D.Ed. (Educational Psychology) / Through quality education for all, learners will be able to reach their full potential and will be able to “meaningfully contribute to and participate in that society throughout their lives” (Department of Education, 1997, p.11). To facilitate this process, Life Orientation (LO) has been introduced as a compulsory subject in grades 8 to 12 and, according to the National Curriculum Statement, it will be “guiding learners to develop their full potential in all spheres of life (i.e. holistic development)”, and focusing on “skills that empower learners to relate positively and make a contribution to family, community and society life in South Africa” (Department of Education, 2003, p.19). This implies that those responsible for teaching this subject would require specific qualities and characteristics, as they face many challenges in terms of what learners bring to school, such as the effects of violence, HIV, abuse, divorce, poverty and teenage pregnancy. The expectations of the learning outcomes are high, and as yet little is known about the experience of LO within schools. This research therefore aimed to explore the learners’ lived experiences of LO within secondary schools in Gauteng, in order to understand their perspectives of LO and LO teachers in the first phase, so that intervention strategies could be developed in the second phase to enhance its implementation. The research utilised a qualitative paradigm and included a literature review, focus group interviews with six to eight learners in each grade of four secondary schools, five individual interviews with learners, four individual interviews with LO teachers, and open-ended questionnaires completed by one class in each grade in secondary school. Data analysis was deductive and themes identified focused on the relevancy of LO, the attitude to LO, the acquisition of life skills, LO teachers and their teaching methods, and the LO needs of learners. Several gaps were identified between learners’ experiences and the learning outcomes of LO. Intervention strategies, based on the findings of the study in phase one, were developed in phase two in order to address these gaps, to further develop LO as a learning area, and to facilitate the acquisition of life skills by secondary school learners. The overall principles of the intervention programme focused on improving the practical applicability of LO for learners, making it more relevant to adolescents, linking it to the community, assisting with the necessary teacher selection criteria and teaching qualities, and highlighting the necessity for more health promotion in schools.

AFRIKAANS: In hierdie navorsing is die implementering van lewensvaardigheidsopleiding as MIV/VIGS¬ voorkoming in skole gemoniteer en geëvalueer. Die projek is geïnisieer deur 'n gesamentlike komitee van die Departemente van Nasionale Gesondheid, Onderwys en Welsyn en 'n aantal nie-regeringsorganisasies met die doel om die verspreiding van MIV/VIGS onder die jeug te voorkom. Die projek het behels dat twee onderwysers per skool landswyd deur 'n stelsel van afwaartse kommunikasie opgelei is om MIV/VIGS- en lewensvaardigheidsopleiding vir leerders in skole aan te bied en om die skool as geheel by die programimplementering te betrek. In hierdie navorsing is die opleiding van die onderwysers en programimplementering in twee onderwysdistrikte gemoniteer. Die navorsing het deur onderskeie fases verloop wat daartoe bygedra het dat die teoretiese onderbou vir die gemeenskapsielkunde ondersoek is, die leemtes van die tradisionele benaderings aangedui is en die sisteemteorie as onderliggende epistemologiese raamwerk vir die gemeenskapsielkunde aanbeveel word. Lewensvaardigheidsprogramme as voorkomende intervensies is ondersoek en die voorkomende benadering is geïnterpreteer in terme van die sisteemteoretiese uitgangspunt. Die uitdagings gekoppel aan MIV/VIGS-voorkoming en die evaluering van bestaande programme is bespreek. Riglyne uit die literatuur vir die ontwikkeling en implementering van MIV/VIGS-voorkomingsprogramme in skole word ook bespreek. Die aanduiding is dat daar nog nie in Suid-Afrika programme geïmplementeer is wat bygedra het tot 'n grootskaalse sosiale veranderingsproses wat daarop gerig is om die verspreiding van MIV/VIGS te voorkom nie. Gemeenskapsintervensies as terug- en vooruitvoerprosesse het nog nie daartoe bygedra om selfreguleringsprosesse in groot dele van die gemeenskap te fasiliteer nie. Dit kan moontlik toegeskryf word aan individuele en gemeenskapsprosesse intern tot die gemeenskap wat verandering in hierdie verband teenwerk. Die proses van program-implementering is ook bestudeer aan die hand waarvan die implementering van die program in die skole bestudeer kon word. Die programmonitering is gedoen deur 'n aksienavorsingsproses te implementeer wat gestrek het oor die periode van twee jaar. Dit het behels dat elke fase van die implementeringsproses geëvalueer is en daar terugvoering gegee is wat gebruik kon word in die implementering van die volgende fase van programimplementering. Die opleiding van onderwysers is eerstens deur deelnemende waameming en terugvoer van die opgeleide onderwysers tydens twee opleidingsessies waaraan 34 onderwysers deelgeneem het, geëvalueer. Daama is die vordering met programimplementering ondersoek deur onderhoude met die opgeleide