Previous academic research which focused on girls’ behaviour tended to do so by looking at behaviour in terms of the extremes: by either exploring the perceptions and experiences of girls who appear to behave well, or alternatively, by researching girls who are categorised as extreme misbehavers, in institutions such as Pupil Referral Units. This ethnographic study was undertaken in a state secondary school setting over one academic year. The research centred on girls who were in Years 10 and 11, and is an exploration of the micro performances of their behaviour in the school. The ethnographic nature of the research allowed an in depth focus on girls’ micro performances in school. The feminist influenced thesis seeks to explore girls’ constructions of gender, how this is negotiated alongside their wider performances as pupils in the school and is subsequently recognised (by themselves and others), as performances of particular behaviour. The research draws on Goffman’s (1959) conceptualisation of performance and impression management, Butler (1990), theoretical notions of performativity and Foucault’s (19757:1978) theories of power, discourse and surveillance, to explore how gender and behaviour are being understood in this context. The study sought to explore the world from the girls’ viewpoint to understand the complexity of their experiences more fully. The research examines not only how the girls were positioned in terms of their perceived behaviour, but also how they responded to this positioning (their resistance and accommodation of these positions, and the shifting nature of these positionings across time) and how these were often perceived in relation to particular gendered expectations. The originality of the research stems from findings about issues of self-harm, panic attacks, authenticity, social media, middle class girls and fighting, which lie in the rich and detailed empirical data arising from the study. The significance of these findings draws these multiple threads together, giving insight into gender positioning and behaviour, and the study privileges the girls’ voices as they discuss their feelings and the effects of these issues on them, complicating previous research.

This study centered on adolescent self-mutilation as well as possible forms of support and prevention. The information was gathered by assessing the needs of the adolescent girls who self-mutilate by means of semi-structured interviews. In these interviews the adolescent girls expressed their experiences of self-mutilation and their emotional needs. The aim of the study was to explore and describe the needs of adolescent girls who self-mutilate in order to develop guidelines of support so that parents may feel less helpless and overwhelmed. The findings of the study indicated that there are various reasons why an adolescent would engage in selfmutilation, that it serves a function in the adolescents’ lives and surfaces at times of emotional crisis. This study found further that a lack of problem-solving skills, coping abilities and social skills could play a role in whether an adolescent chooses to self-mutilate. / Social Work / M. Diac. (Play therapy)

abstract: An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings, including outside of the classroom in order to maintain engagement in the STEM pipeline. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015

Acompanha: Sequência didática para o ensino do ciclo menstrual. / Este estudo teve como objetivo propor uma sequência didática para o ensino do ciclo menstrual 6º ano do ensino fundamental. Para isso, a pesquisa embasou-se nos documentos norteadores da educação no ensino fundamental Parâmetros Curriculares Nacionais (PCN) e Temas Transversais. Buscou-se também subsídios teóricos acerca dos conceitos relacionados ao ciclo menstrual (FOX, 2007; MOORE, DALLEY, 2001; BERENSTEIN, 2001; COUTINHO, 1996). Trata-se de uma pesquisa qualitativa, de natureza interpretativa. O trabalho se desenvolveu em uma escola da rede estadual de ensino da cidade de Ponta Grossa/PR, junto a vinte e cinco alunos do 6º ano do ensino fundamental. A coleta de dados se deu por meio de registros fotográficos, gravações em áudio, protocolo de observação participante e registros das atividades desenvolvidas. Os dados foram obtidos por meio da seguinte sequência didática composta pela apresentação da situação; produção inicial, que ocorreu por meio de um questionário, a fim de levantar os conceitos prévios dos alunos sobre o tema; seis módulos que abordam sobre os diversos aspectos do ciclo menstrual; e a produção final realizada com aplicação de um jogo. Os resultados apontaram que as atividades desenvolvidas durante a aplicação dos módulos da sequência didática contribuíram para a reestruturação dos conceitos prévios dos alunos sobre o assunto, bem como na aquisição de novos conceitos sobre ciclo menstrual, além de fornecer um espaço único de discussões acerca da sexualidade, oportunizando momentos de discussão, troca de experiências e ideias. A fim de compartilhar as atividades desenvolvidas por meio desse trabalho, foi elaborado, como produto final, um caderno pedagógico contendo a fundamentação teórica sobre o ciclo menstrual e sequências didáticas, assim como as atividades propostas e sugestões de material para diversificação das aulas. / The aim of this study is to propose an instructional sequence for teaching the menstrual cycle. For this, the research was based on the guiding documents to education in elementary school National Curriculum Parameters (PCN) and Cross Cutting Themes. It also sought theoretical support about the concepts related to the menstrual cycle (FOX, 2007; Moore, Dalley, 2001; BERENSTEIN, 2001; Coutinho, 1996). This is a qualitative, interpretive nature. The work was developed in a state school education in the city of Ponta Grossa / Pr, with twenty-five students in the 6th grade of elementary school. Data collection occurred through photographic records, audio recordings, protocol of observation participant, records of activities. By applying the instructional sequence data were obtained (through a questionnaire in order to raise the students' preconceptions about the subject, about six modules that address various aspects of the menstrual cycle, and the final production, performed with application of a game). The results indicate that the activities developed during the implementation of the instructional sequence modules contributed to the restructuring of students' preconceptions about the subject as well as the acquisition of new concepts about the menstrual cycle, and provide a unique space for discussions about sexuality , providing opportunities for moments of discussion, exchange of experiences and ideas. In order to share the activities developed through this work, was prepared as a final product, a notebook containing the theoretical teaching of the menstrual cycle and didactic sequences, as well as the proposed activities and suggestions for material for diversification of classes.

