Background: Advances in antiretroviral therapy have resulted in a significant increase in life expectancy for HIV-infected individuals, with more pediatric patients transitioning to adult care. The transition process from pediatric to adult care for adolescents with chronic diseases, such as HIV, is always a challenge. Purpose: The purpose of this secondary data analysis was to describe the characteristics, processes and practice models used by the Adolescent Trials Network (ATN) systems of care that assist adolescents with HIV disease to transition from child-centered care to adult-centered care. Method: This study used health care providers affiliated with the Adolescent Trials Network of HIV/AIDS Interventions (ATN) as key informants. One to three representatives from each site considered to be the most knowledgeable staff member(s) involved with their clinic's transition practice were interviewed. Analysis: The data set consisted of fourteen audio-taped interviews with nineteen key informants, as well as clinic documents that were submitted for review. An a priori coding framework was prepared prior to the initial preliminary analysis based on the study research questions and the interview questions. This initial coding framework was refined using the constant comparative method and subsequent coding discrepancies in the remaining analysis were resolved by consensus. Transcripts and clinic documents were analyzed using content analysis within an ATLAS.ti data management system. Results: Interviews were conducted with 19 staff members (7 social workers, 7 nurse practitioners, 3 physicians, 1 registered nurse, and 1 health educator) from 14 ATN clinics. There was a general consensus from site representatives as they described perceived facilitators of a successful transition and barriers to a successful transition. Descriptions of practice models were provided. Conclusion/Discussion: Two unanticipated findings were the lack of a consensus on the definition of "transition" and what constitutes a "successful" transition. Anecdotal evidence seemed to provide a consensus of opinions from the key informants when asked to describe facilitators and barriers to a successful transition. Examples of practice models that were used in several clinics with a structured transition program were described. Ideas for future research were suggested. A definition of health care transition is proposed.

<p>Community gardens and youth-based programs in urban agriculture have potential to engage youth, especially minorities, in personal development, community building, and healthy eating promotion. This research study explored the role of urban agriculture at the Felege Hiywot Center (FHC), in promoting life skills, entrepreneurship, and healthy eating intentions among minority youth engaging in its programs. The study employed a mixed methods approach through surveys (n=24) and semi-structured interviews (n=10). The Theory of Planned Behavior (Ajzen, 1991; Fishbein, 2000) served as the conceptual framework with three predictive variables to life skills, entrepreneurship, and healthy eating intentions. Community partnerships, program structure, and individual background factors were measured, and relationships between life skills and entrepreneurship were explored. Results obtained from the analysis for both surveys and interviews indicate that participation in FHC promotes life skills, entrepreneurship, and healthy eating intentions for minority youth who engage in its programs. Overall, participants acknowledged the role of volunteers, professionals, sponsors, FHC structure, and individual background factors in promoting life skills, entrepreneurship, and healthy eating intentions. Qualitative data reports more in-depth descriptions of minority youth’s experiences at FHC’s youth program that impacted their daily lives and career decisions. Quantitative and qualitative results highlighted the leadership at the Felege Hiywot Center as particularly influential This research study contributes to the literature on the impacts of urban agriculture youth programs that incorporate experiential learning, farm-based education, and student centered-learning with youth development philosophies. The study also generated a conceptual framework that shows the interactions of different factors that lead to intentions. The results from this study support and extend prior research that suggests positive, lasting impacts from youth-based programs in urban agriculture.</p>

This study forms part of a broader research project that involves the investigation of the effect of a health promotion intervention (Win-LIFE) on a resource-constrained community's practices, needs and expectations related to food choice, preparation and production. As part of the Win-LIFE intervention, the South African Life Skills school curriculum was enriched, and the current study followed its implementation and focused on the experiences of 31 Grade 5 learners in a school in the Bronkhorstspruit area. For the purpose of this study I followed a qualitative methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, applying Participatory Reflection and Action (PRA) principles. Data were generated by means of PRA-based activities, supported by observations, and documented through field notes, audio-visual techniques and a reflective journal. Thematic inductive analysis was completed following data generation. Four themes with related sub-themes emerged. The first theme relates to the positive experience of experiential learning. The second theme concerns the role of a supportive facilitator. The third theme entails the positive outcomes of the learning process. The last theme relates to the challenges experienced by the learners. The findings of this study indicate a positive general experience of the enriched Life Skills curriculum by the Grade 5 learners, which led to benefits both proximally and distally in the various spheres in which the learners functioned. Learners demonstrated the ability to acquire knowledge and skills in a way they enjoyed, transferred these to their families, and their motivation to learn increased. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

