Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

Denna studie berör skolor som är medlemmar i nätverket European Network of Health Promoting Schools och benämner sig som hälsofrämjande skolor. Syftet var: Att identifiera, beskriva, förklara och förstå de metoder som används inom undervisningen i hälsofrämjande grundskolor i Norden och Storbritannien. Metoden var litteraturgranskning då detta är en litteraturstudie. Vetenskapliga artiklar och utvärderande material användes och ett totalt antal av 13 artiklar som berörde flera skolor i ett land presenteras i studien. Resultatet visade att eleverna skulle vara mer självständiga i sitt kunskapsinhämtande och skolorna använde metoder såsom egna undersökningar eller diskussioner. Detta var något som hörde ihop med skolornas grundtankar då de ville uppfostra självständiga människor. I analysarbetet bearbetades resultatet med John Dewey´s och Lev Vygotskijs´s synsätt och teorier. Trots att inga teorier uttalades i resultatet kunde dessa anknytningar göras och slutsatsen kunde dras att skolorna har influeras av de två perspektiven.

Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

A series of acts which were passed during the apartheid era have undoubtedly deprived the marginalized groups, namely, the so called Coloureds, Indians and the black majority their political rights. Apartheid policies enshrined in the then constitution, ill-considered the wellbeing and wellness of these groups, while at the same time, a white minority was solely privileged. Being the victims of segregation, the deprived groups continuously suffered from the political, and socio-economic setbacks, which disabled them to lead healthy lifestyles. Racial division which was prevalent in many workplaces, particularly in the mining sector, disadvantaged many of them, blacks in particular, to perform skilled labour. They were therefore destined to perform unskilled labour which classified them as cheap labourers, hence meagre wages. The results of segregation bore the fruits of abject poverty which impacted negatively on many. Problems of housing and infrastructure are still confronting many households to date since scores of them are 'shack dwellers' nationwide, living in squalid conditions which are a threat to their health. Overcrowding and poor teaching and learning were prime causes of learners to discontinue their education prematurely. High dropout rates became prevalent mostly in rural areas, where schooling accommodation was limited. Schools can only be safe places of teaching and learning when all horrifying acts of violence such as sexual abuse, rape, intimidation, assaults, bullying and murder are urgently eliminated. All the stakeholders in education should collectively work together to ensure that health promotion in schools is maintained. Against the abovementioned background the primary aim of this research was to determine what health promotion entails within the context of a selected group of 10 primary schools in the Southern Region of the North West Province. A qualitative research methodology was selected to achieve this outcome. Data was gathered by means of focus group interviews. The transcriptions were analysed generating items that were labeled as main categories and subcategories. Pertaining the main categories it was evident that are several aspects that can determine the health and well-being in a school. These include: the leadership of the school, the role of the parents, the duties of the educators, the existence of plans and the policy concerning HIV/Aids. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

The purpose of this study was to determine, by means of a review of literature and empirical research, the impact of dietary interventions on the classroom health promotion of Foundation Phase learners with ADD. In order to reach this goal, it was imperative to illustrate the meaning of the concepts health, wellness, health promoting schools, nutrition and Attention Deficit Disorder (ADD). The objective of the empirical research was to determine whether dietary interventions would promote the health of Foundation Phase learners with ADD in the classroom by focusing on decreasing their levels of hyperactivity, increasing their concentration and improving their social behaviour. In conclusion, the following are some of the findings of this study. Dietary interventions impacted positively on: the hyperactivity level of participating foundation phase learners with ADD in the classroom; the ability of participating foundation phase learners with ADD to concentrate in the classroom; and the social behaviour of participating foundation phase learners with ADD in the classroom. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

A call for parents to be involved in the education of their children is not a modern phenomenon at all. It is increasingly a call which invites parents to be involved in every sphere of their children‟s lives, including their health. Children of South Africa, like many other children in Africa, are engulfed with health issues. These problems range from drug abuse, teenage pregnancy, obesity, violence, suicide, alcohol, etc. Therefore, it is crucial to engage parents in an effort to promote the health of their children in school and together with schools. Various parental roles were established during the early part of the century when parents were obliged to raise their children according to the set standard. As time went by, schools clearly drew a line to distinguish their role from parents‟ roles. Later on a need for parental involvement in schools arose again and a call for parents to attend to their obligations was a necessity, although parents were seen as problems by teachers. This allowed a space for barriers to grow between parents and teachers to such an extent that there was no collaboration in addressing problems affecting children in schools. To investigate the issue of parental roles and health promotion in schools thoroughly, qualitative measures were applied. The analysis indicated that there is indeed a great need for parents to be involved in promoting the health of their children in schools. However, a lack of knowledge amongst parents and a lack of skills to work with parents amongst teachers hamper the possibility of preventing most of the health issues affecting many children of South Africa. Indeed parental participation in schools and health promoting schools can yield positive results not only for the children, but for the schools and parents as well. Therefore, the government must employ practical strategies to involve parents in promoting the health of children in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

