Thesis (Ph. D.)--University of Notre Dame, 2007. / Thesis directed by Cindy S. Bergeman for the Department of Psychology. "April 2007." "Graduate Program in Developmental Psychology"--T.p. Includes bibliographical references (leaves 47-55).

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 114-125). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11567

Thesis (Ph.D.)--Georgia State University, 2006. / Title from title screen. Julia L. Perilla, committee chair; Christopher C. Henrich, Rose A. Sevcik, Tracie L. Stewart, committee members. Electronic text (115 p. : charts, forms) : digital, PDF file. Description based on contents viewed May 10, 2007. Includes bibliographical references (p. 77-96).

School-based sexuality education has been the subject of research in the social sciences and pedagogical spheres globally. In South Africa, growing interest among social scientists in the topic, were ignited by the introduction of sexuality education as a compulsory part of Life Orientation (LO) by the late 1990s. However, the implementation of LO has been problematic. Reviewed literature in the current study, reveals how the dominance of the heterosex discourse is foregrounded in LO content on gender and sexuality. The current study was aimed at examining the construction of gendered relationships in LO textbooks. The study sampled LO textbooks for Grades 10-12, learners in these grades are between the mean ages 16-18 years. This group is the target group, because they are legally afforded the right to consent to sexual activity with peers, within the same age bracket. Conducted from a social constructionist perspective, the current study employed qualitative methods of inquiry (textual analysis). Against the backdrop of heterosexuality as norm, it was the aim of the current study to understand the subject positions made available for female learners to construct themselves, within the discursive spaces in LO content. Findings suggest that two discourses namely: the heterosex discourse and the discourse of danger and disease, dominate in LO content on gender and sexuality. This leads to the construction of gendered relationships a s inherently heterosexual, leading to the marginalisation of relationships that fall outside of the norm. The female learner is positioned as a passive-victim, incapable of exercising sexual agency, while young men are positioned as inherently more powerful members of the intimate relationships or dangerous sexual predators. In the discourse of danger and disease, she is also positioned as a potential victim but the focus is on equipping her with skills, in a way which positioned her as an active-resistor in refusing sexual activity; and being in control of decision-making on issues of safety in relationships. The implications of these contradictions, is that they focus on the individual and disallow her taking up of sexual agency, and disregard the context in which she has to do so.

M.Ed. (Sociology of Education) / The study aims to investigate the educators' perceptions of the implementation of the Life Orientation learning area in schools. The investigation arose from the fact that Life Orientation is a new learning area introduced in the Foundation and Senior Phase as part of Curriculum 2005. The aim of this learning area is to empower learners in a holistic manner to live meaningful lives in a society that demands rapid transformation. However, the implementation of the outcomes-based approach as expressed in Curriculum 2005 in general, and in particular in the newly developed Life Orientation learning area, has proved to be complex and resulted in negativity on the side of teachers. The question addressed in this study is: What are educators' perceptions of and experiences of the implementation of the Life Orientation learning area in their schools? The aim for this study is to provide curriculum developers and educational teacher trainers with a clearer picture of the facilitation of the Life Orientation learning area. »:> The research method used included literature review of the nature and aims of the Life Orientation learning area within the framework of Curriculum 2005. An empirical investigation of teacher's perceptions of the Life Orientation learning area and its implementation was performed using both the qualitative and the quantitative approaches. Respondents were selected from a purposeful sample of schools representing former Model C schools, informal settlement schools as well as township schools. The following findings from the investigation deserve mention: • • The majority of educators emphasised the need to improve the quality of training in the Life Orientation learning area. The training facilitators need to be equipped with the knowledge and skills, as well as relevant resources and teaching aids to provide effective training for educators. Most educators enjoyed teaching Life Orientation as they realised that it focussed on real life issues, coping skills as well as learner development in various aspects (physical, emotional, social, spiritual and intellectual). The aim or purpose of teaching Life Orientation is to provide learners with useful skills to cope with useful skills to cope with life and its challenges, as well as to mould them to adulthood...