The purpose of this study was to explore, describe and explain the transitions of individuals within a twinship from Grade R through to Grade 2, and thus offer an in-depth description of such participants’ transition experiences and perspectives. I focused my investigation on the overall transitions of the individuals within a twinship from Grade R through to Grade 2, and included variables such as stress, stressors, emotions, coping, and life skills. In this qualitative research study, I used a case study research design and conducted the research from both an interpretivist and social constructivist point of view. The primary participants in the research were two monozygotic individuals within a twinship (boys), their mother, and their Grade R, Grade 1 and Grade 2 teachers. I commenced the fieldwork when the individuals within a twinship were in Grade R and five years old, and tracked their transitions through until their Grade 2 year when they were eight years old. During their Grade R year, I taught the individuals within a twinship certain life skills by utilizing creative, age-appropriate worksheets and play activities. I continued to utilize such activities as a catalyst for collecting data throughout their Grade 1 and Grade 2 years. I also conducted semi-structured interviews with their mother and teachers. During visits to their school, I also observed the individuals within a twinship in their natural setting. The findings of the study suggest that the transition of the individuals within a twinship effected mainly trouble-free transitions from Grade R through to Grade 2 largely because of their positive attitudes and behaviour, their self-confidence, their pleasure in tackling new experiences, the security and support they enjoyed as co-individuals within a twinship, their satisfying friendships, the positive qualities of their teachers, the learned life skills, their realistic expectations of Grade 1 and Grade 2, and their ability to cope satisfactorily with their academic work. The negative stressors during these transitions were bullies and the disruption caused by disobedient children. A key finding of this study was that the transition of the individuals within a twinship to Grade 2 was, to some extent, more stressful than their transition to Grade 1 because of more demanding academic expectations in Grade 2. In spite of this, they characterized their Grade 2 holistically as enjoyable and rewarding. The learned life skills helped them to cope with various stressors, though the overall support structures of the individuals within a twinship were most influential in their largely trouble-free transitions from Grade R through to Grade 2. The learned life skills enabled the participants to deal successfully with bullies, to develop rewarding friendships, and with emotional control. It was apparent throughout this research that the individuals within a twinship enjoyed all the advantages of supportive social structures including a stable and safe home and school environment, This resulted in good relationships with each other, their parents siblings, teachers and friends. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

BACKGROUND: The Aspire program is an eight-week program for troubled youths around the Canberra, Australia community that is run by former Canberran of the year and Canberra Raiders Captain Alan Tongue. The program aims to build self-esteem, develop social skills, help teach the effects actions have on others, understand how practice and hard work provide support, give purpose in life, and teach other practical, lifelong skills. During the program, Alan uses a combination of various activities including fitness, teamwork, discussion, writing, and self-reflection to help youth see their potential. PURPOSE: The purpose of this study was to examine the lasting effects of the Aspire program. METHODS: Twenty-six of last year’s participants across six schools were interviewed ten months after the program had taken place. Qualitative data was taken via group discussion, while quantitative data was taken via an eleven-question survey. RESULTS: Overall, the program received positive feedback from both the students and the youth workers in both qualitative and quantitative responses. CONCLUSION: The Aspire program had a positive effect on the participant’s behaviors, confidence, and outlook on life after ten months post-program.

