This study aimed to construct, and implement an in-school "art expression" based programme designed to aid in mitigation of psychological stress, behavioural difficulties, and self-negativity frequently experienced by marginalised children. It was developed for application within schools that cater for children exposed to neglect and/or abuse resulting from poverty in South Africa. This programme outline was developed and implemented through intensive exploration and review of previously effective art therapy, art expressive methods and techniques in similar contexts, together with the knowledge and experience of a qualified art therapist and educational psychologist. Data was collected through open-ended informal qualitative interviews, observations, and photographs of artworks produced during sessions. These were then analysed in conjunction, using the content analysis method, visual interpretive measures and thematic analysis. This enquiry documented the process of art creation through "art expression", and its ability to ameliorate psychological difficulties affecting marginalised children in South Africa. Following the establishment of trust between the researchers and the participants, the results found that the use of different art modalities demonstrated predominantly positive results in varying degrees. It is hoped that this study can be used to further practical interventions of this nature in comparable milieus in South Africa.

In South Africa, suicidal behaviour in the younger generations has become rapidly part of a major public health problem. It is a well-known fact that adolescence is a critical period of progression in a teenager’s development which makes them more susceptible and vulnerable to suicide. Statistics have shown that there has been an increase in suicide among adolescents within the last decade (Schlebusch, 2005). The main aim of this research study is to explore the perceptions of adolescents regarding the factors that contribute to adolescent suicide. This study reviews literature concerning various risks factors for adolescent suicidality. It also described major social and psychological theories of suicide and the extent to which these studies support the importance to adolescent suicide. In the literature review theories of Bronfenbrenner’s Ecological Systems Theory, Durkheim’s sociological theory of suicide, Freud’s psychological perspective and Baumeister’s Escape Theory were discussed. A qualitative research design will be used by using visual participatory methodology techniques namely photo voice and reflective writing. A sample of 12 grade 11 learners, male and female, was purposely selected to participate in the research study. The focus of the study is to investigate the risk factors underlying adolescent suicidal behaviour in schools in the Northern Areas of Port Elizabeth, as well as to explore the stressors experienced by adolescents that could contribute to them having a higher suicide risk. Another focus point will be to look at prevention strategies as an antipode for suicidal behaviour. The main findings that emerged from the data analysis include contributing factors namely: socio-economic factors, personal factors, psychological factors and educational and school-related factors. The main prevention strategy themes emerged from findings derived from the data and include: parental involvement, religion, professional help and support groups and confiding in someone that you trust.

Thesis (Ph.D. (Psychology)) -- University of Limpopo, 2020 / This thesis is an evaluation of a study that focused on the health promotion of learners in schools. The study evaluated the process of health promotion in the schools focusing on the school’s compliance as health-promoting schools in line with the WHO principles, the intervention process that includes training of students in health promotion and assessing the impact of such intervention. The intervention was delivered by Life Orientation (LO) Educators over nine months. The thesis aimed to evaluate if learners who have been exposed to the health-promoting school programmes will exhibit more confidence in avoiding and refusing to indulge in mental health-related risky behaviours than those who were not exposed; and whether the WHO health-promoting school approach compliance can be modified to establish site specific agenda regarding mental health. Twenty schools in two circuits within Capricorn district in Limpopo province participated in the evaluation process using eighteen schools that took part in the whole school intervention project of LASH project. Data was collected for process evaluation and impact analysis of the intervention. Process evaluation used data collected from the interview reports of LO Educators who implemented the project at schools and thus evaluated the process of their experience with the project. The impact analysis was done using data collected from the participants at baseline and a follow-up after nine months using a self-administered questionnaire. The process evaluation findings showed that the degree of understanding of the expected implementation objectives was not standardised and was not done according to the initial plan as well as following the contextual needs. Factors that came out explicitly as hindering the desired effect included neglect of key methodological aspects meant to enhance and validate the experiential report by the Educators namely classroom observation and logbook reports; specialisation of the topics for the intervention and lack of training manuals specific for the task; lack of adequate capacity building for staff, the schools to take charge of the process and neglect of the needs to avoid challenges for contextualrelevance. However, it is worth noting that the introduction of the process was done under the systematic recommendation by WHO with the schools adhering to the basic principles for health promotion outlined by WHO. The impact analysis evaluation highlighted some negative and positive results ofthe study. Positive results on the impact of the intervention elicited factors such as the development of learners’ assertiveness, learners’ utilisation of available policies in the school for their daily activities and change in risky behaviour. The gaps noted above were in the region of methodological aspects, capacity building, context-related challenges and recommendations were made in the areas of (i) enhancement of methodological gaps that were neglected in the main study; this included the utilisation of logbooks and classroom observation that were planned and did not materialise as well as more succinct validation of some items in the questionnaires that seemed to have created ambiguity in some responses ii) development of specific training manual for health promotion and not use of ad-hoc topics separately developed with limited capacity for comparability between schools iii) capacity building of staff to take full charge and act as role models for the learners and not feel compromised; iv) capacitation of the school management to assist with the daily logistics and enhancement for implementation especially at school level v) planning process that contextualise the needs of the schools involved. The project was ground-breaking work of whole school health promotion with promise in the behaviour changes of learners and their empowerment and aggressive outlook on the difficult school based challenges around substance abuse, violence and sexual behaviour. Such work could in future benefit from studies that are both theory and evidence-based which will use validated and contextualised realistic methods guided by the findings of pilot studies which was missing in this project.