Acompanha: Sequência didática para o ensino do ciclo menstrual. / Este estudo teve como objetivo propor uma sequência didática para o ensino do ciclo menstrual 6º ano do ensino fundamental. Para isso, a pesquisa embasou-se nos documentos norteadores da educação no ensino fundamental Parâmetros Curriculares Nacionais (PCN) e Temas Transversais. Buscou-se também subsídios teóricos acerca dos conceitos relacionados ao ciclo menstrual (FOX, 2007; MOORE, DALLEY, 2001; BERENSTEIN, 2001; COUTINHO, 1996). Trata-se de uma pesquisa qualitativa, de natureza interpretativa. O trabalho se desenvolveu em uma escola da rede estadual de ensino da cidade de Ponta Grossa/PR, junto a vinte e cinco alunos do 6º ano do ensino fundamental. A coleta de dados se deu por meio de registros fotográficos, gravações em áudio, protocolo de observação participante e registros das atividades desenvolvidas. Os dados foram obtidos por meio da seguinte sequência didática composta pela apresentação da situação; produção inicial, que ocorreu por meio de um questionário, a fim de levantar os conceitos prévios dos alunos sobre o tema; seis módulos que abordam sobre os diversos aspectos do ciclo menstrual; e a produção final realizada com aplicação de um jogo. Os resultados apontaram que as atividades desenvolvidas durante a aplicação dos módulos da sequência didática contribuíram para a reestruturação dos conceitos prévios dos alunos sobre o assunto, bem como na aquisição de novos conceitos sobre ciclo menstrual, além de fornecer um espaço único de discussões acerca da sexualidade, oportunizando momentos de discussão, troca de experiências e ideias. A fim de compartilhar as atividades desenvolvidas por meio desse trabalho, foi elaborado, como produto final, um caderno pedagógico contendo a fundamentação teórica sobre o ciclo menstrual e sequências didáticas, assim como as atividades propostas e sugestões de material para diversificação das aulas. / The aim of this study is to propose an instructional sequence for teaching the menstrual cycle. For this, the research was based on the guiding documents to education in elementary school National Curriculum Parameters (PCN) and Cross Cutting Themes. It also sought theoretical support about the concepts related to the menstrual cycle (FOX, 2007; Moore, Dalley, 2001; BERENSTEIN, 2001; Coutinho, 1996). This is a qualitative, interpretive nature. The work was developed in a state school education in the city of Ponta Grossa / Pr, with twenty-five students in the 6th grade of elementary school. Data collection occurred through photographic records, audio recordings, protocol of observation participant, records of activities. By applying the instructional sequence data were obtained (through a questionnaire in order to raise the students' preconceptions about the subject, about six modules that address various aspects of the menstrual cycle, and the final production, performed with application of a game). The results indicate that the activities developed during the implementation of the instructional sequence modules contributed to the restructuring of students' preconceptions about the subject as well as the acquisition of new concepts about the menstrual cycle, and provide a unique space for discussions about sexuality , providing opportunities for moments of discussion, exchange of experiences and ideas. In order to share the activities developed through this work, was prepared as a final product, a notebook containing the theoretical teaching of the menstrual cycle and didactic sequences, as well as the proposed activities and suggestions for material for diversification of classes.

No description available.

