Translation (2001) [EDITED August 2024] 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