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'n Evaluering van die doeltreffende ouerleidingprogram van T. Gordon vir die middelkinderjare

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dc.contributor.advisor Van Rensburg E, Mrs en
dc.contributor.author Van Rensburg P en
dc.date.accessioned 2016-09-22T07:16:23Z
dc.date.available 2016-09-22T07:16:23Z
dc.date.created 1990 en
dc.date.submitted 1992 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/9809
dc.description.abstract The objective of this study was to investigate Thomas Gordon's PET programme for the middle childhood years. <br><br> The study was undertaken on two levels: Firstly, the theoretical basis of Gordon's programme was studied. It was pointed put that Gordon leans heavily on the principles established by Carl Rogers; in 1957. The theoretical study further also indicated that the client-centred approach has undergone many variations since Rogers wrote his important article in 1957. Gordon's model, however, did not subsume this development, but stayed with the initial principles as established in 1957. <br><br> Gordon's programme was also compared with other parental guidance programmes emanating from the clients-centred approach. Programmes by Briggs, Baruch, Ginott and filial therapy were used. From the basis of this comparison it emerged that the availability of inputs, even if seen only within the client-centred approach, was far wider than simply the principles offered by Gordon. The stance which Gordon therefore assumes in his first chapter, viz. that his programme is so encompassing that a parent would not need anything more, can be contested on the basis of this comparison. <br><br> Gordon's programme was also critically evaluated by way of the principles proposed by theoreticians. This was done with a view to programme writing. In this discussion it emerges clearly that Gordon's programme has been critically received especially in terms of the following: (1) his view of power and authority; (2) his ignoring of systems-theoretical principles; (3) the tendency to apply social engineering; (4) his tendency to technologize/reduce parent-child relationships to a number of applicable concepts; (5) the theological discussion about PET and the existentialist philosophical framework within which Gordon finds his point of departure; (6) the unscientific way in which research projects were undertaken; and (7) the defective Afrikaans translation. <br><br> Secondly, the empirical study was done with the aid of a pre- test/post-test control group design. Three measuring instruments were used to evaluate parents, and three to evaluate children of parents who had completed the programme. It was determined that Gordon's programme had undergone significant change in very few of the subfields of the measuring instruments. <br><br> From a study of the pre-test scores it emerged that differences existed in the subjects in the research design with regard to variables such as language, environment, age and duration of marriage. The question can therefore be asked as to whether a standard programme can make provision for all the finer nuances of marital and family life. <br><br> The study closed with the following recommendations with a view to further research: (1) Research on a Biblically-theological foundation of the principles of discipline, power and authority within the family; (2) An inter-departmental, inter-faculty and inter-university discussion about the place of parental guidance as a scientific discipline. The present differentiation in different disciplines is detrimental to research; (3) The integration of parental guidance in perspectives derived from marital and family therapeutic theories; (4) The composition of a (South African) standardized paper-and-pencil questionnaire concentrating specifically on parental guidance; (5) An investigation to determine an objective mode of evaluation of programme presenters; (6) Other commercial parental guidance programmes to be evaluated on the same basis as done in this study; (7) Studies of the importance of the family-child relationship as well as the father-child relationship; (8) Research about the presentation of parental guidance techniques to more population groups than just the middle and higher income groups; and (9) Studies of the distinction between and value of enrichment programmes of prevention (at the primary level) and therapeutic programmes (at the secondary level). en
dc.language Afrikaans en
dc.subject Psychology en
dc.subject Clinical psychology en
dc.title 'n Evaluering van die doeltreffende ouerleidingprogram van T. Gordon vir die middelkinderjare en
dc.type Masters degree en
dc.description.degree MA en

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