Appendix O- Pringle’s Emotional Needs Model

1. Introduction
 The result of significant role players within the life of the learner are parents, teachers and
peers.
 Learners behaviour is believed to be the whole range of variables, motivation of these role
players have in touching the behaviour pattern, is of particular interest.

2. Unmet emotional needs

 Tompkins and Tompkins –McGill (1993:15) stated that exercise in education has fluctuated
seriously to behaviour modification methods throughout the historical two decades and the
emphasis has primarily the factor regarding obvious behaviour.
 No light was shed on the potential effect of secret behaviour, such as unmet emotional
needs of learners, which effect on the behaviour.
 The result of the obvious behaviour is that …’’teachers and students have strived only to live
in schools, comprehension of environmental effects and emotions has been lost’’.
 Schools categorise students, parcel out identifications and admittance to academic and
vocational training, and withstand the surroundings in which learners describe themselves.
 It is within this situation that Rizzo and Zabel’s (1982: 227) suggestion of managing
‘’emotional first aid’’ to learners needs to be seen.
 It is focused at the contribution of learners’ emotional support and assurance to get them
back on path.
 It will be possible for a learner to face an inner perception of emotional welfare, as the result
of emotional needs being met, if the learner feels secure within himself, is liberated from
hidden sense of guilt and is at liberty to evaluate another possibility and to select the one he
prefers (Raths 1972:3).
 Learners need to feel a sense of self-esteem and of belonging, and the knowledge of
extending of their abilities and a feeling of improved competed.
 As a result, they feel a sense of self-respect and of belonging and the gratification of seeing
assignments effectively finished.
 The world starts to make sense to them and they feel self-assured that social situations are
not of a revolutionary nature.
 They also feel sensible safe about their financial situation.
 It is said that teachers can create a change in a learner’s life-especially if the teacher allows
the learner to encounter the feeling of ‘’my teacher cares about me- my teacher likes me-
my teacher thinks I am a worthy individual and my teacher wants to help me’’.
 The teacher/learner correlation can grow into a therapeutic relationship, and is highlighted
by Tompkins et al 91993;177).
 The therapeutic outcomes originating from the teacher/ learner relationship, for the learner
showing behaviour problems, are the following:
o Greater internal liberty that allows the learner to learn and grow naturally
o Emotional development that promotes extra proper behavioural answers
o Improved respect for the teacher as an adult exemplar, which effects in the wish to
classify with the admirable potentials of the teacher
o An additional positive self-esteem, as the learner feels good about himself and feels
admitted by important other role players, and
o Better receptiveness to academic, social and other developmental processes, generated
by a sensation of emotional welfare.

1
 Pringle opposes that apart from not assimilated within their capacity, when the learner’s
emotional needs are unmet, these unmet are displayed in the learners’ behaviour.
 Anger, hatred, uncaring, damage, aggression and crime are examples of behavioural
difficulties related with unmet emotional needs.
 The following specific issues referred to by Maslow are of relevance to this study (Moore
1997: 439-452):
o The therapist or teacher should copy an older brother who respects his younger brother and
who wants to be of help to the younger brother.
o The ultimate goal of supporting the learner, is the awareness of the learner’s true potential.
o Learners feel secure in a structured surroundings where the limitations are set and where
stable patterns and routines apply. The setting must be anticipated and known to the learner
so the learner can feel harmless.
o When the physiological and safety needs of the learner are met, the learner experiences a
sensation of wanting to fit in somewhere, to offer and obtain love.
o Unmet needs for love are at origin of psychopathology and for the intentions of study are
seen as being at the foundation of behavioural problems.
o If the needs of confidence have been met, the learner will feel great about himself and if the
needs are not met, the learner will feel lesser, weak and helpless.
o The learners will only be capable to realize his full capacity when he is competent to make
certain of all his capacities, talents and potential. Various learners will realise their ability in
rare means, for instance one learner will be good at art, the other at music and an additional
one at sports. The teacher can support the learner to determine his maximum capacity.
 In the following paragraphs the emotional needs of learners, as described by D’Evelyn
(1975:6-41), Howells (1971:100-124), Mitchel (1979: 99-121), Pringle (1985: 35-58, Raths
(1972:40-60) and Thompson and Poppen (1972:3-22), will be discussed.

