In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two primary schools and one nursery school with 22 participants in the Johannesburg area in South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)

Although the profession of occupational therapy had its origins in the treatment of the mentally ill, and was among the pioneers in developing community-based programs to meet the social and emotional needs of children, a study of 28 therapists practicing in the public schools revealed that these occupational therapists did not serve students with behavioral disorders unless they also exhibited a neurological disorder. The results of this study revealed that occupational therapy is not recognized by the educational sector as an essential related service for students with behavioral disorders. Occupational therapy is viewed as a modality much akin to physical therapy in which the focus is on motor skill development.

South Africa has been witnessing an escalation in drug use amongst adolescents in high school. Thus, the main question that motivated this research was: How can a psycho-educational programme, using a selected audio-visual media resource, assist teachers and parents in an effort to prevent adolescent students’ substance abuse problem behaviour? Social cognitive theory (SCT) and self-efficacy theory (SET) were used as a conceptual framework. The study explained these theories in-depth. Adolescent substance abuse was also studied as well as programmes to address this problem. This was followed by a perusal of numerous audio-visual resources for their possible incorporation into prevention programmes. The ‘Above The Influence’ (ATI) resource was selected for the psycho-educational programme which was designed for the study. The programme was put into action during seven sessions over a period of about two months, and implemented with a group of 26 Grade 10 and Grade 11 students in Pietermaritzburg, South Africa, to evaluate its relevance for adolescent substance abuse prevention. To evaluate the programme, a qualitative approach was used. The data were gathered during the programme implementation by means of in-person and online focus groups, individual interviews, written open-ended questions, observation notes and follow-up interviews some time after the programme had ended. Eleven principles were identified from the literature to evaluate the potential of the programme to be effective in preventing adolescent substance abuse. In particular the programme needed to increase adolescents’ skills related to studying, communication, peer relationships, self-efficacy, assertiveness, and drug resistance. The programme also had to employ interactive techniques and needed to address the type of drug abuse problem in the local community, for example, the ‘gateway’ substances of marijuana, alcohol and tobacco. In addition, the programme potential was evaluated in the light of SCT and SET. The findings indicated that the psycho-educational programme, using ATI as audiovisual medium, can be used very effectively by teachers to raise students’ awareness and develop particular skills that could contribute towards the prevention of adolescent substance abuse. It is recommended that the programme should be used in the long-term with repeated reinforcing sessions over time. / Psychology of Education / D. Ed. (Psychology of Education)

Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently identified nor adequately served in Saudi Arabia although they are recognized as a distinct category of children who require special education services. The goal of this study was to examine the prevalence of emotional and behavioral disorders among children in Saudi Arabia to assess the need for intervention services to help those children reach their potential. The current research identified the types of behaviors that are most evident in the study sample. Also, the relationship between demographics and emotional and behavioral disorders is studied to identify possible predictors of disruptive forms of behavior. Parents of children aged 4-17 years in Saudi Arabia were surveyed using the Strengths and Difficulties Questionnaire. The findings of the study suggest that children with emotional and behavioral disorders in Saudi Arabia may account for 20% of the population of children between the ages of 4 and 17. The findings also revealed that over 20% of children in Saudi Arabia have difficulties in peer relationship and lack the necessary prosocial behaviors. The parent reporting, child gender, child education type, the geographical region, the father's education level, and the family's socioeconomic status were found to be statistically significant predictors of children's difficulties. However, these predictors were only able to explain a small portion of the difficulty scores.

Tbis study has as primary objective the development of an appropriate model to assist ' teachers, in South Africa, to be able to understand and assist learners with behaviour problems. The need for the study has its genesis within the current difficulties teachers experience in dealing with behaviour problems in the classroom and the fact that increasing numbers of children are involved. A key facet of the research is its accent on the unmet emotional needs of learners that function as a behavioural determinant. The study is analytical descriptive in nature and as such is based on two fundamental dimensions:- to acquire a sound theoretical understanding of the concepts, causative 'factors and underlying behaviour problems and the most appropriate means to deal therewith and substantiating the insights acquired by means of interviews with teachers, school principals, and other significant role players. An earnest attempt was made to analyse behaviour problems in terms of the various theoretical frameworks presented within contemporary literature. The ecological systems model was found to be the most appropriate for the development of the . referenced model. This stands in sharp contrast to the traditional medical model which in many instances still forms the basis of current theory and practice. Learners with emotional problems experience behaviour problems which serve as barriers to effective learning. Little attention however, has been attributed to putting appropriate systems in place to assist these learners. A key consideration embodied within the new Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all learners so that they are able to actualise their potential - this includes their emotional needs. The findings of this study need to be seen within the light of meeting this objective. In order to address the unmet emotional needs of learner, teachers must attend to the cognitive mind maps which embody internalized feelings and cognition. A model for understanding the cognitive maps has been developed as part of this study and serves as introduction to the model developed to assist learners wi~h behaviour problems. The study provides a new perspective directed at understanding instead of managing behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)

