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    Emotions in the classroom : exploring relationships between students' perceptions of teachers' practices and students' strengths and difficulties : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2020) Edwards, Amy
    Despite recognition of the importance of schools as a zone of social-emotional development, there is a gap in knowledge regarding students’ perceptions of teachers’ social-emotional practices and how these perceptions relate to students’ strengths and difficulties. This thesis addresses this gap through three studies. Students’ conceptual understandings of 88 social-emotional practices were examined using Multidimensional Scaling (MDS), creating a three-dimensional map depicting item relationships. Study two used this map as a lens for analysis of survey data collected from 335 students, focussing on both student-perceived teachers’ practices and student variables including psychological flexibility, connectedness, and emotional, social, and behavioural strengths and difficulties. Findings indicated positive correlations between perceptions of social-emotional practices and students’ connectedness, which in turn was associated with fewer social-emotional difficulties. Existing social-emotional strengths of teachers were highlighted; students reported frequently perceiving teachers’ use of social-emotional practices. Importantly, however, these perceptions were not always related to students’ strengths. Study three sought to deepen insights into the findings of study two by investigating potential differences in the relationships between perceived teachers’ practices and students’ strengths and difficulties according to student gender, in recognition of common views that social-emotional variables are affected by student gender. Findings revealed few gender differences in the relationships observed between perceived teachers’ practices and student variables.
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    Social education ; Aspects of language ; Beyond Maslow and the limits to growth
    (Massey University, 1977) Smithells, Timothy Arthur
    SECTION ONE Social Education The purpose of this paper was to present, in a study format, at a twelve to fourteen year readability level,two areas of everday life ('The Family' and 'Leaving Home') relevant to students, teachers and parents. In the first area, the topics of family groupings, family relationships and family behaviour are covered in detail, using down-to-earth terms taken from Adlerian Psychology, Abraham Maslow, Eric Berne and R.D. Laing. The basic assumption behind this paper was that these two topics are crucial ones for the adolescent to come to terms with, and important for parents, teachers and younger children to grasp. SECTION TWO Aspects of Language In the first of the three papers comprising this section, a set of basic coding/decoding units for the Romanised English alphabet are presented in detail. These are then related to the mechanisms and stages of development in the decoding process, and to the various levels of perceptual discrimination. In the second paper, the concept of decoding patterns was extended by examining the extension units (accents such as the cedilla) used in a cross-section of ten languages.Eleven such extension units were compared and contrasted, as was the internal consistency of the individual letters among the ten languages. High consistency was found to exist between T.O.A's using Romanised script. In the third paper, second language learning,in a New Zealand context, is discussed and related to the concept of language mastery. Three levels of mastery - basic, secondary and advanced - are postulated, together with examples.The conceptual process of spillover from one language to a second, through levels of mastery, to spillover back to the original language, is introduced and discussed. SECTION THREE Bevond Maslow and The Limits to Growth In this paper, Part One looks at Maslow's hierarchy of needs, and the time-space perspectives of individuals, in synthesis form, Time-space constraints are shown to operate in conjunction with the individual's need framework.The ability and capability of the self-actualising person to minimise and/or remove the constraints of time and space, in meeting his or her higher needs, is discussed. The concept of an all-embracing higher need 'the need to serve' is introduced. The ability of self-actualising persons to function effectively both in the future, and world-wide, and to be in the present is expressed in the light of their potential value to the rest of mankind. In part Two, Maslow's concept of the peak-experience is examined in three ways: in terms of the self-actualisiing person, and the methods used to produce or induce peak-experiences, the necessary and sufficient conditions for inducing the peak-experiences, and in the light of a three-tier experiment carried out by the author in 1974.Conclusions reached were that experiences similar to peak-experiences in quality may be able to be induced in oneself or in suitable subjects, under appropriate conditions. Necessary and sufficient conditions included relative silence, a visible focus-object, relative absence of physical tension, a high degree of attentional ability, and an openness to experience on the part of the individual.