2.1.The need for love and security

2.2.1. The need for love and affection

 This need can only be come across only through the child’s meaningful, steady, endless,
reliable and loving relationships with mainly the mother and then the father or any other
permanent substitute(s) for parent(s).
 Parents, on the other hand must also experience a meaningful, steady, endless, reliable and
loving relationship with each other.
 These relationships offer the child with chances to recognise who is with the parents from
the foundation of all following relationships such as the connection with the extended
family, friends, colleagues and, when the child has developed, his own family.
 The parental love for the child should be unconditional and for the sake of the child.
 Factors such as gender, appearance, capacities or personality are appropriate- love is
granted on the child with no claim of appreciation. The child should under no circumstances
be made feel responsible about the limitations he has forced upon the liberty of parents to
move, their time consumed with him, or the usage of all their funds.
 The unconditional love needs to be felt by the child, reacting to his first smile, keeping the
child form damage or primarily familiarizing the child to societal world.
 The teacher and parents need to distinct a child from a child as an individual, by specifying to
the child that his conduct is unacceptable, although he as a person is acceptable.

2
 The mutual love relationship between the parent(s) and child has the following by-products
for the child, which are essential to his growth:
o Enhanced development, inspired by mother’s loving inspiration, anticipatory interest and
pleasure in his behaviour.
o Incentives for his endeavours, to inspire him to carry on to attain the physical signs earlier
than other learners who do not have an honour of being included in a same relationship
with their parents.
o The chance to learn over equally rewarding relationships initial with the mother and then
with important other role players, so that self-discipline and good values are attained
o The appreciation and formation of an individual identity
o The experience of distinctive love and dedication.
 The child turns out to be emotionally helpless when robbed of love of the parent because
the unusual quality of the parent/child relationship, such love is hard to substitute.
 Raths and Pringle refer to the following appearances by a child of a shortage of love and
warmth in the family home. The child will:
o Desire that his parents loved him as much as they did when he was younger
o Regularly convey a need to sit next to his teacher or to be physical closed to the teacher
or parent
o Demand illustration of love and affection, often wanting to grip a hand of a teacher or
parent
o Participating in playing truant, or lying on a regular basis
o Display criminal conduct
o Demonstration of a rare exhibition of love towards animals, dolls or toys
o Have aggressive fondness on learners of the similar/opposite sex
o Regularly suggest to baby sit younger learners
o Not want to embark upon to the unfamiliar, or not to hold hand of an adult
o Sob easily and often become sick
o Feel unsafe and miserable
o Like to watch love stories on television or at the movies
o Encounter feelings of anger, hate and do not care for others
 In contrast to the child who is not loved, one who experience excessive love and affection
may be too afraid to endeavour into the strange.
 A close link increases between the child and the parent, the parent faces struggle in letting
go of the child.
 They encounter difficulties in becoming liberated, as the child feels anxious of encountering
the doubts of an unfamiliar and perhaps intimidating world outside the family home.
 Harmful results show up later in life if bad care has been taken to learners during early
childhood stage. The quality, intensity and firmness of the mother/ child relationship is
considered to be very significant in satisfying the needs of a child for love and safety.
 Intellectual, sexual or unpredictable incompability, causes spousal fight has without
hesitation the possible impact on the relationship between the mother and the child.
 Parents participating in continuous arguing and fight could be considered as bad role models
for their learners.
 When a learner is consumed with personal tension and battle that appear to be unsolvable,
it will hamper the learning of the learner and school performance.
 It might also damage his interactions with adults and the teacher acting in loco parentis.

3
 There is an indication to propose that boys are in jeopardy of turning up to be criminals and
girls in pursuit of a father figure if he is not present from home for longer periods or
permanently get involved with older men.
 If the father is deceased during early childhood, a late reaction can be picked up during
adolescent period, when the learner displays signals of emotional disruption, particularly
when the late parent is of the similar sex as the learner and therefore a learner is
disadvantaged of a role model.
 Learners in secondary school are particularly disturbed by the teaching method of the
teacher, in certainty both home and the school situation could be deemed to be related
factors to antisocial behaviour displayed by learners.

