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Thesis (Dip.App.Psych.) -- University of Adelaide, Dept. of Psychology, 1977.

Thesis (B.A.(Hons.)) -- University of Adelaide, Dept. of Psychology, 1973.

Thesis (B.Sc.Hons.) -- University of Adelaide, Department of Psychology, 1974.

Intervention for students' antisocial behaviour is a challenging issue for teachers in secondary schools. Even though Government has implemented intervention measures in secondary schools to assist teachers in interveni.ng in curbing antisocial behaviour by students, the problems of student misconduct still prevail. The purpose of this study was to investigate intervention measures employed to curb antisocial bebaviour by students in a secondary school in Lobatse Botswana. The researcher was interested in the types of intervention measures employed by teachers in the school and the effectiveness of those implemented by Government, which are the pastoral care and the guidance and counseling programmes. The researcher was interested in assessing the impact of these intervention measures in assisting teachers to curb antisocial behaviour by the students. To accomplish this aim seven teachers were purposively sampled as they were the relevant people affected by the area of study. The research was conducted in the form of a case study. It was based on the qualitative approach in research. Multi methods of collecting data, such as interviews, document analysis and observation were used in order to ensure validity and reliability. Based on the respc.nses from the empirical research, as well as personal observation, the results of the study revealed that, teachers mainly apply punitive measures to curb antisocial behaviour by students. The intervention measures of pastoral care and guidance and counseling experience challenges in implementing their interventions, teachers seem to rely more on the pastoral programme than on guidance and counseling to. assist in issues of student's problem behaviour. Teachers indicated dissatisfaction with the input by the guidance and counseling programme. They complained about the inactiveness of the guidance department in assisting them to curb students' antisocial behaviour. The research recommends that, the guidance and counseling programmes be upgraded. Teachers require in-service training on the application of intervention measures that are more positive and have a long term impact on students' behaviour. Teachers need to withdraw from implementing punitive measures like punishment, to curb students' antisocial behaviour. Intervention measures such as punishment have been seen to have a negative impact on the students as punitive measures may cause the students to become rebellious and stubborn. Positive intervention measures have a lasting impact on students' characters and behaviour. Positive interventions help to instill character traits such as responsibility and accountability in students'. So teachers need to adhere to such intervention measures when curbing students' antisocial behaviour. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2012

Submitted in fulfilment of the requirements of the Degree Master of Social Work in the Faculty of Arts in the Department of Social Work at the University Of Zululand, South Africa, 2012. / The introduction of diversion programmes in South Africa to assist with the tension of a strenuous criminal justice system has assisted beneficiaries of the programme in finding rehabilitation. Although the beliefs of communities and individuals differ as to the intent of the programme, while, others still feel the need for retribution. The impact of diversion programmes thus, cannot be ignored as only 25 per cent of youth having completed the programme will re-offend. There are currently no systems in place in South Africa that could assist in the identification of repeated offenders (needing to be formally classified as recidivists). The degree of repetition in delivering services to the same individuals can, therefore, not be established, thus, leaving a gap in the effectiveness of crime prevention and management strategies. The aim of this study was to establish the impact (effectiveness) of diversion programmes on behaviour modification to divertees, with the purpose of formulating the perceptions of juvenile youth (young offenders) about diversion programmes. The literature explored by the researcher reflects the creation of the Child Justice Court and its mandate, arguments arising from the creation and implementation of juvenile rehabilitation, the purposes of the implementation of diversion, behaviour modification of young offenders in the diversion programme, changes attributing to offender rehabilitation, support for juvenile rehabilitation and recidivism as a hindrance to behaviour change. The findings of the study revealed that from the youth who were referred for diversion, at the end of the programme they had been instilled some aspect of change in their live, attitudes and behaviour. The programme has made them active members in decision-taking roles in their lives and no longer relinquish such powers to their peers, leaving them vulnerable to peer pressure, therefore, making the cycle of offending never ending.

The purpose of this study was to investigate educators perceptions of the impact of the / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

Using a reversal design with two primary school aged children, the effectiveness in producing on-task behaviour was compared for a token system and a cognitive behaviour system. In the token system, points were earned for on-task behaviour at school which could be exchanged for rewards chosen by the pupil and parents at home. The cognitive program was conducted on an individual withdrawal basis during which time the child was taught to "stop, look, listen and think." With one child the token system preceded the cognitive and with the other child the order of the conditions was reversed. In both studies the token programs proved to be more effective than the cognitive programs in bringing about rapid and dramatic increase in on-task behaviour. When introduced first, the cognitive program appeared to produce better maintenance than when it followed the token program. Additionally, the programs helped to shift two of the teachers' attitudes towards the students from being fairly negative to more positive, as recorded on a Teachers Checklist.

This study combined a number of behaviour modification strategies into a programme aimed at changing behaviours of delinquent and acting out children. The programme was used at Duffield Place, a small special school where such children were referred when it was deemed that they could no longer be catered for in their home schools. An examination was made of the five main theories of delinquency (Psychoanalytic, Biological, Conditionability, Sociological and Social Learning) and seven behavioural procedures commonly used with delinquent and acting-out children (systematic adult attention and feedback, token economies, contracting, stimulus change, assertiveness training, time out and generalization training). The first seven children to finish the programme in 1981 were then examined, using a case study approach, to answer two questions - 1. Can acting out and delinquent children be removed from their home schools and be taught various skills that will generalize when they are returned to a home school? 2. Can the. programme be assessed by the staff and consultants working at the centre? Criteria used to evaluate effectiveness were the number of offences involving police contact, whether the child remained in school until he or she was fifteen years old, whether the home school reported a decrease in aggressive/disruptive behaviours and whether there was an increase in measured self-esteem and attainments. Most criteria were met with most children and maintained so the evaluation met the needs of the public schools system. However functional relationships between particular interventions and behaviour changes were not established and evaluation by personnel other than those at the centre would be necessary to establish these relationships. Results from programmes like that at Duffield Place should provide a more complete theoretical basis for working with delinquent and acting-out children.

Thesis (Dip. Applied Psychology)-- University of Adelaide, Dept. of Psychology, 1979. / Video tape film summary of experiments 1-3.