M.Ed. / After conducting a workshop for class assistants at my school for learners with intellectual impairments, I identified that class assistants need to develop such life skills as self-awareness, communication and problem-solving. Life skills enable one to translate knowledge, attitudes and values into action as actual abilities, but life skills are not in themselves forms of behaviour, they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints (Van der Merwe, 1996). Currently, no program exists within the Gauteng Education system for life skills training of Class Assistants. I argue that life skills enable one to translate knowledge, attitudes and values into action as actual abilities. “However, life skills are not in themselves forms of behaviour rather they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints” (Van der Merwe, 1996:289). During life skills training, the facilitator is able to gain a sense of self-worth by evaluating the strengths, skills and capabilities of the individual participants. Through this experience, class assistants will be able to accept and appreciate that they are individuals with different strengths and weaknesses, and that they have something to offer. As part of human resource development, education support personnel and class assistants should be provided with the appropriate training and support to participate fully in the school system (Department of Education, 1997:130). The development of people is essential to health promotion and whole-school development (Donald et al, 2002). / Mrs. H. Krige

Evidenze scientifiche rivelano che gli stili di vita adottati dalle persone influiscono sulla propria salute determinando, nel tempo, alcune tra le maggiori cause di morte che colpiscono la nostra società. Queste condotte, spesso maturate in giovane età, comprendono il consumo di tabacco, di sostanze psicotrope, di alcol, un’alimentazione poco salutare, un’attività fisica e comportamenti sessuali inadeguati. In questo scenario, emerge il bisogno di sviluppare e promuovere nuove abilità, come ad esempio le life skills, in grado di equipaggiare le giovani generazioni per poter affrontare meglio le situazioni particolari di vita. Nel 2015, il Rapporto Unesco Education for All. Global Monitoring Report ribadisce l’importanza di “garantire che le esigenze di apprendimento di tutti i giovani e gli adulti vengano soddisfatte attraverso un equo accesso ad adeguati programmi di apprendimento e di sviluppo delle life skills”. L’Agenda post 2015 intitolata Trasformare il nostro mondo: Agenda 2030 per lo Sviluppo Sostenibile esprime la necessità di “assicurare la salute e il benessere per tutti e per tutte le età” e “fornire un’educazione di qualità, equa ed inclusiva e opportunità di apprendimento per tutti”. Tuttavia, l’approccio più comune usato per molti anni per prevenire il consumo di sostanze tra i giovani, era basato sull’informazione, sull’intimidazione e sulla paura. La valutazione di queste strategie si era rivelata inefficace. Inoltre, mancavano le evidenze scientifiche per verificarne l’efficacia. Risulta quindi necessario trovare strategie e modelli adatti per promuovere le abilità di vita che riescano a modificare i comportamenti a rischio. In questo scenario, la ricerca indaga le modalità con le quali i modelli basati sul potenziamento delle life skills vengono adattati e impiegati nei contesti scolastici della Lombardia e Romania; approfondisce le modalità di impiego di alcuni programmi di prevenzione, promozione ed educazione alla salute basati sulle life skills e ritenuti particolarmente significativi, per farne emergere particolarità, differenze, criticità e potenzialità. I programmi selezionati e analizzati sono: LifeSkills Training Program e Unplugged per il contesto italiano e il “Programma Nazionale di Educazione alla Salute” e “Necenzurat” (Incesurato) per il contesto rumeno. / Scientific findings reveal that the lifestyles adopted by people influence their health leading, over time, to some of the major causes of death that affect our society. These behaviors, often gained at a young age, include the consumption of tobacco, alcohol, drugs, an unhealthy diet, improper physical activity and sexual behaviors. In this scenario, the need to develop and promote new skills able to equip the younger generation in order to better face the special situations of life, emerges. The Unesco Education for All. Global Monitoring Report1 reiterated the importance of "ensuring that the learning needs of all children and adults are met through a fair access to appropriate learning and life skills development programmes". The document Transforming our world: The 2030 Agenda for Sustainable Development expressed the need to "ensure the health and wellbeing for all and for all ages" and to "provide quality education, fair and inclusive growth and learning opportunity for all." However, the most common approach used for many years to prevent drug use among children, was based on information, intimidation and fear. The assessment of these strategies has proved to be ineffective. Furthermore, it lacked of scientific evidences to prove its effectiveness. It is, therefore, necessary to find strategies suitable for promoting the life skills need to change risky behaviors. The research investigates the ways in which the models based on the development of life skills are adapted and employed in school settings in Lombardy and Romania; explores the use of some programs deemed especially significant, to bring out particularity, differences, challenges and potential. The programs are: LifeSkills Training Program and Unplugged for the Italian context and “The National program of health education" and "Necenzurat" for the Romanian context.