This study is an attempt to find causes and indications of insecurity in elementary school children. Possible solutions and ways to increase security are also explored.

Hurricane Katrina devastated the U.S. Gulf Coast and subjected the city of New Orleans to disastrous flooding, which resulted in numerous after effects that impacted the children and adolescents of the city. The disaster contributed to high levels of stress, increased risk of psychological disorders, and was associated with an increased percentage of New Orleans children presenting symptoms of post traumatic stress disorder (PTSD). To help address these problems associated with hurricanes and other disasters, the current study investigated how age, gender, race, and pre-existing conditions increased or decreased the likelihood of a child being diagnosed with PTSD following Hurricane Katrina. A binary logistical regression was utilized in this study. Bronfenbrenner's ecological systems theory formed the framework of the study, based on the functionality of an individual's life and development in his or her environment. The findings revealed age to be a significant predictor on PTSD. As children's ages increase, the likelihood of having PTSD increases. The result can promote positive social change by providing mental healthcare professionals with comprehensive information regarding possible health risk of developing PTSD and the possibilities of getting treatment with evidence-based therapeutic support, medicine, and psychotherapy.

There are a plethora of variables that are responsible for the overall health of society. This includes both physical and mental health, which together lead to better development of a society. But as any disorientation in physical health is highly visible, mental health lacks that instant self-diagnosis. This leads to ignorance of mental health. According to the latest research by neuroscientists, the majority of health-related diseases originate from poor mental frameworks. Common people in society lack awareness and knowledge of the direct connections between mental and physical health.  This degree project is primarily focused on portraying people’s mindsets regarding the education system, from specific demographics in India. The correlation between education and mental health is researched and profusely discussed in this paper. The thesis aim is to analyze the current scenario of mental health and propagate a sense of social awareness, especially among the youths, regarding certain undisclosed facts about the prevailing education system of the country. Along with a qualitative in-depth interview and online survey interview, the paper also includes a participation observation method. The participants involved were divided into four categories - teachers, parents, school students, and college students. For the in-depth interview there were 96 participants, for the online survey there were 138 participants and for the participatory video method, there were 22 participants. The theoretical framework devices for the research methods are the Media for Development (M4D) and Behavioural approach. The findings from the data analysis conducted revealed a lot about the mental health awareness and the impact of education among the young generation of the country, the behavior pattern among parents and teachers when observed in an environment of mental health mise-en-scene, created with the help of a compiled movie, was also quite insightful for the entire research purpose.