This research will focus on emotional trauma as a result of sexual abuse of a young girl within a family by a stepfather. This is a great challenge to pastoral caregivers within the context of South Africa in particular in the Methodist Church of Southern Africa; where sexual abuse within the family surroundings has become the norm. The impact of sexual abuse in young girls is vast and varied. The most commonly experienced impact of sexual abuse is posttraumatic stress disorder (PTSD). The most frequent observation among victims of sexual abuse is that the victimised young girl tend to engage in extreme sexualized behaviour compared to other young girls who are not sexually abused Since the abuse took place on and in the body; the body becomes the enemy. They carry a great deal of pain and memories. This is evident in Ann’s life; where she desperately tries to cope with the pain; which can lead to eating disorders, self-inflicting injuries, inability to have sex, or engaging in sex often, poor body image. This pastoral care study is an investigation of traumatic effects of sexual abuse of young girls by stepfathers. It seeks to give answers to questions like: - How does sexual abuse on young girls within a family impact on their lives? - Does sexual abuse that occurs in the life of a young girl affect the relationship within the family and community? - How do young girls fall into the sexual abuse trap? - How traumatically affected are young girls who grew up in a sexually abusive environment? - Can a male be a therapist for this abused girl? This study aims to deal with the pain of the survivors of sexual abuse and understand the background of these young girls. And to help survivors of sexual abuse to heal of all the wounds and year of trauma that they went through during their childhood and regain dignity and confidence, again, in life for their future sexual and family life. The first level of empowerment that this research seeks to achieve is to bring the survivor to accept and forgive the perpetrator in their future lives. Secondly, to assist the care giver to develop counselling models that would counsel sexual abuse survivors and their families. And lastly, to help survivors learn to cope and deal with this situation and understand that it is possible to live a positive life after the emotional and traumatic incidences that they had gone through. This research seeks to create awareness on the traumatic impact that sexual abuse has on the lives of young girls. The findings of this research will help pastoral caregivers, to deal effectively with this issue. This research will further empower young girls who have undergone sexual abuse to restore their dignity and, finally, help them to move from a place of paralysis to a place of being healers. The author undertakes this research with the assumption that Young girls that are raised within a sexual abusive environment are affected negatively by such experiences. From Ann’s experience, the author asserts that young girls are traumatized and may not function properly in the community as a result of this trauma. The findings of this study will allow the author to establish a pastoral care method which addresses the impact of traumatic and emotional sexual abuse towards young girls who grow up experiencing sexual abuse by stepfathers. And will be empowering pastoral caregivers, who experience such traumatic situations, to be able to help survivors heal from their own trauma and pain and then to become healing and transforming agents to other young girls. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Practical Theology / MA / Unrestricted

D.Litt. et Phil. / Refer to full text to view abstract

M.Ed. / Early pregnancy and unplanned childbirth may have far-reaching physical, psychological and social consequences for the adolescent girl and her offspring and are therefore public health issues of concern. This study initially proposed to provide guidelines and support to help pregnant adolescents cope with their mental health. Ten pregnant adolescents were interviewed. All ten of them were black. Instead of dropping out of school, they were all staying in. The data were collected by means of observation and phenomenological interviews. The researcher followed a qualitative, explorative, descriptive and contextual method. In the second chapter the researcher describes the research design and method of the research. The approach to data collection, analysis and report writing to achieve the goal of this research study are also indicated. The third chapter focuses mainly with the phenomenological interviews that were conducted and the central themes that have been identified and categorised. The fourth chapter indicates guidelines to help and support pregnant adolescents to cope with the situation they are experiencing and also to cope with their mental health. The research ensured trustworthiness to the participants during the research process. The researcher gained confidence of the participants by spending time with them informally. The researcher ensured credibility of the research study by audio-taping the interviews conducted with the participants. The independent coder was given the transcribed interviews. Thereafter a consensus discussion was held with the independent coder. The researcher ensured that the research study was credible, transferable, dependable and confirmable. The participants were also informed about the advantages and disadvantages of participating in the research. The researcher received informed consent from the parents of the participants. Consent was also obtained from the participants. All participants were informed about their privacy, benefits, withdrawal and the procedure to be followed. Ethical measures were also applied throughout the research. The research ensured that the participants would not be harmed, either physical or emotionally. The researcher ensured the participants of their anonymity. This was done by giving the participants pseudonyms and also made sure that the setting was not identifiable. The researcher’s results revealed that special attention should therefore be paid to adolescent sexual and reproductive health service needs. These should include contraceptive counselling in order to prevent pregnancy at a young age and also to improve their sexual and reproductive health status. / Prof. C.P.H. Myburgh

Magister Artium - MA / This study explores the experiences of young rural girls in scouting practices, who reside in the rural areas of Mpumalanga, Western and Eastern Cape provinces of South Africa. This exploratory study draws special reference to their participation in Scout programmes in what in observed as a predominantly male-dominated organisational alignment. This exploratory study uses a qualitative feminist investigation, through focus groups and semi structured interviews to investigate the impact of these organisational change initiatives on the experiences of girls in scouting. Although the aim of the study was to explore the experiences of rural girls, boys were included in the study to explore gender dynamics and to problematise how gender inequalities can be understood and addressed in scouting. / South Africa