onderwysers in 24 skole te voer. Die terugvoer uit die onderhoude was dat daar prosesse intern en ekstern tot die skoolsisteem is wat programimplementering benadeel. Hierna is verdere intervensies geïmplementeer om van die prosesse wat programimplementering benadeel, te probeer verminder. Die intervensies het onder andere beoog om al die rolspelers in die skoolsisteem, die leerders, al die onderwysers, die ouers en die skoolhoofde by die programimplementering te betrek. Hierdie fase van die implementeringsproses is gemoniteer deur vyf skole in die area as gevallestudies te bestudeer met die doel om die betekenisse wat die onderskeie rolspelers aan die program en programimplementering heg, te ondersoek. Die moniteringsproses is begin deur 'n situasie-ontleding te doen waarin die hoë risikogedrag van leerders ondersoek is en terugvoering aan die ondenvysers gegee is oor die behoeftes van leerders wat in die lewensvaardigheidsprogramme aangespreek kan word. Dit het daartoe bygedra dat konteksspesifieke programme ontwikkel kon word. Die programimplementering en waargenome uitkoms van die programme is ondersoek in onderhoude met die opgeleide onderwysers en die skoolhoofde en fokusgroepbesprekings met die leerders en ander personeellede. Na die implementering van intervensies het dieselfde groep leerders weer die vraelys wat in die situasie-ontleding as voormeting ingevul het, as nameting ingevul. Uit die twee vraelyste is die hoë risikogedragspatrone en verandering in gedragspatrone van die leerders ondersoek. Die programevaluering is gedoen vanuit die ekosistemiese verwysingsraamwerk met komponente van die sosiale konstruksionisme ingesluit. Deur die gebruik van kwalitatiewe en kwantitatiewe navorsingsmetodes aanvullend tot mekaar, kon verskillende prosesse in die gemeenskap ondersoek word, elk op 'n gepaste vlak van ontIeding. Die betekenisse wat die onderskeie rolspelers aan die program geheg het, is deur beskrywende data ondersoek, terwyl gedragspatrone van groter groepe leerders deur metings en statistiese ontleding ondersoek is. Deur data van verskillende rolspelers met verskillende data-insamelingsmetodes te integreer kon 'n geheelbeeld van prosesse in die skoolgemeenskap gekry word. Die resultate van die navorsmg dui aan dat daar tydens die moniteringstydperk slegs beperkte programimplementering in die skole plaasgevind het. In enkele skole is enkele Voorligtingperiodes gebruik om die programinhoud aan te bied. Die implementering het egter nie verder as die inisiëringsfase gevorder nie. Die organisasie en struktuur van die skoolsisteem het dit vir die meerderheid onderwysers nie moontlik gemaak om die program te implementeer nie en ten spyte van die onderskeie intervensies het daar nie verandering in die organsisasie en struktuur van die skoolsisteem ter ondersteuning van die programimplementering plaasgevind nie. Hierdie bevinding word verduidelik deur die prosesse wat programimplementering teenwerk te ontleed in terme van Bateson (1979) se orde van logiese tipering waarin hoër-orde prosesse laer-orde prosesse kan reguleer. Hoër-orde prosessse wat geïdentifiseer is wat die programimplementering benadeel het, was onder andere die volgende: • Die gebrek aan deelname van ander onderwysers weens gebrek aan kennis oor MIV/VIGS en betekenisse wat hulle aan hul rol as onderwysers heg. • Die skoolhoof se gebrek aan betrokkenheid, omdat dit nie moontlik was om die groot aantal gestelde doelwitte in die skool te bereik met die beperkte hulpbronne nie. Die struktuur van die skool was nie sodanig dat dit verandering in die organisasie moontlik maak nie. • Beperkte ondersteuning vanuit die Onderwysdepartment, weens die projekbestuur se hoë werkslading en min ondervinding in die implementering van programme. Meervoudige doelwitte vanuit die Departement van Onderwys, baie veranderings wat gelyktydig geïmplementeer word, gepaard met die vermindering van hulpbronne, dra by tot 'n skoolsisteem wat nie die kapasiteit het om verandering te implementeer nie. • Prosesse in die makrokonteks dra ook by tot die gebrek aan programimplementering. Die onderwysklimaat, gekenmerk deur 'n gebrekkige kultuur van onderrig en leer, lae motiveringsvlakke, gebrek aan dissipline en 'n eksterne lokus van beheer waardeur die onderskeie rolspelers nie aktief is in die oplos van probleme nie, maar 'n ingesteldheid het dat hulle hulp van buite-instansies nodig het, kan die programimplementering benadeel. Hoewel die grootste deel van die gemeenskap bewus is van die MIV/VIGS-epidemie, is daar gemeenskapsprosesse wat die voorkoming daarvan teenwerk. Die passiewe klimaat in die gemeenskap rakend MIV/VIGS kon ook die proses van programimplementering benadeel. Wat hieruit blyk, is dat die reëls of sosiale betekenisse onderliggend aan gedrag op elke vlak van ontleding nog nie verander het nie en dat daar 'n verskeidenheid hoër-orde prosesse is wat die program impIementering kan benadeel. Na 'n implemeteringstydperk van twee jaar het daar nie statisties beduidende verandering in die leerders se gedragspatrone plaasgevind nie. In die nameting het die leerders meer kennis van MIV/VIGS gehad, maar daar was nie 'n beduidende vermindering in hoë risikogedragpatrone nie. In drie van die vyf skole was daar 'n verhoging in gerapporteerde seksuele aktiwiteit en 'n tendens in die rigting van meer onverantwoordelike gedrag ten opsigte