Despite having been endorsed by the World Health Organisation (WHO) almost a decade ago, and its widespread adoption as a model of "best practice" for school health promotion throughout the world, the Health Promoting Schools framework has not been subjected to widespread evaluation in a way that fully recognises its core tenets. Most evaluations have focused on individual targeted interventions addressing students' health behaviours, or implementation issues such as school health policies or access to services. No evaluations of this approach could be found which investigated the impact of the HPS model on teachers, as a critical factor influencing the school climate, or on organisational processes associated with employee wellbeing within the school setting. There is a vast literature pertaining to conditions of the work environment that affect employee health, including work-related stress. Teaching is considered a highly stressful occupation, and as social pressure continues to place teachers and schools in the role of "in loco parentis" for the socialisation of children, it seems timely to identify those characteristics of the school environment that promote positive health and wellbeing for all. In theory, the HPS model provides a set of principles and procedures that aim to promote health and wellbeing for all members of the school community, yet the impact on school staff has yet to be demonstrated. This thesis reports on research investigating the extent to which adoption of the HPS approach creates a positive work environment for teachers, through enhanced organisational and social capital, and whether selected work environment variables impact on teachers' physical and mental wellbeing, health risk behaviours, job stress, and job commitment. After conducting a statewide audit of health promotion activities in Queensland primary schools, two samples of schools that differed significantly in the extent to which they were implementing organisational strategies consistent with the HPS approach were selected, one sample of 20 schools actively implementing HPS strategies, and a comparison sample of 19 schools not implementing the approach. Schools were matched on geographic location (rural/urban), school size (number of student enrolments), and socio-economic rank (IRSED). A cross-sectional design using a mail-out survey to 1,280 teachers was conducted, and statistical comparisons of the two groups were conducted. Apart from providing the samples of schools for the main research, the statewide audit provided a profile of health promotion activity in Queensland primary schools. Urban, rather than rural schools, and those with higher student enrolments, were most frequently implementing HPS strategies. Socio-economic ranking did not have any statistical bearing on adoption of these strategies. Implementation of school health policies was the most common strategy, although the social and physical environments were also addressed to some extent. The instrument designed for the study, the HPS Audit Checklist, proved effective in distinguishing a continuum of HPS "total scores" and demonstrated good psychometric properties. With respect to differences in measures of the school environment, mean scores for all 11 dimensions of school organisational health, and all 4 dimensions of school social capital, were statistically higher in High HPS, although differences between the two groups were not outstanding. Trends in the results did, however, confirm that schools actively adopting a HPS approach provide a more positive work environment than non-health promoting schools. Effect size was most significant for School Morale, Decision Authority, and Co-worker Support. Both organisational and occupational commitment was higher for teachers in High HPS, and Turnover Intention (plans to leave the workforce/workplace) was lower for teachers in High HPS. Teachers in High HPS reported less job strain and higher skill discretion, despite slightly greater job demands (work pressure) in these schools. They also reported significantly less general psychological distress on 5 measures, and significantly better self-rated mental and physical health. Job strain was most strongly associated with co-worker support, appreciation, and school morale in High HPS, but in Low HPS strain was most strongly associated with leadership style, school morale, and role clarity, suggesting more subtle differences between the two sets of schools. No statistically significant differences were found between teachers in High and Low HPS on self-reported weight, daily dietary habits, dental check-ups, preventive health screenings, alcohol consumption, smoking, cholesterol, BP and exercise. Although this research was limited by its dependence on self-report measures, the high response rate suggests that the results provide a valid profile of the health and psychological wellbeing of teachers in Health Promoting Schools in Queensland. These results also suggest that the HPS approach creates a more positive school environment through building social and organisational capital, and this is reflected in better mental health and stronger job commitment of the teaching workforce. Implications of these results for human resource management within the education sector are discussed. In addition, the implications of a healthier "learning environment", including less stressed and more connected teaching staff, for children's psychosocial and educational outcomes are considered in light of potential future directions for this research.

Philosophiae Doctor - PhD / Substance abuse among adolescents is a Public Health concern globally with approximately 25 million adolescents (aged 13-15 years) who smoke tobacco, one in every ten girls and one in every five boys. In low- and middle-income countries, 14 % of girls and 18% of boys (13-15years old) are engaged in alcohol use. The Global Status Report on Alcohol and Health of 2018, reports that among the 15- to 19-year-olds, greater than a quarter were current alcohol drinkers. Cannabis (marijuana/dagga) is highly used globally with approximately 3.8% between 15 and 64 years, about 188 million people used it once or more times in 2017. The most commonly abused substances are alcohol, tobacco, and cannabis (marijuana/dagga). In South Africa, most adolescents are found in schools and the average age of drug experimentation is 12 years with early onset of use at about ten years of age.