The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an intermediate secondary school level is examined qualitatively. It is investigated how pupils at a German intermediate secondary school perceive the social skills training and how that training affects the social competencies of the pupils. It is also explored if the pupils can relate their acquired competencies with their values and beliefs. Based on the empirical-theological praxis cycle, the planning, carrying out and the results of thirteen one-to-one interviews and three group interviews are presented. Five types of adolescents can be distinguished in terms of knowing and applying social skills as result of different grounded theory coding strategies: the power-conscious, the autonomous, the ambivalent, the self-confident and the competent. This study wants to contribute to a better evaluation of the implementation of social skills programmes at schools and particularly in religious education. / Practical Theology / M. Th. (Practical Theology)

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills education and training forms part of life orientation and helps to address the abovementioned aspect. Life-skills education and training falls under the most recent and powerful approaches in handling psychological problems. It strives to adapt the principles of psychology and social science into teachable skills to ensure intra-personal effectiveness and improve the general quality of peoples' lives. The aim of this pilot study was to alter The Path programme to design and develop an intrapersonal life-skills programme aimed at enhancing the self-concept of youth offenders. The intervention research model of Rothman and Thomas (1994) was employed as foundation for the design and development of The Altered Path programme. The intervention research model was chosen as it aimed at creating a means to address problems experienced by individuals and society. It strives to improve the life, health and well-being of individuals and society. This purposeful sampling consisted of six Afrikaans-speaking, male youth offenders from the Drakenstein Juvenile Centre. The Altered Path programme was implemented in three stages. The first stage consisted of sessions one to seven. The following topics were covered during this stage: introduction and programme orientation, conceptualisation of mission statements and elements, past personality influences and Cup of Sorrow, the Positive Prophecy and Talent Shield, the mission statement, the vision statement and goal setting. The second stage, which consisted of sessions eight and nine, entailed the training of the participants for service learning. The third stage entailed the implementation of the service learning process. The study found that The Altered Path programme could contribute towards a growth in intra-personal skills with regard to self-awareness, personal goal setting, spirituality, morals and values, self-esteem and self-regulation (both emotional and cognitive). The result of the intra-personal growth was that the interpersonal skills with regard to communication and helping skills of participants improved. In answer to the research question the finding was made that the intra-personal development positively affected the following dimensions of their self-concept: personal, ideal, cognitive, spiritual, social self and psychological self. In the light hereof the statement can be made that The Altered Path programme seems to have a positive effect on the overall self-concept of the participants. Conscious development of self-knowledge was identified as an element of the programme that could be refined to ensure that all participants develop self-knowledge in the same way during the field study.

published_or_final_version / Social Work / Master / Master of Social Work

The purpose of this study was to identify the youth who do not participate in Independent Living Program (ILP) services and, if possible, to ascertain if any characteristics or factors appear to affect participation in ILP services. The study utilized a quantitative research method to assess ILP participation by extracting data from existing case records via a data extraction form created in conjunction with the San Bernardino County Legislation, Research and Quality Support Services Unit.

published_or_final_version / Applied Statistics / Master / Master of Social Sciences

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

In 1991, the NCAA created Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills (NCAA, 2005). The CHAMPS/Life Skills program concentrates on five areas: Academic Commitment, Athletic Commitment, Personal Development Commitment, Career Development Commitment, and Service Commitment (NCAA, 2005). Very few amendments and modifications have been made to the CHAMPS/Life Skills educational material since the program was developed. In the present creative thesis project, revisions and updates were implemented to the current material to satisfy the needs of collegiate student-athletes. Hence, the purpose of this creative thesis project was to update the Academic Commitment module within the CHAMPS/Life Skills manual. Specifically, the Time Management and Study Skills components were revised. These revisions were evaluated by three university professors. In conclusion, the present creative thesis project will assist in presenting CHAMPS/Life Skills material to student-athletes. / School of Physical Education, Sport, and Exercise Science

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

This study focuses on the therapeutic interventions by mental health practitioners when faced with rebellious youths. Rebelliousness refers to the act of defying lawful authority or a resistant way of relating to authority or convention. It is manifested in, amongst others, withdrawal, deviance, delinquency, antisocial behaviour, and suicide. To date there are no interventions for rebellious youths per sé. Rebellious youths are often treated with traditional strategies which are often ineffective and show little promise for eliminating rebellious behaviour. Research has revealed that teen problem behaviours stem from "life-problems" such as psychosocial stressors. Therefore treating the adolescent for substance abuse, for example, is treating him/her for the wrong reasons. It is no surprise that many adolescents who have undergone intervention programmes for specific behaviour problems relapse soon after they are released from the programmes. The study focuses on integrating different strategies in order to combat rebelliousness in adolescence and beyond. This holistic approach argues that all treatments share certain curative processes. Therefore each treatment works best when it is combined with other aspects of treatment. For this reason, individual, family and group therapy were combined together with school strategies. The results of this study indicate that combining procedures that are designed to improve problematic behaviour in teenagers are viable forms of treatment. / Educational Studies / D.Ed.(Psychology of Education)