van kondoomgebruik en meervoudige seksuele maats. Die moontlikheid van meer openlikheid in die rapportering van gedrag moet egter in ag geneem word. Daar word weer aangedui dat die gedragspatrone van leerders nie verander het nie, omdat die reëls of betekenisse onderliggend aan die gedragsprosesse nie verander het tydens die intervensies nie. Aanbevelings word gemaak om die programimplementering te verbeter veral in terme van die volgende: • verandering in hoër-orde prosesse veral in terme van die onderwysklimaat en prosesse in die onderwyssisteem, veral ten opsigte van doelwitte en hulpbronvoorsiening; • die implementeringstrategie waarin deelname uit die gemeenskap belangrik om gedeelde betekenisse te vorm; en • die vlak van programintervensie om ook reëls onderliggend aan gedrag en hoër-orde leerprosesse in te sluit. In die navorsmgsproses het ook teoretiese insigte ontwikkel wat bygedra het tot die ontwikkeling van 'n teoretiese onderbou vir gemeenskapsintervensies en metodologiese ontwikkeling in terme van die integrering van veelvuldige navorsingsmetodes binne die sisteemteoretiese verwysingsraamwerk. ENGLISH: This research monitored and evaluated life skills training in the prevention of HIVIAIDS in schools. The project was initiated by a joint committee of the Departments of National Health, Education and Welfare with the object of preventing the spread of HIV I AIDS among young people. In terms of the project two teachers per school countrywide were trained by means of a top-down communication system to present HIVIAIDS and life skills training to school learners and to involve the school as a whole in the implementation of the programme. The research monitored the teacher training and programme implementation in two educational districts. The research was conducted in different phases, involving an investigation of the theoretical foundation for community psychology, an indication of the gaps in traditional approaches, and the recommendation of system theory as the underlying epistemological framework for community psychology. Life skills programmes as preventive interventions were investigated and the preventive approach was interpreted in terms of the system-theoretical perspective. The challenges linked to HIVIAIDS prevention and the evaluation of existing programmes are discussed, as are guidelines from the literature for the development and implementation of HIVIAIDS prevention programmes in schools. Programmes have evidently not yet been introduced in South Africa to bring about a large-scale social change process aimed at the prevention of HIV/AIDS. Community. interventions in the form of feedback and feed-forward processes have not yet helped to facilitate self-regulation in large parts of the community. This can possibly be ascribed to individual and community processes in the community itself which oppose change in this regard. The programme implementation process was also studied on the basis of which the implementation of the programme in schools could be examined. Programme monitoring was carried out by means of action research that extended over the two-year period. This meant that each phase of the implementation process was evaluated and the resultant feedback used in the next phase of the programme implementation. First the training of teachers was evaluated on the basis of participatory observation and feedback from the trained teachers during two training sessions attended by 34 teachers. Progress with programme implementation was then investigated by conducting interviews with the trained teachers in 24 schools. The feedback from the interviews was that processes internal and external to the school system were inhibiting programme implementation. Subsequently, further interventions took place in an attempt to reduce these inhibiting processes. The main aim of the interventions was to involve all the role players in the school system ¬the learners, all the teachers, the parents and the school principals - in the programme implementation. This phase of the implementation process was monitored by examining five schools in the area as case studies to determine the meaning the various role players attached to the programme and to its implementation. The monitoring process began with a situation analysis involving the investigation of the high-risk behaviour of the learners and providing feedback to the teachers on learner needs that could be addressed in the life skills programmes. This contributed to the development of context-specific programmes. The programme implementation and the observed outcomes of the programmes were investigated through interviews with the trained teachers and the school principals, and through focus group discussions with the learners and other members of staff. Following the implementation of the interventions the same group of learners again filled in the questionnaire as a pot-measurement; this was the questionnaire they had filled in earlier as a pre-measurement step in the situation analysis. The high-risk behaviour patterns of the learners and changes in these behaviour patterns could be investigated on the basis of the two questionnaires. The programme evaluation was done from an ecosystemic framework that included components of social constructionism. Through the use of complementary qualitative and quantitative research