The association between drug court clients’ pro-drug and pro-recovery social context at multiple ecological levels, and phase of recovery was assessed, and gender comparisons were evaluated. Drug courts provide alternatives to incarceration for substance abusing offenders, providing treatment within clients’ social environments. The findings indicated that social context is associated with recovery, and that this relation differs by gender. Specifically, increased favorable attitudes toward drug use among social referents were associated with men being in an earlier phase of recovery and women being in a later phase of recovery. Furthermore, perceived encouragement to use drugs was associated with being in earlier phases of recovery, while positive outcome beliefs related to recovery were associated with being in later phases of recovery. Therefore, drug courts may lead to positive long-term outcomes, as social context can be addressed during the recovery process. Additionally, these courts might benefit from incorporating gender-specific components into treatment.

The Brofenbrenner(1979) ecological theory was applied to examine the relationship between parent and child depressive mood and the moderation of relational quality at two levels; 1) parent-child (within family) and 2) family-social support (outside family) levels. It was hypothesized that both levels would buffer the predictive association of parent to child depressive mood. At the first level, the parent-child depressive mood association was qualified by an interaction with relatedness (categorized as inadequate and adequate) that approached a conventional level of significance, R2 = .023, F(1,101) = 2.77, p = .099. At the second level, the addition of social support as a moderator yielded a R2 =.028, F(1,101) = 3.11, p = .081. Exploratory analyses were performed to clarify each moderation. The findings suggest that relational quality within and outside the family have the potential to serve as protective factors in regards to depressive symptoms for children with asthma.

The dominant discourse regarding Black males in America is that they are less academically successful than European American males and Black females. Similarly, Black males in the Bahamas are described as less successful than Black Bahamian females. School Counselors are in a unique position to alter the trajectory of success for Black males if they are knowledgeable of factors contributing to Black male academic success; have an awareness of the potential impact their unique roles can have; and develop and execute comprehensive, culturally responsive school counseling programs. While there is little research on the Achievement Gap in the Bahamas, much of the research in America has been conducted from a deficit perspective. This study uses a strength based perspective to identify and compare factors contributing to academic success in Black male high school students in the Bahamas and the United States and suggest a framework for responsive school counseling programs. Study results indicated that school counselors in the Bahamas and the United States were ineffective in meeting the needs of Black male students. These needs included supportive teachers, friends, parents and community mentors; a socially responsive school environment; being liked, accepted and appreciated; high teacher expectations; self-reliance (resilience), perseverance; a sense of hope and a purpose; and spirituality. Study results were analyzed from an ecological perspective and a comprehensive, culturally relevant framework was

Bullying has been identified as a problem that can affect the physical and psychosocial health of both the aggressors and victims. Given the consequences for those who bully, for victims, and for the school environment, early intervention is important to minimize these risks. School staff need additional data to understand the scope of bullying and to adopt effective strategies. This study seeks to meet this need by analyzing the association of bullying behaviors and school climate perceptions of middle school students within the context of school membership. This study used Bronfenbrenner's ecological system theory. Within this framework, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and staff; physical characteristics of the school environment; and most importantly, of student perceptions of these contextual factors. This study used survey data to analyze the effect of student perceptions of school climate on self-reported bullying behaviors of students in six Sarasota County middle schools. Data sources include student- and school level data. The researcher gathered student level data from a modified middle school YRBS survey the Sarasota School District administered to middle school students, in December 2003. The school level data were gathered from the Florida Department of Education Web site. The data were analyzed using multiple regression analyses and within multilevel models. The results indicated that bullying was a common occurrence in the schools. Approximately eight percent of students were bullied on a regular basis in school, with verbal bullying as the most common type of bullying and relational bullying as the least common. Bullying aggression for physical, verbal, and relational bullying was most common for boys. Girls reported higher levels of being victims of relational bullying. Bullying also varied according to school membership and grade membership. Bullying differed according to school climate perceptions, as well. Interestingly, the effect of some of these variables on bullying was modified by sex. Finally, school context was a significant predictor of bullying, in particular the percentage of students eligible for free or reduced-price lunch.

