The problem of this study was to prepare a comprehensive family living textbook for use by high school students. The primary purposes of the study were the following (1) to provide teenagers with factual information concerning sexuality which will better equip them to make responsible decision; (2) to prepare young people to become better marriage partners, better parents and ultimately to produce stronger families for the future.

No description available.

The depressive disorders are among the most common mental health problems with substantial financial and quality-of-life costs. Depression has generated considerable debate as to the underlying structure and the taxonomy continues to be frequently debated. Adolescents who meet diagnostic criteria for major depressive disorder often experience anxiety (and vice versa). Emerging statistical approaches such as latent class analysis (LCA) have utility for understanding the underlying structure of depression as well as the co-occurrence of depression and anxiety. An LCA of adolescents with depression would add to our conceptual understanding of the disorder(s) and facilitate treatments of adolescents with depression and potentially those with co-occurring anxiety symptoms. The current study adds to the body of literature on the latent structure of depression and co-occurring anxiety of a juvenile in-patient sample. LCA was conducted on an in-patient sample of juveniles (N = 722). Analyses yielded six distinct classes or subtypes of depression that were different from each other on overall symptom severity as well as the presence or absence of anhedonia. Results may have implications regarding subtypes of adolescent depression, comorbidity of anxiety, and our understanding of the taxonomic structure of categorical versus dimensional aspects of depression diagnosis. Results suggest subclinical features of anxiety commonly co-occur with depression among juveniles, suggesting a common construct of adolescent distress made up of both depression and anxiety.

Research findings indicate that many adolescents are struggling with reading. Although there is a great deal of research related to helping elementary age children to enhance their reading skills, there is less research regarding assistance for adolescent readers. Research findings also indicate the importance of the school principal in implementing, supporting, and supervising instruction. There is significantly less research available regarding processes that a principal can utilize to implement and support adolescent literacy practices. Five secondary school principals were interviewed in depth regarding how they implemented such practices. Seven Common Strands of implementation and support were found in a cross-case analysis. These Strands were also viewed through a sociocultural lens to determine the influence of socioculturalism on adolescent literacy.

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A thesis submitted for the degree of Doctor of Medicine in the University of Witwatersrand Johannesburg. / WHSLYP2017

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Occupational Therapy Johannesburg, 2017 / Occupational therapy for adolescents with learning difficulties (LDs) is still a relatively undeveloped area of practice in contrast to paediatric services for younger populations. The purpose of the study was to explore the perceptions of adolescents with learning difficulties and their parents regarding their most important current and future occupational performance priorities (OPPs), current occupational difficulties as well as intervention and supports that have been helpful thus far. A descriptive, explorative, qualitative study design was utilised. Eighteen adolescents aged 13 – 21 years with LD and nine parents were interviewed or included in a focus group. Data was inductively coded and analysed, identifying three main themes. The main needs in terms of OPPs included understanding the adolescent perspective and developmental needs, occupational needs and preparing for the future. Occupational difficulties included developmentally-related difficulties, occupational difficulties and intervention-related difficulties. Current and previous effective support and interventions as reported by the participants entailed support and mentoring, direct interventions and the promotion of self-determination. Recommendations for implementing occupation-based practice for this population are made. / GR2018

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No description available.