methods, different processes in the community could be investigated, each on an appropriate level of analysis. The meaning attached to the programme by the various role players was investigated by means of descriptive data, while the behaviour patterns of larger groups of learners were investigated on the basis of measurements and statistical analysis. By integrating the data of different role players with different data-collection methods, an overall view of processes in the school community could be obtained. The research results indicated that during the monitoring period only limited programme implementation took place in the schools. In a few schools a few guidance periods were used for the presentation of the programme content. However, the implementation did not progress further than the initiation phase. The organisation and structure of the school system made it impossible for most teachers to implement the programme and, despite the various interventions, no changes took place in the school system to promote programme implementation. This finging is explained by analyzing the processes that oppose programme implementation in terms of Bateson's (1979) order of logical typing in which higher order processes can regulate lower order processes. Identified higher order processes that inhibited programme implementation included the following: • The limited participation of other teachers because of their lack of knowledge of HIV/AIDS and the meaning they attached to their role as teachers. • The limited involvement of the school principal because of the impossibility of achieving the large number of goals set in the school with inadequate resources. The school structure did not lend itself to any changes. • Limited support from the Department of Education because of the project management’s high work load and limited experience in the implementation of programmes. The multiple objectives of the Department of Education, the many changes implemented simultaneously, together with a reduction in resources, contributed to a school system that did not have the capacity to implement further change. • Macro-context processes also contributed to the lack of programme implementation. The educational climate, characterised by a defective culture of teaching and learning, low motivation levels, lack of discipline and an external locus of control whereby the various role players were not active in problem solving, but whose disposition suggested that they needed help from external institutions, also helped inhibit programme implementation. Although most of the community were aware of the HIV / AIDS epidemic, certain community processes militated against the combating of the scourge. The passive climate in the community regarding HIV / AIDS further undermined the programme implementation process. What emerges from this is that the rules or social meaning underlying behaviour on every level of analysis have not changed yet and that various higher order processes can inhibit the programme implementation. After an implementation period of two years no statistically significant change in the learners' behaviour patterns had taken place. In the post-measurement the learners demonstrated more knowledge of HIV / AIDS, but there was not a significant reduction in their high-risk behaviour patterns. Learners in three of the five. schools reported an increase in sexual activity and a trend towards more irresponsible behaviour in condom use and multiple sexual partners. However, the possibility of greater openness in behaviour reporting should be taken into account. It was again indicated that the behaviour patterns of learners had not changed, as the rules or meanings underlying their behaviour processes had not changed during the interventions. Recommendations are made for improving programme implementation, especially in terms of the following: • a change in higher order processes particularly in respect of the educational climate and processes in the education system, especially concerning objectives and resource provision; • a the implementation strategy in which community participation is important in developing shared meanings; • a raising the level of programme intervention by including rules underlying behaviour and higher order learning processes. The research process also led to the development of theoretical insights that contributed to the construction of a theoretical foundation for community interventions and methodological development in terms of the integration of multiple research methods within the system-theoretical reference framework. / Thesis (PhD (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

In the modernising South African society, young people are faced with personal and social problems which make it very difficult for them to adjust positively to life in general. In the end they are frustrated in many situations in life because of their inability to cope with these problems. One of the major problems that the Blacks in South Africa are faced with is that of a poor self-concept. This is a major problem because any adjustment and behaviour in life is, to a large extent, influenced by the self-concept of the individual. This thesis aims at focusing attention on those social issues which play a major role in the development of the self-concept and the lives in general, of Black people in Gazankulu. It is also concerned with the role of the guidance teacher in preparing young people for a more satisfying life (Introduction, p. 1)