The purpose of this qualitative study is to describe how child and youth care practitioners experience their engagement in community level interventions. Five child and youth care practitioners, who identified themselves as engaging in community level interventions in their work, were interviewed and data were analysed using a combined narrative and thematic approach. Eight themes emerged from the data that describe participants’ experience with community, community change and community level interventions. Results show how community level interventions have a tendency to target the micro, meso and occasionally exo, rather than macro, levels of communities. Thus, multi-level interventions are recommended as a way to shift child and youth care practice from an emphasis on interventions with individuals, towards greater emphasis on interventions that are aimed at the multiple levels of the child and youth’s ecological system. The study identifies implications for post-secondary curriculum, professional practice, agency mandates and job descriptions. / Graduate

The Brofenbrenner(1979) ecological theory was applied to examine the relationship between parent and child depressive mood and the moderation of relational quality at two levels; 1) parent-child (within family) and 2) family-social support (outside family) levels. It was hypothesized that both levels would buffer the predictive association of parent to child depressive mood. At the first level, the parent-child depressive mood association was qualified by an interaction with relatedness (categorized as inadequate and adequate) that approached a conventional level of significance, R2 = .023, F(1,101) = 2.77, p = .099. At the second level, the addition of social support as a moderator yielded a R2 =.028, F(1,101) = 3.11, p = .081. Exploratory analyses were performed to clarify each moderation. The findings suggest that relational quality within and outside the family have the potential to serve as protective factors in regards to depressive symptoms for children with asthma.

An argument is developed for a new framework for design, to assist in overcoming barriers to the implementation of environmentally responsible solutions for building design. Though there exist the technical solutions to move towards more environmentally benign building practices, the vast majority of building designers do not employ these solutions in their designs. The research first identifies some problems to be overcome in order to improve the implementation of environmentally responsible design solutions. These problems are: the complexity and value conflict presented by environmental issues; the inability of designers to effectively pre-structure design problems in terms of environmental issues; the difficulty designers face in making design decisions regarding environmental issues; the ineffectiveness of existing tools at providing assistance with these problems, and the lack of ecological grounding of existing tools and of design thinking in general. The search for solutions to these problems guides the direction of the research. Three streams of investigation are conducted, making up the first three parts of the thesis. The first stream is an investigation of design methods which results in recommendations for ways of providing assistance to the designer. A range of existing environmental assessment tools are reviewed in the light of these recommendations and their suitability, as providers of design assistance, is evaluated. The second stream is an investigation of the potential for ecological theory to inform design thinking and then, hence, to inform the development of building environmental assessment tools. Seven principles for ecological design are developed and these shape further recommendations for means of providing assistance to designers. The third stream documents the testing of some of the recommendations, from theory, in practice. A series of case studies have been conducted in which two interventions have been made into the design process. The first intervention is the front-loading of the design process with environmental considerations by implementing an Environmental Brief. The second intervention is the introduction of life cycle thinking into the design process. The results from these three streams of investigation inform the development of a new model for building environmental assessment that provides assistance during the design process. The new model is a framework for the design process within which various components fulfil a series of interrelated tasks aimed at solving the problems that currently lead to poor implementation of environmental design strategies. The implementation of recommendations based on the seven principles for ecological design produce a new paradigm for environmental assessment of buildings. In particular the application of the building life cycle, in the form of an organisational structure for the framework, provides a means of visualising and mapping the relationships between the building and the environment. This helps the designer to better understand these relationships and therefore be able to better deal with their complexity and the conflicts arising between various competing environmental issues. The building life cycle, provides an overarching structure within which any environmental issues may be considered. This provides great flexibility, for consideration of unique project parameters, for the inclusion of different existing tools within the new framework and for the future evolution of the framework and the issues that it covers. The framework directs emphasis toward the early stages of the design process though the environmental briefing process. The briefing process assists with the setting of priorities for the client and design team, which in turn lead to the setting of design problems that are more likely to contain environmental criteria. The most beneficial aspect of this is found to be the improved pre-structuring of design problems over time as experience of previous projects is utilised when considering new ones. This highlights an important role for the framework as a record of the design process. This record can be used as a reference throughout the design of the building under consideration at the time, and for reference during the design of future projects.