2.2.The need for security (including the need for economic security)
 The child develops feelings of safety from steady relationship within the family.
 Steady relationships associate to mother/ child, father/ child, siblings/ child and child/ close
relative relationships, later consist of the child’s relationship with the grandparents.
 Other features that provide the child a sense of safety are recognisable places, a common
routine where daily actions happen in precisely the similar way and order, the accessibility of
a known object or valued ownership, such as a beloved teddy bear or blanket which offers
comfort.
 Factors that can impose on the safety of the child are eras of such a nature that grownups
might deem them inappropriate.
 Typical determining factor are irregular events such as a glass falling on the floor or the
water overflowing from the bath.
 Pre-scholars might be scared to go to the toilet, be frightened that they may fall through the
seat into the toilet.
 When a child is familiar with what is expected from him, growing up becomes a little less
problematic.
 Parents who clearly describe suitable and sensible standards of behaviour do away doubt
concerning what is considered suitable behaviour by their learners.
 Steady discipline, whether it has a tendency to be strict or compassionate, will have an
effect on learners’ feeling of safety or insecurity.
 Individual continuousness is provided by family steadiness, in the feeling that the child is
conscious of his past, and has an impression of his future purpose.
 Photographs, recording events that occurred during the child’s early childhood and the
parents and grandparents jog their memory of and speculation on forthcoming potential
trends in their lives, help the child to obtain an intelligible self-esteem and a sense of
uniqueness.
 Human relationships allow a child to grow personal identity.
 Safety needs to be ascertained within the context of the modern world where amendment
and a need to be seen to continually adapt to fluctuating conditions have turn out to be the
norm, rather than the exemption to the rule.
 The need for security can be met by gauged liberty instead of a limitless freedom.
 The teacher acts as loco parentis during many hours of the day that the child/ learner is at
school or because of parents being physically or absent-minded.
 The role of the teacher in meeting the needs of learners for love and security, within the
learner/ teacher relationship, cannot be exaggerated.
 A child can be controlled by means of reasoning and discussion, which makes for more calm
considerate of parental ethics and expectations.

4
 Situation of insecurity that comprise their roots in grownup dissatisfaction produce feelings
of nervousness within a child.
 The loving relationship cultivated by mother after birth offers the most successful and basic
inspiration for the learner to act in harmony with the expectations of the important of other
role players.
 The steadier the warm, loving relationship between the parent(s) and the learner, fewer
corrective difficulties will be faced.
 When a parent displays inconsistent behaviour, the child will not know what is expected of
him and the parent conduct will trigger insecurity within the child.
 If the parent or the teacher acts as a reliable exemplar for the child, he will come to
comprehend what is expected of him.
 Pringle (1985:41) draws consideration to the following factors that are conducive to the
development of internal controls:
o Expectations consistent and relevant to the child’s age and level of understanding
o Punishments consistent and logically related to the intolerable behaviour
o An open and democratic family situation and the reasons of any argument are explained in a
sensible manner
 Outer-directed behaviour is in a sense ad hoc behaviour where love-oriented methods of
discipline do not apply, as on steady, loving and meaningful parents/ child or teacher/ child
relationship occurs.
 Behaviour can be controlled and agreement safeguarded, by means of autocratic discipline
commencing from an outside source, specifically an adult telling the child how to act.
 On contrast,’’ love orientated methods’’ focus on temporary removal of love, as a means of
demonstrating displeasure and usage of the warm and loving relationship that happens
between the mother/ father or teacher and the child as a means of regulating behaviour.
 From early childhood, a child can sense when the mother is annoyed with him and hence
becomes nervous.
 When important people within a child’s life world are adequately vital to the child, he will try
to satisfy these people, and prevent experiencing their displeasure.
 Parents and teachers can help learners to comprehend what is expected of them, by offering
a kind situation, as endorsement and removal of affection.
 A kind parent or teacher can educate learners how to care.
 The reaction that the child provokes assists as a sign of whether a person cares about him or
not.
 Parents and teachers are the people with which the child has the closest associate and
therefore their norms and values will be important in modelling the conduct of the child.
 Raths (1972:46,47) advises that parents and teachers should be cautious when dealing with
financial issues in front of learners, as this can have an undesirable emotional effect on the
child if dealt with inaccurately because that cause the child to feel unsafe and unclear about
future.
 A child’s feeling of economic insecurity could be serious, for instance, if a teacher tells the
class to buy stuffs that the child knows his parents cannot pay for, or if this child is incapable
to make a donation to a gathering for handouts or learners compare the contents of their
lunch boxes or the amount they have to spend at the tuckshop.
 Anxious learners who are feeling uncertain about the future because of their family’s
economic condition will reveal these feelings in the following ways:
o Expressing their worries about finances.

5
o Do not sleep at night, distressing about the financial situation of the family, while parents
are in a deep sleep, not understanding what effect their economic difficulties had done on
the child.

