Stresbelewing by leerders met leerinperkinge in die intermediêrefase

Abstract

Practical research has shown that children experiencing learning restraints may suffer from high stress levels. These children encounter difficulty adapting to normal scholastic challenges and their performance often appear marginalised. The objective of this study is to explore the phenomenon of stress experienced by three eleven year old learners with learning restraints in the intermediate phase.

The literature study on this topic has shown that learning restraints not only affect a child scholastically, but in his entire being. Based on this understanding, learning restraints may cause stress due to habitual underachievement in the learning environment. These learners might not necessarily have extremely poor cognitive abilities, but perceive themselves as incompetent or "dumb".

In the empirical study, projection techniques were mainly utilised to determine stress levels experienced by learning restrained learners, from their internal frame of reference. From these findings, certain recommendations are proposed for psychotherapy.