No description available.

The purpose of the study was to explore and understand how orphaned adolescents in grandparent-headed households achieve healthy functioning and how they rise above unfavourable circumstances. In exploring and gaining understanding, the research was approached from an interpertivist stance as it entails an inductive qualitative enquiry suitable to gaining a better understanding of the experiences and perceptions of orphaned adolescents. A qualitative methodological design was followed to ensure that the research questions could be answered. Purposive sample selection was used to select participants for this research study. The sample included nine adolescent orphans who reside in grandparent-headed households and are affiliated with Stanza Bopape Community Centre. Data collection included biographical questions, focus group interview and semi-structured interviews. Five of the nine participants took part in a focus group interview and the remaining four participated in individual semi-structured interviews. All interviews were conducted and transcribed by the researcher. Inductive thematic analyses was utilised to identify themes which emerged from the data. The themes which emerged were: the person I am, the supportive roles in parenting, role models in my life, things that are important to me, the future in me. These themes reflect the factors which contribute to the participants’ resilience and can be deduced as the mediating factors which assist them in achieving healthy functioning. The risks identified are aligned with residing in a township and attending a township school, however these risks were not experienced as demotivating adversities for the participants. They rather viewed them as motivating factors to achieve a better future. Bronfenbrenner’s bio-ecological theory served as the theoretical foundation for the study and it emerged that factors which contribute to the orphaned adolescents’ resilience (maintaining factors) come from various systems. Based on the findings of the study it can be concluded that orphaned adolescents residing in grandparent-headed households, although generally of low socio-economic status, are aware of their challenges and utilise certain processes to strengthen their resilience and overcome their challenges. / Dissertation (MEd)--University of Pretoria, 2018. / Educational Psychology / MEd / Unrestricted

Recent attempts at developing an environmental education agenda in public schools emphasize the need to foster greater public awareness about environmental rights, issues, and solutions, while producing citizens with the knowledge and skills needed to address the ecological challenges of contemporary society. However, some scholars have argued that the attempt to integrate environmental principles into the school curricula has created a conflict between the politically-oriented goals of environmental education and the more passive practices of uncritical assimilation and reproduction found in many schools today (Stevenson 2007). Moreover, although there is a need for public schools to take on the challenge of prioritizing environmental education, they may not be ready to do so. Ideological conflicts, structural constraints and perceptions about the urgency of the problem seem to affect the ways in which implementation of these new philosophies and practices take place. One approach that the environmental movement in Puerto Rico is utilizing to fulfill what they perceive as their responsibility to the new generations of Puerto Ricans and society at large is to partner with local elementary public schools in an effort to develop activities and knowledge relevant to local ecological issues and environmental principles. To better understand this complex articulation, I set out to conduct an ethnographic case study of Conuco, a youth-led activist group working in collaboration with four elementary schools in Río Piedras, Puerto Rico. Utilizing an eco-critical approach, this study looks at the multiple-levels in which Conuco intersects as a public organization and a transformative space for its individual members. By caring for and working with elementary school children, the young people in the study learn to behave in ways that are ecologically conscious while, at the same time, fulfilling their perceived social responsibility as mentors and environmental activists. However, while these practices might improve the performance of individual teachers and the level of awareness and participation of particular groups of students, they raise questions about the ability of the school system to confront these new challenges systematically by transforming the system of instruction and improving its commitment to the environment. How effective these strategies are and what they mean for all involved-teachers, students, and activists-are the primary questions being explored in this study.