Proactive coping involves individuals developing resources to facilitate their promotion toward personal growth. The aim of this study was to determine whether differences occurred in the use of a proactive coping style between students from various Southern African countries and universities, in order to form cross-cultural comparisons for this construct. The Proactive Coping Inventory (PCI) was electronically distributed to collect the empirical data, with purposeful non-probability sampling being employed. The sample consisted of 622 students from three universities, one each in Botswana, Namibia and South Africa. Eleven hypotheses were set for investigation. Exploratory factor analysis resulted in the emergence of two distinct factors in the PCI, implying two separate subscales. A statistically significant relationship was found between proactive coping and both instrumental and emotional support seeking. A small, practically significant gender difference was discovered for emotional support seeking, and moderate differences were found between age and proactive coping. Southern African university students exhibit higher levels of proactive coping than preventative coping, strategic planning or emotional support seeking. Furthermore, they make use of proactive coping to a greater extent than individuals outside of the Southern Africa region. In terms of national and institutional culture, no statistically significant differences occurred for proactive coping between any of the countries or universities under study. These findings imply that regardless of a Southern African student's home country or university, he or she is likely to cope proactively. A possible explanation is because Africans generally value social support systems and collectivism, which assist individuals in coping proactively. These results also suggest that all three universities under study are effectively encouraging students to cope in a proactive manner, whether formally or informally, which is in line with the values of these institutions. It is recommended that Southern African universities focus more intentionally on becoming positive socialising systems through integrating the development of human strengths, thus enhancing the value that students and society gain from tertiary education. These findings add to the current body of knowledge relating to proactive coping, which is lacking in a Southern African context.

In training programs designed to help immigrant women adapt to Canada, drop-out rates are frequently high and attendance is often low. Investigating some reasons behind this observation was the motivation for this thesis. A literature review revealed that curricula used in existing programs are often developed from experts' understanding of immigrants' needs; research on immigrant women's curricular needs as perceived by themselves is virtually nonexistent. An objective of this thesis was to address this knowledge gap. This study inquired into what curricular needs immigrant women have, how these needs differ, and what relationship exists between the women's backgrounds and their curricular needs. A questionnaire was developed and validated by an expert panel, and then administered to graduates from an orientational training program. Post-survey interviews were conducted. Data were analyzed using frequency distribution, cluster analysis, multivariate analysis of variance (MANOVA), factor analysis, and linear discriminant analysis. It was found that the program, although well received, did not reflect the curricular needs perceived by the immigrant women themselves. Life skills instruction was unwanted by many students while English and computer lessons were in demand. A desire to regain higherquality jobs partially explained the women's curricular needs. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this Master’s thesis was to examine former high school athletes’ perspectives on life skill development and transfer. Individual semi-structured interviews were conducted with 22 individuals (12 females, 10 males) between the ages of 18-56. Participants were recruited from the Southwest and Eastern regions of Ontario, Canada. Based on the data collected, two articles were written. Article one presents the participants’ perspectives on their developmental experiences and the influence of the context associated with their high school sport participation. The findings revealed that different types of life skill experiences emanated from high school sport, but that negative experiences also ensued. Participants reported differences in terms of how high school sport was experienced in rural settings compared to urban settings. In article two, the Conceptual Framework for Life Skills Interventions was used to examine the participants’ life skill development and transfer experiences. The findings are consistent with aspects of the framework and provide tangible examples of life skill development and subsequent transfer for the same skill by the same individual. Collectively, the findings from this Master’s thesis illustrate how the life skills learned during high school sport are being transferred for use at various stages across the lifespan.