Tbis study has as primary objective the development of an appropriate model to assist ' teachers, in South Africa, to be able to understand and assist learners with behaviour problems. The need for the study has its genesis within the current difficulties teachers experience in dealing with behaviour problems in the classroom and the fact that increasing numbers of children are involved. A key facet of the research is its accent on the unmet emotional needs of learners that function as a behavioural determinant. The study is analytical descriptive in nature and as such is based on two fundamental dimensions:- to acquire a sound theoretical understanding of the concepts, causative 'factors and underlying behaviour problems and the most appropriate means to deal therewith and substantiating the insights acquired by means of interviews with teachers, school principals, and other significant role players. An earnest attempt was made to analyse behaviour problems in terms of the various theoretical frameworks presented within contemporary literature. The ecological systems model was found to be the most appropriate for the development of the . referenced model. This stands in sharp contrast to the traditional medical model which in many instances still forms the basis of current theory and practice. Learners with emotional problems experience behaviour problems which serve as barriers to effective learning. Little attention however, has been attributed to putting appropriate systems in place to assist these learners. A key consideration embodied within the new Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all learners so that they are able to actualise their potential - this includes their emotional needs. The findings of this study need to be seen within the light of meeting this objective. In order to address the unmet emotional needs of learner, teachers must attend to the cognitive mind maps which embody internalized feelings and cognition. A model for understanding the cognitive maps has been developed as part of this study and serves as introduction to the model developed to assist learners wi~h behaviour problems. The study provides a new perspective directed at understanding instead of managing behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)

The study investigated adolescent boys who experienced behavioural problems at school and the possible causes for these phenomena. It was evident that the adolescent boys who experienced behavioural problems were found to lack emotional connections with others due to their fathers’ absence and lack of positive attachment. A total of 403 adolescent boys from various schools in the Tshwane districts were used in the sample group. This quantitative study employed the use of a quantitative questionnaire as a means of data collection that included qualitative open-ended question as a method to enrich the quantitative data and obtain insight into the life world functioning and experience of the participants. The primary aim of the research study was to determine the emotional relationship between fathers and sons within the sample group. Secondly, the study sought to investigate how this emotional relationship affects the adolescent boy’s self-concept, resilience and motivational aspects in his daily functioning. The approach to quantitative data analysis was by means of descriptive statistical analysis. The findings revealed that emotionally absent fathers indeed impact negatively on the adolescent boys’ resilience and motivational aspects of their functioning and that a father’s absence has a significant influence on the behaviours of adolescent boys in relation to motivation and resilience. However, the research results also revealed that an emotionally absent father does not significantly affect the self–concept of an adolescent boy. Finally, an intervention programme was developed to assist and guide fathers and adolescent boys to improve their relationship with one another. / Psychology of Education / D. Ed. (Psychology of Education)

As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.

This thesis deals with the value orientation and life plans of children and adolescents who are placed into young offenders' institutions because of their behavioural disorders. The theoretical part elucidates basic conceptions related to values and value orientations. It applies to individual development, family issues and education, behavioural disorders and refers to the difficulty of education and re-education in school facilities for the practice of institutional and protective education. The empirical part is a combination of a quantitative and a qualitative research. The questionnaire survey was used to determine the value orientation, life goals, preferred leisure activities, some attitudes and information about clients from the young offenders' institutions. The questionnaires were handed over to respondents from the six children's homes with school and young offenders' institutions. The established values hierarchy and life goals were compared with the results of a similar research. The unstructured interviews with children ending the compulsory education were mainly focused on the choice of study and career orientation. The research was supplemented with a case study for illustration and introduction to the issue. Key words values, value orientation, hierarchy of values, family,...

Schools are increasingly expected to prevent and decrease violence, substance use, and other problem behaviors linked to academics and prepare students to be contributing members of society. One approach with proven success in promoting positive outcomes related to a broad range of student behaviors and personal characteristics is social-emotional learning, also known as positive youth development or social-emotional and character development (SECD) programs. Currently, little is known about the relationship between SECD and these outcomes in low-income, urban, minority populations. The present studies (a) examine key methodological design issues in conducting a cluster-randomized trial with such populations, and (b) assess whether an intervention designed to promote SECD was effective in improving the SECD developmental status of children from this population. Data for this study come from the Chicago cluster-randomized controlled trial (CRCT) of Positive Action (PA). The trial was longitudinal at the school level with a place-focused intent-to-treat design at the student level. This CRCT collected data on children in grades 3 through 8, for a total of 6 years and 8 data collection points. Manuscript #1 focuses on the design, sample, planned analyses, and a latent class analysis (LCA) of mobility patterns. Specifically, the setting and recruitment of schools is described, as well as the process by which schools were matched into pairs and randomized into PA or control, including the list of criteria for school eligibility and variables used for matching. Additionally, this paper thoroughly describes the primary analyses to test for program effects using three-level growth curve models (time nested within students nested within schools), as well as several sensitivity analyses that will also be conducted when evaluating this program. Further, this manuscript discusses secondary tests of meditation and moderation, which will assist in the understanding of how the program works (mediation) and for whom (moderation). Finally, this paper also provides several descriptive statistics and characteristics of the students and teachers in this sample. In terms of baseline equivalency, PA and control schools did not significantly differ on matching variables before or during the trial. Minimal differences were found on baseline reports from students, teachers, and parents; half of these differences favored PA students and half favored control students. Manuscript #2 focuses on the intervention effects on the student-, teacher-, and parent-reported social-emotional outcomes assessed during the Chicago CRCT, following the analytic procedures outlined in the first paper and focusing on the effectiveness of PA on social-emotional outcomes. Results indicate that PA had a significant effect on student self-reports of prosocial interactions, honesty, self-development, self-control, respect for parents and teachers, empathy, altruism, positive actions/feelings, negative moral center, and aggressive problem solving. Additionally, it was found that PA had marginal effects on teacher-reported responsibility. Minimal differences by gender were found; no differences by mobility status were found. Together, these two papers involved a sample of students in a high-risk setting; generating improvements can be particularly difficult in urban areas. The empirical evidence of effectiveness of a SECD program in a high-risk population, as demonstrated in the present study, should serve as a call to action for policymakers and school officials who are increasingly challenged to positively impact not only academic achievement, but also behavior and character development. / Graduation date: 2012