2.3.The need to belong

 The learners who face a need to belong do not have many friends as they would like to have
or are incapable to contact the learners they desire to be friends with.
 They want to fit in to a peer group and connect with friends.
 Raths (1972:40-43) classifies the following manifestation of the need to belong:
o The learner will express the need.
o The learner might start to stay on the fringe of any group activity happening in the classroom
or on the playing field.
o A child who experiences rejection have a tendency to stay a spectator, not participating in
activities or sports.
o These learners frequently come to school on their own, get into the bus first or last.
o They fantasise in the classroom.
o They regularly put a lot of energy to prove themselves.
o A child who wants to belong might act violently when attempting to push his way into a
particular group and be recognized as a member of the group.
 Teachers are frequently unconscious of learners’ need to feel that they belong and are
important within the classroom situation.
 They react improperly to learners who are facing a need to belong, by not listening to the
learners concerned.
 In many cases teachers might be unsuccessful to detect the nonverbal behaviour of the
learners and consequently be unsuccessful to realize that they are articulating unsatisfied
need to become part of a group.
 According to Raths (1972:41-42), the isolated learner who is facing a need to belong
experience the following feeling:
o Isolation, a sense of having been forsaken and wanting badly to belong
o A sense that they have no-one in whom to disclose their close worries or even their
confidential motivations.
o A feeling that they are being left out.
o Uncertainty and depression
o Inferiority, as they are under no circumstances admired for their successes and they have a
tendency to deny any praise that comes their way, as they do not trust that it is sincere
o Desiring to be accepted unconditionally

2.4.The need for new experiences

 The child needs new experiences in order for mental development to take place. Each life
stage has tasks that are suitable to a particular life-phase and that need to be achieved so
that the child can develop to more complex tasks throughout the following life-phase.
 No learning occurs if the child is not exposed to new inspiring conditions.
 If the child is motivated excessively, removal and anxiety will be existing and the young child
will display overwhelming pleasure, tenses, tiredness and interrupted sleep.
 The child who have been adequately motivated will suffer monotony, purposefulness and
apathy, his concentration will wonder and his performance at school will worsen as he is
inadequately challenged.

6
 The young child who does not obtain adequate inspiration can undergo from impaired
growth, as well as impaired intellectual growth.
 Intellectual growth can be motivated by parents or teacher when the child is older who
discuss matters, thoughts and opinions with the child, instead of just leaving a child to watch
TV or some pointless task.
 The harmful effect of unstimulating environment is obvious in the inadequate language skills
of these learners.
 A child who is hindered from discovering and take control of the world is motivated to be
inactive, annoyed, feeling little pleasure or gratification.
 The child readiness to allow challenging and various tasks is reliant on his or her natural
capacity, mental mind set and the inspiration he obtains.
 The teacher’s role is described by Pringle (1985:51-53) as that of a bridge builder. The
teacher should do the following things:
o The bridge between emotions and learning. This implies the need for teachers to adopt
teaching techniques that will lessen the weaknesses of each learner and concentrate instead
on their strong point or in advancing syllabus which catches the interest of learners by taking
into account their phases of growth.
o The bridge between the parental home and the broader community. Teachers can include
the parents, learners, the community and themselves in tasks, or they may get parents to
comprehend the objective of the new teaching approaches, so that parental interest is
inspired.
o The bridge between education and the other professions involved in the development and
well-being of learners. The teachers must get everybody involved with the education of
learners to work together on a multidisciplinary basis.
o The bridge between the world he needs to explore. Teachers need to be continually
conscious that education is not only for today, but also for tomorrow.

2.5. The need to be free from intense feelings of guilt

 Feeling of guilt arise when learners themselves or their parents or teachers expect too much
and are dissatisfied in results.
 Raths (9172:53-54) mention the need to be free from great feeling of guilt is noticeable in
the following feelings and behaviour patterns:
o Learners may encounter feeling of guilt concerning relationships with people or as a
consequence of their own actions.
o Learners may be sorry about their behaviour, such as having stolen from, or lied to
someone.
o They may blame themselves for real or imaginary weaknesses.
o They may be very compliant.
o Learners who feel guilty may sit in a corner, distressing about minor errors.
o They may feel afraid, experiences nervousness, or be uncertain.
o These learners might be the introverted learners in the class, hyper careful, self-conscious,
and very forgetful, wanting to be assured that their work is satisfactory.

2.6.The need to be free from feelings of fear

 It is more challenging to teach a crying learner with nervousness than a learner who is calm,
relaxed and steady.
 Learners particularly younger learners voice their terrors orally to teachers.

