The present study examined the factor structure and measurement invariance of the revised version of the Athletic Coping Skills Inventory (ACSI-28), following adjustment of the wording of items such that they were appropriate to assess Coping Skills in an educational setting. A sample of middle school students (n = 1,037) completed the revised inventory. An initial confirmatory factor analysis led to the hypothesis of a better fitting model with two items removed. Reliability of the subscales and the instrument as a whole was acceptable. Items were examined for sex invariance with differential item functioning (DIF) using item response theory, and five items were flagged for significant sex non-invariance. Following removal of these items, comparison of the mean differences between male and female coping scores revealed that there was no significant difference between the two groups. Further examination of the generalizability of the coping construct and the potential transfer of psychosocial skills between athletic and academic settings are warranted.

This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school. / Inclusive Education / M. Ed. (Inclusive Education)

The escalating figures of unemployment and poverty in South Africa are posing a threat to the nuclear family. The deteriorating conditions in the home environment, particularly regarding material provision, has led to an increase in disadvantaged home environments. The investigation in this study focused mainly on the self-concepts of adolescents from disadvantaged home environments. The aim of the research was to see how the home environment influences the self-concept of an adolescent in disadvantaged areas. The literature study showed that factors such as unemployment, poverty, low socio-economic background, single parenthood, absent parents, parents' level of literacy and parenting styles were associated with disadvantaged home environments. With regard to the self-concept the researcher probed the physical, emotional, social, academic and general self-concepts. An empirical investigation was undertaken regarding grade 9 and 11 learners in Hebron in the North West Province. A structured questionnaire was developed focusing on home environment and self-concept. By using Pearson's correlation, ANOVA and Tukey's t-test, findings indicated that there is a significant relationship between home environment and the self-concept. The adolescent's emotional self-concept is affected by religion, supervision at home (parent or guardian) and the number of siblings in the family. Moreover, girls had a better social self-concept than boys. On the whole the physical, academic, social and general self-concepts were not affected by religion, number of siblings in the family and different kinds of supervision. With regard to the physical self-concept it was found that it differed with age. Therefore, the educators who facilitate Life Orientation in the General Education and Training (GET) band and Life Skills in the Further Education and Training (FET) band should assist children who come from disadvantaged home environments by applying intervention strategies suggested by the researcher in this study to foster positive self-concepts in adolescents. Positive self-concepts are key factors for successful learning, general behavioural patterns and high participation in school activities. Upgrading of educators is also recommended so that they are fully equipped to assist a learner who is from a deprived home environment. / Educational Studies / D.Ed.(Psychology of Education))

The purpose of this study was to explore the impact of orphanhood on the life world of an adolescent orphaned by AIDS, thereby improving the knowledge base and insight of all those who are involved in helping the orphans. This qualitative study endeavoured to answer the following research question: “What is the impact of orphanhood on the life world of an adolescent orphaned by AIDS, in Ratanda area?”. A literature study was done to give a theoretical overview about AIDS orphans specifically adolescents. A semi-structured interview was conducted from five different schools. Findings from the interviews was discussed and integrated with reference to the literature. A qualitative approach was used as this helped the researcher in understanding the functioning of the AIDS orphan in his natural environment. The researcher aimed at documenting these impacts of orphanhood on the life world and to improve the helping professions’ understanding of the phenomenon. This may lead to more successful intervention strategies for these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)

The escalating figures of unemployment and poverty in South Africa are posing a threat to the nuclear family. The deteriorating conditions in the home environment, particularly regarding material provision, has led to an increase in disadvantaged home environments. The investigation in this study focused mainly on the self-concepts of adolescents from disadvantaged home environments. The aim of the research was to see how the home environment influences the self-concept of an adolescent in disadvantaged areas. The literature study showed that factors such as unemployment, poverty, low socio-economic background, single parenthood, absent parents, parents' level of literacy and parenting styles were associated with disadvantaged home environments. With regard to the self-concept the researcher probed the physical, emotional, social, academic and general self-concepts. An empirical investigation was undertaken regarding grade 9 and 11 learners in Hebron in the North West Province. A structured questionnaire was developed focusing on home environment and self-concept. By using Pearson's correlation, ANOVA and Tukey's t-test, findings indicated that there is a significant relationship between home environment and the self-concept. The adolescent's emotional self-concept is affected by religion, supervision at home (parent or guardian) and the number of siblings in the family. Moreover, girls had a better social self-concept than boys. On the whole the physical, academic, social and general self-concepts were not affected by religion, number of siblings in the family and different kinds of supervision. With regard to the physical self-concept it was found that it differed with age. Therefore, the educators who facilitate Life Orientation in the General Education and Training (GET) band and Life Skills in the Further Education and Training (FET) band should assist children who come from disadvantaged home environments by applying intervention strategies suggested by the researcher in this study to foster positive self-concepts in adolescents. Positive self-concepts are key factors for successful learning, general behavioural patterns and high participation in school activities. Upgrading of educators is also recommended so that they are fully equipped to assist a learner who is from a deprived home environment. / Educational Studies / D.Ed.(Psychology of Education))