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / A depressive mood disorder has been for the past decade the mood disorder with the highest prevalence in the general population. Independent studies done in South Africa indicated a prevalence of depression between 13% to 53%. These results do not concur with official published statistics indicating a prevalence of depression in 16% of the general population over a lifetime. Depression is probably under diagnosed by general practitioners and only a small proportion of adolescents with depression are recognised and even less receive any support for their depression. The aim of this study was to explore the following: the prevalence of symptoms of depression in grade 10 learners in schools in Stellenbosch, gender differences regarding the prevalence of depression symptoms in grade 10 learners, the prevalence of specific symptoms of depression and to explore similarities between symptoms of depression and the adolescent developmental phase. The study was conducted by means of the Beck Depression Inventory. The survey was conducted with 201 grade 10 learners with the necessary permission. The results regarding the prevalence of depression symptoms and gender differences regarding the prevalence of depression correlate with international statistics. This study found that more respondents indicated one or more symptom of depression at the given time than indicated by the literature. It was also found that some adolescent developmental tasks are similar to some symptoms of depression. Further research in South Africa regarding the prevalence of symptoms of depression was recommended.

Ph.D. / Aggression during adolescence has a long term effect on the mental health of adolescents. This is a great reason for concern. Although society is intensely aware of the incidences of aggression within South African schools, little research is available regarding this issue. Learners with special educational needs, and specifically learners with cerebral palsy, have been even more neglected in this regard. This study evolves from the field work of the researcher’s M.Ed. dissertation in which the experience of aggression in adolescent boys with cerebral palsy was explored and described. The aim of this study is to develop, describe, implement and evaluate a psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys that live with cerebral palsy. A theory generating research design was used to fulfil this purpose. The development of this model consisted of four steps. Step one consisted of the concept analysis. Facilitation, constructive and management were identified as the central concepts. As part of the concept analysis these concepts were defined and essential and related criteria were discussed. All the concepts and criteria were then summarised in a comprehensive definition. A model case was constructed before the concepts were classified. During the process of classification a heightened self-awareness was identified as the terminus of the process. During step two relationship statements were drawn between the different concepts. These relationship statements as a whole provide substance and structure to the theory. In step three the psycho-educational model as a frame of reference for the facilitation of constructive management of aggression in adolescent boys with cerebral palsy was described. The structure of the model was described in terms of its purpose, assumptions and the context of the model.

D.Ed. / The underlying dynamics of Cases A and B have been integrated into a comprehensive description in this chapter. The cross case analysis allowed the researcher to determine the similarities and differences in these two cases. These research findings were then verified against a detailed literature control. The research, as verified by current literature, shows that women who were sexually abused as children all suffer from an Identity Problem. Most literature on the treatment of sexual abuse victims stresses the need to address the women's low selfesteem. Yet, the treatment is geared at her present low self-esteem believed to be a result of the abuse. The research findings agree that sexually abused women have low self-esteem, although their Identity Problem is not a result of the abuse, but an intensification of an already present low self-esteem and Identity Problem. The research findings indicate that their Identity Problems started before the abuse, as early as in the womb. The present Identity Problem renders the young girl more vulnerable to the abuse. The treatment of women who were sexually abused as children should be aimed at reconstructing their Identity's and specifically at treating the root cause of the problem, which is not the abuse itself. Women who were sexually abused as children are prone to feelings of worthlessness and responsibility. Powered by their Identity Problem, a Spiritual Walking Zombie Syndrome develops. Sexually abused women have an overwhelming sense of being responsible for others. And if they cannot keep others happy, which is impossible, they feel like failures and think they are worthless. The feeling of being responsible starts before the sexual violation and the abuse only intensifies these feelings. The research finds that sexual abuse can be a physical, subconscious threat to a person. Subconscious reactions to life threatening incidents differ from individual to individual. If one has accepted death one tends to act dead-like. On the other hand, if one expects death one lives in fear of dying and life is full of disasters. The research also finds that as a result of pre-natal and early childhood experiences, sexually abused women tend to act immaturely when compared to their chronological age. Their immaturity is evident in their dress, their constant self-rejection and by their dysfunctional relationships. From the research findings it is clear that each individual plays out her own life script. This life script determines how she reacts to herself and her environment. Women who were sexually abused as children have a similar life script, which in turn makes them more prone to abuse. Sexually abused women deny themselves the right to be themselves. Their perceived shameful existence, of relegating themselves, starts prior to the abuse. Treatment should therefore address these destructive life scripts and not treat the presenting symptoms. Chapter 7 proposes recommendations for the treatment and prevention of sexual abuse.

Ph.D. (Education) / Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.