This thesis is an exploratory examination of the role of horticultural therapy with institutionalized older people. Chapter one considers the demographic trends which are taking place in Canada with respect to the aging population. The need for service provision is discussed from a social work perspective. The traditional medical and custodial models of care in institutions are critiqued and the psychosocial model, which incorporates a consideration of 'higher' needs such as quality of life and attainment of meaning, is presented as an alternative. Chapter two provides an introduction to horticulture as therapy and includes a literature review and comprehensive history of this therapeutic modality. The theoretical principles of horticultural therapy are explored, with special emphasis on its application with older people in long-term care. Chapter three presents the methodology for field research which involved phenomenological qualitative interviews with nine older people who were living in institutions. Chapter four introduces the research findings. Analysis of the narratives of these participants found that horticultural therapy offers significant benefits, including increased quality of life. Chapter five concludes with proposals for further research and social work practice implications.

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Photocopy of typescript. / Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1984 P74 / Master of Science

Call number: LD2668 .T4 1985 D69 / Master of Science

School garden programs have become increasingly popular for their diverse, positive benefits. School gardens are often promoted as a relatively low cost means to offer hands-on learning opportunities that may foster academic achievement, particularly in the sciences, however only six studies have been published on the impact of garden education programs on science achievement. Five out of six of these studies focused on elementary age students. One study has identified motivational engagement as the mechanism responsible for fostering academic success. School gardens are more common in elementary schools. However, they may be most beneficial in a secondary school setting, when students tend to lose interest in academics and often perform poorly on national assessments of science. Thus, in this study we evaluated adolescent students at three schools with well-established garden education programs. We used pre-test and post-test measures to see how students' levels of various predictors of engagement (e.g. autonomy, competence, relatedness, and intrinsic motivation), actual engagement (in the realms of academics, science, and the garden), garden learning, and academic achievement measures (e.g. overall grade point average and science grade point average) would change over the course of this study. We also assessed how the different realms of engagement correlated with predictors of engagement, with garden learning, and with academic achievement measures. In addition, we examined correlations among the different realms of engagement. At one of the schools, a non-gardening group participated in the study as a control group. Thus, we also compared the gain scores in predictors of engagement, engagement, and academic achievement between the control and garden group from that school. At all three schools, academic or garden engagement significantly increased for the garden groups. Garden engagement was significantly correlated with academic engagement, science engagement, or both, at each of the three schools for post-test measures. Predictors of garden-based engagement were significantly correlated with academic and/or science engagement at each school, at least for post-test measures. These results show that gardening may have the potential to be a contributor to positive motivational changes that in turn can be related across academic domains. The non-gardening group showed significant gains in predictors of- and engagement itself, while the gardening group either marginally declined or maintained its level. However, the non-gardening group had significantly lower pre-test scores in comparison to the gardening group, which in part accounts for their comparative significant gain. The garden group showed significant increases in predictors of garden engagement and garden engagement itself. These results show that the garden group, comprised of at-risk students, are experiencing positive motivational benefits, which can possibly prevent further decline in their general performance. The lack of improvement in academic achievement suggests that the full academic benefit of garden education programs has yet to be consistently reached. We recommend that researchers use a more refined evaluation test and survey, specific to the garden program at hand and include qualitative measures. / Graduation date: 2013

The purpose of this study was to investigate the role of food gardens in influencing the vulnerability of women in rural communities to HIV-infections. The study was conducted at the Makotse Women's Club in rural Limpopo. Qualitative field research was used and five participants were purposefully selected for participation in face-to-face interviews. The study found that the women's involvement in the food gardens enabled them to take responsibility for their own lives. Participation in food gardens gave these women an opportunity for income generation, the chance to access healthy food sources to improve their and their families' diets and a sense of meaning and purpose in their lives. Financial independence from husbands and male partners freed them from poverty and male domination. Through exposure to HIV and AIDS education programmes offered at the food gardens the women were empowered with knowledge about sexual health, hence reducing their vulnerability to HIV-AIDS. / Sociology / M. A. ((Social Behaviour Studies in HIV/AIDS))

The purpose of this study was to investigate the role of food gardens in influencing the vulnerability of women in rural communities to HIV-infections. The study was conducted at the Makotse Women's Club in rural Limpopo. Qualitative field research was used and five participants were purposefully selected for participation in face-to-face interviews. The study found that the women's involvement in the food gardens enabled them to take responsibility for their own lives. Participation in food gardens gave these women an opportunity for income generation, the chance to access healthy food sources to improve their and their families' diets and a sense of meaning and purpose in their lives. Financial independence from husbands and male partners freed them from poverty and male domination. Through exposure to HIV and AIDS education programmes offered at the food gardens the women were empowered with knowledge about sexual health, hence reducing their vulnerability to HIV-AIDS. / Sociology / M. A. ((Social Behaviour Studies in HIV/AIDS))