The purpose of this study was to explore the impact of orphanhood on the life world of an adolescent orphaned by AIDS, thereby improving the knowledge base and insight of all those who are involved in helping the orphans. This qualitative study endeavoured to answer the following research question: “What is the impact of orphanhood on the life world of an adolescent orphaned by AIDS, in Ratanda area?”. A literature study was done to give a theoretical overview about AIDS orphans specifically adolescents. A semi-structured interview was conducted from five different schools. Findings from the interviews was discussed and integrated with reference to the literature. A qualitative approach was used as this helped the researcher in understanding the functioning of the AIDS orphan in his natural environment. The researcher aimed at documenting these impacts of orphanhood on the life world and to improve the helping professions’ understanding of the phenomenon. This may lead to more successful intervention strategies for these adolescents. / Educational Studies / M. Ed. (Guidance and Counselling)

Historically, development in Ethiopia, is a result of intimate highland-lowland interdependencies and complementarities. However, over the course of time, this age-old equilibrium that has harmoniously ruled the economic, social and political life of the highland and lowland communities is getting weaker. This study aimed at investigating the nature and extent of links between the highland and lowland communities of Bale administrative zone and the consequent impacts on their livelihoods. Multi-stage cluster sampling techniques were employed to select 403 sample household heads from the two agro-ecological regions. Questionnaire, interview, FGD and field observations were used as tools of primary data collection. ANOVA, multiple linear regressions ans binary logistic regression were used to analize the quantitative data. Accordingly, the findings of the study indicated that the overwhelming majority (82.2%) of the respondents witnessed the presence of interaction with the adjacent agro-ecological communities. It was identified that highlanders and lowlanders of the zone are interlinked ecologically, economically, socio-culturally and politically. However, due to diminishing of ecological resources, inadequacy of agricultural products and gradual development of resentments between various socio-cultural groups, the status of the linkage is not to the level expected in the study area. In some instances, it steered them to conflict driven by various factors of natural resources, socio-economic and political elements which in turn resulted in humanitarian, social, economic and environmental consequences. Notwithstanding its devastating impacts, both the highland and lowland communities employed the legal and indigenous conflict resolution strategies to curb the problem. Hence, as both the highlanders and lowlanders are vulnerable to some sorts of stresses, seasonality and shocks, strengthening complementarities between them would have invaluable contribution for building resilient livelihoods of both communities, particularly the highly vulnerable lowlanders. / Geography / Ph. D. (Geography)

Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012 / The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.

Adolescent pregnancy is a worldwide problem. This study attempted to describe and explore the knowledge of female adolescents in Angola's knowledge with regard to contraception. The research results, obtained from interview schedules, revealed that the respondents lacked knowledge about themselves as adolescents as well as a lack of knowledge of their reproductive health and development. Furthermore, the results portrayed a lack of knowledge of contraceptives. The study findings may assist health care providers to identify educational programmes on contraception at schools, markets and in the community. / Health Studies / Thesis (M.A. (Health Studies))

Diversity has, over the last few decades, become a burning issue on the agenda of most companies. Current diversity-related interventions are mainly based on behaviouristic and socio-cognitive approaches. In this research diversity was approached from the systems psychodynamic paradigm. The general aim was to gain an understanding of the diversity dynamics that manifests in an South African diversity experience. The literature review focussed on diversity in the workplace, on the group relations training model, and on the application of the group relations training model to diversity. Qualitative research was done by interviewing a sample of 15 delegates who attended the November 2000 Robben Island Diversity Experience. These unstructured interviews were used to obtain in-depth information about the participant's experience and the data was analysed hermeneutically. The emerging themes were `crossing the boundary, engage the new world, the ties that bind, being imprisoned, the struggle, the road to reconciliation, integration and healing, back to the future and the crucible'. It is recommended that South African organizations make more use of the systems psychodynamic approach to study the manifestations of diversity dynamics. The aim is not to replace the other approaches to diversity, but to add a perspective that can enhance awareness and sensitivity to the covert, unconscious and irrational forces that impact on diversity. / Industrial and Organisational Psycology / M. A.(Industrial and Organisational Psycology)