Title page for ETD etd-07032008-140637


Document Type Master's Dissertation
Author Bouwer, Berna
URN etd-07032008-140637
Document Title Fasilitering van emosionele intelligensie by leerders met verbale leergestremdhede (Afrikaans)
Degree MEd (Educational Psychology)
Department Educational Psychology
Supervisor
Advisor Name Title
Prof J G Maree Co-Supervisor
Prof L Ebersohn Co-Supervisor
Dr R Ferreira Supervisor
Keywords
  • verbale leergestemdheid
  • aanpasbaarheidsvaardighede
  • adolessente
  • adaptability skills
  • emosionele intelligensie
  • adolescents
  • emotional intelligence
  • fasilitering
  • Bar-On EQ-i:YVTM
  • intervensie
  • interpretivism
  • interpretivisme
  • intervention
  • intrapersoonlike vaardighede
  • intrapersonal skills
  • verbal learning disability
Date 2008-04-22
Availability unrestricted
Abstract
The purpose of this study was to explore and describe the possible facilitation of emotional intelligence with learners who experience verbal learning disabilities. An empirical study of limited extent was conducted from an interpretivist-positivist paradigm. I followed a multi-method approach and employed a case study design, involving two learners as participants, both of whom had been diagnosed with verbal learning disabilities. I utilised qualitative as well as quantitative data collection methods, including observation, informal interviews, analysis of documents, a reflective diary, field notes (qualitative strategies) and the Bar-On EQ-i:YV™ self-report questionnaire (quantitative technique). After having obtained baseline information with regard to the emotional intelligence of the two participating learners at the onset of the study, I identified two skills that could potentially be enhanced, namely intrapersonal and adaptability skills. I then planned and facilitated intervention with the two participants, focussing on these two skills. Upon completion of the intervention, I re-administered the Bar-On EQ-i:YV™ self-report questionnaire to compare the results of the pre- and post-tests.

The findings of the study were, firstly, that learners with verbal learning disabilities often experience challenges in terms of the emotional intelligence skills identified by Bar-On and Parker (2000). Secondly, it seems possible to facilitate the improvement of emotional intelligence skills with learners who experience verbal learning disabilities. Besides improvement in terms of their intrapersonal and adaptability skills, the participants displayed enhanced interpersonal and stress management skills.

© University of Pretoria 2007

E947 /ag

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