders had increased, alongside the acquisition of parenting and homework strategies. Parents also experienced positive shifts in their parenting style and in their relationship with their child. Given a number of methodological limitations, the extent to which the LSO intervention is responsible for these shifts cannot be conclusively established, however, the findings suggest considerable promise for its efficacy. Recommendations for the evaluation of similar programmes are offered, based on the lessons learned from the current study. DA - 2008 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic TI - An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic UR - http://hdl.handle.net/11427/10395 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10395
dc.identifier.vancouvercitationDaniels A. An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 2008 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10395en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherClinical Psychologyen_ZA
dc.titleAn evaluation of the Learning Support Group programme at the UCT Child Guidance Clinicen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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