School readiness literature indicates that skills which lend themselves to readiness and success in primary school are not amongst the skills generally taught in center based care facilities. Furthermore, children enrolled in non- maternal care settings are at greater risk for developing problem behavior. To address this issue, the Preschool Life Skills (PLS) program was created as a preventative intervention to teach functional communication and social skills to typically developing children. Children diagnosed with developmental disabilities are not immune to these concerns and are also at risk for developing problem behaviors in non-maternal settings, due to insufficient instruction and contingency management. The current study aimed to evaluate and identify the dose of instruction necessary for the PLS curriculum to be a successful and efficient teaching tool for children with developmental disabilities. Twelve preschool life skills were taught to 9 participants across 4 instruction units. Instruction was provided by means of a three-tiered instructional approach, which incorporated class-wide instruction, followed by small group and individual instruction as necessary. Skills were sequentially introduced and unit probes were conducted following mastery of all 3 skills within a unit. Results indicated that the adaptations made to the original preschool life skills curriculum led to skill acquisition with all nine participants.

A research report presented to the Faculty of Humanities (School of Education) / This study explored Grade 3 and 4 learners’ experiences of the Foundation Phase Life Skills curriculum in one urban ex-model C school. The aims of this research were to understand learners’ perceptions of the importance of being taught Life Skills and to examine their perspectives of the applicability of Life Skills in their lives. The research focused on what learners’ understanding of the Life Skills curriculum is, to what extent they think it is relevant to their lives and what their experiences revealed about the curriculum. This was done to address the limited research available in South Africa on learners’ experiences of the Life Skills curriculum. This research was conducted with children because they are thinking, agentic beings who are capable of expressing their views of the world and should be heard. It took place in an ex model C school located in an upper middle class suburb of Johannesburg. Considering that the study sought to understand learners’ experiences, a qualitative research approach was used. The data were collected from a total of 15 learners by conducting four semi-structured focus group interviews, each interview comprised of 4 boys and 4 girls at a time. In order to analyse the data thematic content analysis was done in order to identify themes. From the analysis, themes were identified and findings from these revealed that children thought the Life Skills curriculum was important and helped them develop skills for their lives. They were able to identify topics that interested them or affected them, with safety being a major concern. They also showed an awareness of what it means to be socially responsible in their interactions with others. It is clear that teachers need to be more aware of how the curriculum supports children's everyday needs. More research may need to be done with township, rural and/ or private schools to further understand Foundation Phase learners’ experiences with the Life Skills Curriculum. / NG (2020)

Traditional horse 4-H programs develop life skills and knowledge in youth. Horseless horse programs lack evaluation for the same benefits. This study evaluated and compared four horseless and seven traditional horse participants from Washington County 4-H in Utah for gains in horse knowledge and development of 10 life skills that are commonly found in 4-H curriculum today: leadership, teamwork, self-responsibility, personal safety, problem solving, decision making, critical thinking, goal setting, communication, and concern for others. The researcher conducted interviews to learn about life skill experiences of the horse program participants and discover what barriers prevented horseless youth from participating in traditional 4-H horse clubs. Participants also took a short knowledge quiz and a demographic survey. Money was identified as the most common reason horseless participants don’t have access to a horse and cannot participate in the traditional 4-H horse program. When compared, traditional horse youth showed greater life skill development and knowledge gain than horseless participants. Recommendations for future research into horseless programming included using other forms of research to evaluate the program further and identifying life skills for a statewide horseless curriculum.

This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities. Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.

Youth-serving organizations, such as 4-H, place a large emphasis on positive youth development and experiential learning in order to assist youth in acquiring specific life skills. The literature suggests that residential summer camps are one of the best ways to provide positive youth development, experiential learning, and targeted life skills. This study was a mixed methods design which utilized four residential summer programs throughout the state of Mississippi in order to compare the differences between the residential 4-H summer programs that took place on a university campus to those that took place within the naturalistic environment. The results of this study indicate that on-campus residential summer programs achieved the essential elements of positive youth development more so than those that took place within the naturalistic environment. The on-campus program participants also acquired targeted life skills more so than those that participated in programs that took place within the naturalistic environment.