D.Ed. / This study applied a qualitative, explorative, descriptive and contextual approach. The purpose of the study was to develop, implement and evaluate a peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements around Gauteng. Based on the purpose of the study, the objectives of this research were: a) to explore and describe the experiences and challenges related to life threatening behaviour challenges among late adolescents; b) to develop a conceptual framework as basis for a peer counselling psycho-educational programme on peer education to facilitate healthy sexual behaviour among late adolescents in informal settlements; c) to describe a peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements; d) to formulate guidelines and principles for the implementation of a peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements; and e) to evaluate this peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements. To achieve the purpose of this research, the research method followed four phases to develop, implement and evaluate the psycho-educational programme. Phase one was a situational analysis by means of fieldwork. Phase two outlined a conceptual framework for a peer counselling psycho-educational programme that was developed from the results of phase one and the literature. Phase three was the outline of the implementation, and phase four the evaluation of the developed peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements around Gauteng. ii The researcher sought to understand the targeted area and targeted populations; this exercise helped the researcher to identify and address the research problem and also to gain knowledge on the attitudes, norms, and values, and also the lived experiences, of the targeted community. It gave the researcher an understanding on cultural norms and beliefs and assisted in demarcating the extent of the problem. The importance of this exercise was to help the researcher to know the population demographics and the demarcation of the targeted area, which also assisted with resource allocation. During this situation analysis, the researcher identified the need for the exploration of life threatening sexual behaviour challenges among late adolescents in informal settlements. He identified these young people by observing them during site visits in their communities and also through conversations with them. Therefore, the researcher underwent experiential learning to understand the life threatening sexual behaviour, experiences and problems among late adolescents in informal settlements around Gauteng.

published_or_final_version / Social Work / Master / Master of Social Work

The primary purpose of the present investigation was to capitalise on recent advances in peer support and self-concept research to rigorously test the impact of different types of peer support interventions on multiple dimensions of self-concept and peer support by employing a construct validityapproach to the study of intervention effects. More specifically, the research aimed to: (1) conduct a meta-analysis to synthesise and critically analyse the current research literature, to elucidate the impact of academically–orientated peer tutoring interventions on tutees’ academic outcomes and self-concepts; (2) identify psychometrically sound self-concept and social support instruments for use with evaluating secondary school peer support interventions; and (3) test the impact of researcher-devised academically-orientated and socially-orientated peer support interventions administered to Australian and Chinese students on specific facets of self-concept and perceived peer support. The findings have important implications that peer support interventions have the potential to make a significant contribution to schools’ efforts to orchestrate positive academic and social outcomes in multiple domains of self-concept and peer support. The results also support the usefulness of employing a construct validity approach to the study of intervention effects and the self-concept theory and research on which this is based. They advance our understanding of the factor structure of self-concept for Chinese and Australian secondary students; the differential positive impact of academically-orientated and socially-orientated peer support interventions on self-concept; and provide strong empirical evidence to identify features of peer support intervention design that will produce optimal effectiveness and therefore serve to inform theory, research, and practice. / Doctor of Philosophy (PhD)

Thesis (D. Min.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 213-219).

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 42-43.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 32-35.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 2003. / Includes vita. Includes bibliographical references (leaves 239-241).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references.

The purpose of this thesis is to address the question, "Is Peer Counselling a way of fostering or promoting the existential notion of authenticity?" The intention of Peer Counselling is to improve the psychological health and well being of its participants (both counsellors and counsellees) through peer intervention and education. Peer Counselling training is a curriculum and method wherein students are taught to listen to and help in the choice-making process of their peers. Peer Counselling, both training and outreach interaction, encourages the development of positive identity and responsible independence as individuals exercise more control over their experiences. It seeks to create opportunities to learn how to actively and intentionally use experiences to gain new levels of confidence and competence. A process oriented, experiential training approach, it ensures the content is relevant to the learner. The self-directed attitude and approach of peer counselling encourages counsellors and counsellees alike to become active participants in their own development, in their own life choices. The acquisition of interpersonal communication skills such as empathic listening, facilitative questioning, decision making and values clarification may aid both counsellor and counsellee in a movement towards the existential notion of authenticity. Authenticity includes such characteristics and qualities as: genuineness in 'good faith'; autonomy; discovery of one's 'care structure'; creative choice making; critical examination of societally imposed norms; radical responsibility for the conditions and perspectives of one's life; and an openness to the dynamic nature of one's unique being. Re-constructions of peer counselling interactions provide opportunity to examine the theoretical possiblities for peer counselling to promote authenticity. Finally the implications of merging this curriculum with the philosophical notion of authenticity is examined in the light of actual classroom experience. Implications for pedagogy are discussed. / vi, 129 leaves ; 29 cm.

Thesis (D. Min.)--Ashland Theological Seminary, 1988. / Abstract. Includes bibliographical references (leaves 152-154).