7
 Learners have phobia of insects, animals and even other learners or the dark, and thunder or
lightning.
 Learners also experience a terror, of getting terrible marks, or having to take their school
reports home at the end of the term.
 The learners who are experiencing feelings of fear is an anxious child.
 They are frequently unenthusiastic to partake in dynamic sports or visit the school doctor or
nurse.
 Adult role players strengthen the child’s feelings of fear saying things like “If you do that,
you will never go to heaven’’. Such words are made without any concern for the damage
they could do to learners’ emotional welfare.
 If a child is already suffering intense feelings of fear, such marks could be overwhelming and
could well be familiar.

2.7.The need for praise and recognition

 The child desires a strong reward in order to deal with problems, battles and obstacles that
he will experience in the course of emotional, social and intellectual learning on the path to
adulthood.
 The best reassurance to learners to improve their attempts in the interest and emotions
articulated by their parents or teachers when they are notified of the child’ attainments.
 He knows that his parents love him and he also loves them, and therefore he would like to
gratify them.
 If the people he looks up to expect too much from him, he will suffer a sense of anxiety that
transform into discouragement and as a result reduced struggle.
 When they expect too little from him, he will adopt too low a standard of attainment and
performance.
 Admiration and acknowledgement are generally related to attainments.
 Insufficient admiration and appreciation are articulated for the hard work learners make to
attain well-defined objectives.
 A strong drive for achievement will grow in a child if parents consider attainment as a
situation for their love.
 The risk is that the child might not be capable to meet the parents’ expectations or condition
could increase where the challenge to outshine go beyond the learner’s capacity to manage
with the strain that originates from the condition.
 When the need for admiration and acknowledgement is not fulfilled on a lasting foundation,
the child will be distressed in terms of his self-esteem and will be less self-confident about
facing new adventures and activities or creating a new relationship.
 The child’ self-concept is formed by the views articulated, both directly and indirectly, by
important individuals in his life-world, particularly those he has come to respect and look up
to.
 When a learner is praised for his attainments, they impact shape his attitude towards
learning.
 Teachers should take into consideration that each learner has unrealised capacity for growth
and that they should not be misinformed by the views of others on the potential of learners.
 It is significant that teachers should give severe thoughtfulness to defining how learners can
be assisted to attain and experience accomplishment throughout their school careers.
 Effective learning is reliant on learner’s attitude concerning learning and anticipations of
themselves.

8
 These have a habit to be strengthened by acknowledgement and inspiration from teachers,
parents and peers.
 Typical factors are social standing, feeling important, and being treated in a distinguished
way and with gratitude.
 It is significant to everyone to feel acknowledgement and feel valued.
 According to Maslow (Moore 1997: 442), the by-products from good self-image are that the
person is fulfilled, feels needed, and feels important in their lives.
 Thompson and Poppen (1972:9) warn that when a learner experiences hopeless,
unwelcome, unchallenged and not needed, these are risk signs and the potential outcome
might be dodging or withdrawal through drug taking tasks.
 Disapproval or undesirable comparisons expressed in front of their peers can be particularly
harmful to learners.
 Concentrating on the learner’s strengths of rewards, instead of concentrating on their
weaknesses, will reinforce their sense of self.
 Teachers should offer parents optimistic response regarding learner, in order to
optimistically strengthen the self-esteem of the learners, stimulate and act as a role model
for parents to follow.
 A need for attainment is evidently revealed when a learner states their wish to have ‘’done it
better’’ or offers all sorts of pretexts for not finishing a task as well as he should have.
 They have an understanding that other learners or people are greater than themselves and
they desire that they could be as skilful as the others are.
 These learners have a need for admiration and would feel so much better if the teacher
would tell them that they also have the capacity to excel.
 The need for achievement also exhibits itself in the behaviour of learners who shy away
from tasks where they will have to execute in agreement with particular expectations or
where their capacity will be tested.
 Aspects that increase to a learner’s wish for success are the fact that important other role
players very rarely give the learner a chance to display what he is capable to achieve, nor do
they observe that objectives that are set for the learner are often too high.
 The learner might find that the necessity for attainment is strengthened by orders made
within the home, the classroom and on the playground and constant failures can cause
misery.

2.8.The need for positive self-concept and an understanding of the life-world

 Peers, parents and teachers play an important part in life world of the learner.
 Functionally the self-concept of the learner comprises of a set of individual beliefs, values,
understanding, expectations and attitudes, in relation to his life-world, that guides his
conduct.
 Knowing things that offers a learner self-assurance and a shortage of information decreases
the learner’s belief in himself.
 Learners feel good about themselves when they are have finally noticed the responses to
their questions and discovering answers to their questions could be perceived as paving the
path to adulthood.
 Feelings of uncertainty result in learners wanting that someone would support them to
decide when they are confronted with their options.
 A self-doubting learner will simply take the views of others and is persuaded by peer group
members to abide by their norms and values, even though these may not be in agreement
with those of the family of or society.

