摘要：T he study explor ed tea chers' pe rceptions of ma ladjustment problems ma nifested by pu pils in Sou th Africa n prima ry schools u sing the psycho-social lens to vie w a nd interpre t the phenome na . Thirty-two pr imar y school e duca tors pa rticipated in the study. The sample of e ducators wa s ra ndomly selecte d from eight primar y schools in the Centra l Joha nnesburg district. The survey design adopted combined both qualitative and quantitative approac hes. D ata were colle cted thr ough que stionna ires a nd inte rviews. T he study found that teachers who were not a dequ ately tr ained to dea l with ma ladjusted pupils did not e ndea vour to imple ment a ny interve nti ons to alleviate them. It also revealed that not all ma ladjusted pupils cause disciplinary problems for tea c hers as some of the pupils w ho a re unsocia l, withdr awn, unhappy, depressed, fearful and nervous do attra ct very little attention to the mselves. In examining the c auses of pupil maladjustments the stu dy found that these ca n be tra ced to some unfulfilled or thwarted psychosocial needs. T herefore the implementation of interve ntion strategies is likely to be more successful with adequate tra ining and support for school personnel espe cially tea cher s.
关键词：Psycho-social T heory. Broke n H ome s. Remedial Classes. Reticent Child. Mental H ygie ne. Play ; T he r a py