This study investigated the efficacy of a "lifestyle" planning process for persons with severe disabilities. The planning process involved five steps: (a) description of a desired integrated lifestyle (pre- test), (b) identification of attitudinal, knowledge, and opportunity barriers present in an individual's service delivery system, (c) development of weekly schedules and plans that are based on an individual's personal preferences (mid- test), (d) implementation of valid teaching technologies and assessments if needed to achieve greater community participation, and (e) application of evaluative measures to monitor success (post-test). The planning process was implemented by means of a consultant model. The process involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstration of instructional techniques. Planning and implementation spanned approximately 12-14 months. The consulting teams were composed of education and behaviour consultants. Four persons with severe disabilities and challenging behaviour served as subjects. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989-1991. Data were collected on three dependent measures at the beginning, midpoint, and end of intervention periods. The measures were type and frequency of integrated activities performed, program quality, and mastery of core steps of priority instructional goals in areas such as behaviour management and augmentative communication. All four persons engaged in a greater number of preferred integrated activities at the mid- and post- test than at the pre- test. The social networks of all four individuals were higher at the mid- and post- test than at the pre- test. Program quality scores were collected at the pre- and post- test only. All scores were higher at the post- test than at the pre- test. Behavioral problems reported at the referral stage were substantially reduced at the post-test for all individuals. These results are discussed in relation to previous research done in this area. Limitations of the study are identified, such as sample size, sample bias, and programmatic change that occurred outside of the planning process. Problems in implementing the process by means of a consultant model are discussed and areas for future research are suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of the study was to investigate the views of master trainers for life skills and the views of secondary school learners concerning the information they receive on HIV/AIDS. Master trainers are educators who were identified by the Department of Education to train groups of people and learners in various schools about life skills. Life skills can be described as the adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life. My assumption was that there may be a relationship between how the messages are communicated and understood and adolescent behaviour. There may also be factors that contribute to a lack of change in behaviour - despite the information disseminated on HIV/AIDS. To reach out to young South Africans with effective prevention programmes has become a key to slowing the rate of HIV infection and ensuring a stronger future for the country (UNAIDS, 2006). This is done through awareness programmes in school-based life skills education, which is part of the life orientation programme. Knowledge of the views would be important to all people involved in the battle against the pandemic and may benefit, particularly, those educators who have been assigned the special role of disseminating HIV prevention messages. Learners receive messages from different sources, such as media, peers, parents and educators in various institutions. The problem is that despite the knowledge acquired through various programmes, learners are still unwilling to translate that knowledge into positive behaviour (low risk sexual behaviour). Girls are still falling pregnant and, therefore, it is very important to look at the messages learners get and how they understand them as this may have an influence on their behaviour. This research has used a qualitative approach to collect and analyse data. Semi-structured interviews were used because to obtain rich descriptive data that helped the researcher to understand the participants’ construction of knowledge and social reality (Maree et al., 2009).Two master trainers from each of the three identified secondary schools were interviewed. Group interviews were used for and learners. The study was conducted in Barberton in the Ehlanzeni region of Mpumalanga. The data was collected using a tape-recorder. Permission and consent was sought and obtained to collect data in the schools that were involved in the study. The data was analysed and several themes were identified. The messages that the learners received from the Life Skills programmes were perceived in different ways. The different sources of knowledge concerning HIV/AIDS that the learners accessed at the time contained conflicting messages. More emphasis was placed on the debate around the use of condoms, while there were other issues that needed attention, such as decaying moral standards, lack of parental support, peer influence and material needs - all factors that lead to risky sexual behaviour in teenage learners. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