Due to the early age at which children are exposed to rape and child abuse, preventative programs should be implemented as early as possible. Schools provide ample opportunity to reach learners of all ages. Educators have regular contact with learners and have a key role to play in the implementation of comprehensive health and education life skills programs. Non-Governmental Organisations (NGO) can link up with schools to combat abuse that affects children in South African communities. The Ubuntu Education Fund requested the Health and Development Research Institute (HDRI) of the University of Port Elizabeth to assist with the evaluation of the Mpilo-Lwazi life skills program for grade 6 to 9 learners at 5 primary and 5 secondary schools in the Nelson Mandela Metropole. The schools were selected by non-probability convenience sampling and the learners via simple random sampling. The life skills program addressed issues of HIV/AIDS, STI and rape and child abuse and the requested evaluation encompassed both the quantitative pretest-posttest assessment of knowledge plus a qualitative focus group assessment of perception of the content and presentation of the life skills program. A multiple pretest-post-test quasi-experimental research design was used. This study focused on the quantitative aspect of rape and child abuse and aimed to describe learners’ base line knowledge before receiving education in rape and child abuse life skills programs and acquired knowledge after the program had been implemented. Descriptive statistics were employed to describe the pre and post test information and the Hotelling’s T2 was used to identify variation in profiles. Posthoc t-tests established significant differences between grades. Structured questionnaires were used to achieve the aims of the research. Results of both the quantitative and qualitative findings were collated to be presented to the Ubuntu Education Fund. The results of the study were as follows: ix The results indicated that the overall level of knowledge regarding Rape and Child Abuse among the sample of grade six to nine learners was average. A small increase in knowledge was identified in the post-test. The area most successful for knowledge increase was the section relating to general information on the victims of Rape and Child Abuse. An area where knowledge actually decreased was that on reporting the rape or abuse. Knowledge of rape and child abuse alone is not sufficient to bring about change in behaviour. Changes in beliefs, such as increased awareness that rape and child abuse are prevalent in families and communities, and attitude change are necessary to facilitate the adoption of health-promoting behaviour. Future education efforts need to introduce health educators into the Rape and Child Abuse life skills program at schools in educating the learners. The format of teaching should also take into account the preferred method of presentation indicated by the learners as this would facilitate optimal intake of information.

The problem with which this investigation is concerned is the identification of selected factors that are closely associated with academic performance. The purpose of this study is to analyze the relationship of academic performance to age, gender, reading score, credit hours attempted, and self-assessed personal life skills (self-esteem, growth motivation, change orientation, interpersonal assertation, interpersonal aggression, interpersonal deference, interpersonal awareness, empathy, drive strength, decision making, time management, sales orientation, commitment ethic and stress management).

M.Ed. (Educational Psychology) / Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead to personal fulfilment, emotional reparation, and recovery (Malchiodi, 2003). Taking into consideration the South African context, and the many psychological, social and emotional and learning barriers, through the creation of art and reflecting on the art products and methods people can increase awareness of self and others. It will also aid in coping with symptoms of stress and traumatic experiences, and enhance cognitive abilities (American Art Therapy Association, 2002). The aim of the paper is to assess and provide feedback on how learners experience the introduction of creative expressive arts activities into their school curriculum within the Life Orientation subject,. The research followed a phenomenological research design through the purposive sampling of nine learners from a school for learners with special educational needs. Data was collected through the means of group interviews, incomplete sentences and observations, then analysed by means of thematic analysis. Using socio-cultural theory as my literature framework and a socio-constructivist research paradigm, two main themes emerged. The first was that the learners experienced inter-personal development, which linked to the second theme of intra-personal development, through a psychological timeframe. Furthermore, I was able to determine which activities the learners enjoyed and which would need to be included in future creative expressive arts activities for the enjoyment of the learners. Through the emergence of this research the school communities will be better informed as to the value that creative expressive arts engagement could have in a school setting.