Translation (2001) of part [Chapters 1-16] of Die Opvoedkundige-Sielkunde: ‘n Handleiding in die Opvoedkundige-Sielkunde. Stellenbosch: University Publishers and Booksellers, 1986.
CONTENTS
FOREWORD
PART I
THE TERRAIN OF EDUCATIONAL PSYCHOLOGY AS ORTHOPEDAGOGICS
P. A. Van Niekerk
Chapter 1
Intervention with a child in distress
1. Introduction
2. The deviant child
3. Explanatory models
Chapter 2
The many sides of educational psychology (psychopedagogics)
1. Introduction
2. The psychological study of development
3. The educational/pedagogical study of development
4. A diversity of accents
Chapter 3
The personal development of a child
1. Introduction
2. Affective development
3. Cognitive development
4. Normative development
5. Synthesis
Chapter 4
The restrained child
1. Introduction
2. A unitary approach
Chapter 5
An educational psychology model
1. Introduction
2. Linking up education and psychology
Chapter 6
Designing an educational psychological practice
1. Introduction
2. The essentials of deviancy
3. Evaluating
4. Diagnosis
5. Synthesis
PART II
THE PARTICULARIZATION OF MOMENTS OF DEVIANCY
Andri Van Der Merwe
Chapter 7
Evaluating and diagnosing
1. Introduction
2. Diagnosing
3. Implementing media
4. The diagnostic report
Chapter 8
Emotional and behavioral problems
1. Introduction
2. Neuroses
3. Aggressive behavior
4. Social withdrawal
5. Elective mutism
6. Disobedience
7. Juvenile delinquency
8. Under-achievement
9. Eating disorders
10. Enuresis
11. Encopresis
12. Nail biting and thumb sucking
PART III
PROVIDING ASSISTANCE
Millie Olivier
Chapter 9
Pedotherapy: Theoretical foundation
1. Introduction
2. The pedotherapeutic situation
3. Child anthropological grounding of pedotherapy
4. Preparation for pedotherapy
Chapter 10
Techniques for giving assistance: An orthopedagogic perspective
1. The orthopedagogic use of psychotherapeutic techniques
2. Family therapy
3. Play therapy
4. Imaginary journey
5. Behavior modification
6. Human modeling
7. Logotherapy
8. Bibliotherapy
9. Therapy to promote school readiness
10. Theraplay
11. Other techniques
12. Prognostication
PART IV
LEARNING PROBLEMS
Ron Coetzee and Petrusa Du Toit
Chapter 11
Disharmonious educative dynamics: The terrain of orthodidactics
1. Learning problems as phenomena
2. Types of learning problems
3. Disharmonious dynamics of teaching
4. Helping authorities
5. The educational psychologist as an orthodidactician
6. Transprofessional collaboration
Chapter 12
The origin of learning problems
1. Introduction
2. Defective actualization of learning
3. Teaching deficiencies
4. Deficient contents
5. Genetic-physiological conditions underlying learning restraints
6. Synthesis
Chapter 13
Symptomatology
1. Introduction
2. Disharmonious actualization of becoming
3. Deficient learning effects
4. Synthesis
Chapter 14
The practice of diagnosing learning problems
1. Introduction
2. The educational psychological (orthodidactical) practice of diagnosing learning problems
3. Synthesis
Chapter 15
The helping practice
1. Approaches
2. Helping techniques
3. An example of a helping strategy for Alida (see Chapter 14)
4. Synthesis
PART V
HANDICAPS
Andri Van Der Merwe
Chapter 16
Children's handicaps
1. Introduction
2. Hearing handicapped children
3. The visually handicapped child
4. Neurological handicaps
5. Physical handicaps
6. Psychosomatic conditions
7. Seriously mentally handicapped
8. Psychoses
9. Child abuse
10. Synthesis