The purpose of this doctoral dissertation was to examine the life skills transfer process from sport to life. Data collection occurred over 10-months, from September 2016 to June 2017. The overall sample was comprised of 13 university intramural athletes and 29 social agents playing key roles in the athletes’ lives outside of sport (e.g., parents, partners, and work colleagues). Four methods of data collection were employed: (a) individual semi-structured interviews, (b) chronological charts, (c) timelines, and (d) solicited journals. The findings from this dissertation are organized into three articles. In article one, a grounded theory methodology was used to examine how athletes apply in life the skills they believe they learned or refined in sport. Within the substantive grounded theory, life skills application is framed as an ongoing process that involves four steps (a) decision-making, (b) application, (c) appraisal, and (d) adaptation. Article one adds to the literature by outlining the key behavioural and cognitive mechanisms that help explain what occurs once athletes move beyond sport and apply in different life domains the skills they deem to have learned or refined in sport. Article two presents a longitudinal integrated qualitative approach for “getting at” the life skills transfer process from sport to life. The integrated approach is illustrated through an exemplar case of a 23-year-old athlete (Claire) and her process of learning/refining emotional regulation in sport and applying this skill outside of sport. Three individuals able to speak to Claire’s behaviour outside of sport (i.e., mother, classmate, and work colleague) were also part of the case. Article two adds to the literature by demonstrating how qualitative techniques can be integrated to produce new insights on the life skills transfer process to an extent not previously gleaned through one-shot interview designs. In article three, the substantive grounded theory of life skills application was used to document one athlete’s (Joseph) journey through the life skills application process. Specifically, narrative inquiry was employed to tell Joseph’s story of applying the life skill of leadership at work as he progressed through the four steps described in the substantive grounded theory. Data collection involved three individual semi-structured interviews and three months of solicited journaling. Article three adds to the literature by moving beyond documenting examples of life skills application and instead, illustrating how Joseph’s emotions, thoughts, and behaviours evolved over time to influence his experiences of life skills application. Overall, the findings from this dissertation make theoretical, methodological, and empirical contributions to the life skills transfer literature in sport psychology and further elucidate the notion that sport can have a lasting impact on youth’s development.

This study was conducted to explore the adulthood transition experiences of Utah high-school graduates, with heightened focus on the application value of educational content from the course, Adult Roles. The purpose of the study was identified through experiential interactions with high-school graduates, and was supported by research on 21st century adulthood transitions shown to divert away from traditional adulthood markers. The inconsistency between modern adulthood transition behaviors and traditionally held adulthood assumptions lead to negative perceptions about young adult’s capability to adapt to adulthood. The researcher was motivated to investigate opportunities that may provide increased preparation for the transition into adulthood. Exploring the level of adulthood preparation and the methods of preparation was completed by conducting a survey and follow-up interviews, using questions pertaining to traditional and modern adulthood markers. The study was designed to take place during the spring 2019 semester, gathering experiences from participants in two parts. A 16 question, online survey was completed by 39 Utah State University students, and 287 Utah high-school graduates not enrolled in college to assess the level of preparation and methods of acquiring preparation to transition into adulthood, according to specific responsibilities. Follow-up interviews with seven volunteers from the Utah State University participants, consisted of 11 questions, to explore specific adulthood preparation received from enrollment in the Adult Roles course. Concluding results found that Utah high-school graduates perceived themselves as “moderate-positively” prepared for the adulthood transition responsibilities aligned with traditional adulthood markers. Preparation levels for 21st century markers show “minimally prepared” perceptions. The study determined enrollment in the life-skills course, Adult Roles, provided a moderate benefit to transitional experiences. Findings show that high-school graduates seeking a college degree have more positive perceptions of preparedness than graduates not seeking a college degree. Concluding findings show the level of preparedness for adult responsibilities, reflect the instructional emphasis on adulthood markers found within the Adult Roles curriculum. The study suggests that environments influencing adulthood preparation have the potential to support youth adult’s transitional experiences by incorporating preparation related to 21st century adulthood markers.