9
 2.9.The need for self-actualisation
 Maslow (Moore 1997: 442) upholds that the basic needs and the meta-needs (the needs for
development, fairness and meaningfulness, beauty, order, simplicity, perfection) need to be
met, before the need for self-actualisation can be recognised and greatest development
safeguarded.
 The manner in which self-actualisation is brought about varies from person to person.
 Parents, teachers and other important exemplary in learner’s life world ought to support
them in developing their capacities.
 Adlerian psychologist (Thompson & Poppen 1972:19) state that people have the following
objectives in mind when disobedient:
o Attention getting behaviour. They might have a disturbing performance in the classroom or
tendency to continue to rely on others instead of acting individually.
o Power struggle. Take place between a learner and his parents or the teacher and the
learner. Parents and teachers experience a challenge to set restrictions and to make choices
which will find themselves frequently occupied in an authority to fight with a learner.
o Displaying inadequacy. Behaviour that take place when a learner wants to dodge something
while fundamental massage is actually a call for assistance that difficulties should not be
created on the individual.

2.10. The need for sharing and self-respect

 Learners have a lot of stress to obey to expectations of adults and more regularly they have
little to voice in the ground rules that are formed about what is acceptable and unacceptable
behaviour in specific circumstances.
 There is trend at schools to offer learners extremely little say in the manner they are treated.
 It is argued that if learners are not permitted to state their own opinion their essential for
sharing is emphasized, as this effects on their self-underachievers a lot than not have a low
self-concept of self-resides inside the inner human spirit and an optimistic self-concept can
only stem from the growth on an internal self-respect.
 Raths (1972:55,56), states that the need for sharing and self-respect is exhibited in the
following techniques:
o The child senses like everyone is attempting to meddle and trying to control his life.
o These learners do not feel that they are respected for themselves.
o They would like other individuals to have confidence in their judgment and view when
conclusions are to be taken. They don’t want others to do their planning for them- they
want to do it on their own.
o Learners would like others to collaborate with them.
o Learners hate it when adults discuss over their heads and cannot comprehend what is being
said.
o A child with a need for sharing will weep easily and act in an indifferent way.
o Learners wish to withdraw into their shell and allow others take their position.
o He might be rebellious to parents, siblings and grandparents.
o Learners act as if they are professionals on a topic and disturbing when not asked to
communicate in the discussion, in order to force their control on the people existing.
o Learners with a need for sharing and self-esteem might sense that they rarely get the chance
to make up their mind or proposal or that they are frequently disapproved and criticized in
front of the group.

10
 o These learners might sense that they are being disregarded and not noticed as valuable.

2.11.The need for responsibility

 A young child can be permitted to be accountable for a number of routine everyday activities
such as consumption, dressing and getting ready for school.
 As learners grow old their parents slowly permit them more liberty in stuffs like selecting
their clothes and ultimately their own profession.
 Learners can only learn that accountability requires to be exercised, together with the
essential grownup supervision.
 Self-image is improved when learners are provided accountabilities that they can effectively
cope with.
 Pringle (1985:56,57) holds that family, school and society might be mistaken by not offering
adequate training and supervision on how to act responsibly and self-sufficiently.
 A child who grows up without having had chances to take accountability will not be capable
to improve a feeling of accountability for himself or for the important of other role players in
his lifeworld.
 When granted the chance to make their own choices, learners express that they are capable
to handle accountability.
 If learners are not provided a chance to take accountability for themselves, they will not
understand that any selections they make have specific results.
 Teachers and parents should remember that it is essential to differentiate between
disapproving the behaviour of the child and disapproving of the child himself.
 Learners must be offered obligation, under adult supervision, so that they can learn to act
responsibly.
 A learner-centred teaching method will offer learners with chances for participation and
collaboration, so that they can prepare their tasks in agreement with their welfares and
stages of capacity.

Activity

1. Briefly describe eleven unmet emotional needs which learners experience in the
Intermediate, Senior and Further Education and Training phases.
2. Explain what are the unmet emotional needs?
3. How could you support learners’ unmet emotional needs, especially in the Intermediate,
Senior and Further Education and Training?

11