The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

Published Article / The aim of the study was to determine the influence of controlled breathing on school principals' stress relief. The research sample consisted of six primary school principals purposefully selected on the basis of years of school principal experience and the voluntary attendance of a stress alleviation workshop. Based on an interpretive paradigm employing a mixed-methods research approach, a structured questionnaire was used to compare participants' levels of stress before and after attendance of a stress alleviation workshop that focused on controlled breathing. By means of in-depth individual interviews the manifestation of the influence of controlled breathing on participants' stress relief was investigated. Data from the structured questionnaires were analysed as frequencies and mean scores. Through qualitative content analysis data from the individual interviews were analysed as emerging categories and themes. It was found that the regular practising of controlled breathing resulted in participants' stress relief with main improvements related to revitalised energy levels, restored clarity of thinking and improved interpersonal relationships. The findings contribute to research on constructive ways of stress relief within the school environment.

Perceived self-efficacy plays a key role in healthy reintegration post-deployment. Reintegration is characterized as the final stage in the deployment cycle, including returning home from combat and reassuming home-front roles and responsibilities. The objective of this study is to describe a program, specifically the Military Teen Adventure Camp (MTAC), and evaluate the program’s effectiveness in increasing perceptions of self-efficacy among adolescents who have experienced the deployment of at least one parent. The findings suggest participating in Military Teen Adventure Camps have a positive effect on adolescent perceptions of self-efficacy, which could decrease family distress during reintegration.

Despite the availability of services, parents on antiretroviral treatment do not routinely get their children HIV tested and treated. The study aimed to document knowledge, attitudes and practices of parents towards HIV testing and treatment among children aged 0-14 years. A quantitative cross-sectional analytic study design was applied and a structured questionnaire used to collect data from 192 respondents. Findings show that 71.4% of respondents had correct knowledge of HIV transmission in children. Negative attitudes towards HIV testing of children were expressed by 42.2% of respondents while practices were reported by 16.7%. Practices were associated with self-efficacy, stigma, number of children and marital status. Knowledge and attitudes did not affect parental practices of HIV testing of children. Parents with low self-efficacy felt stigmatised, had negative attitudes, poor perception of availability of services and were unlikely to get children HIV tested. Recommendations to increase HIV testing among children included provision of skills and support to parents for HIV disclosure; localized care models to reduce stigma and identify children in need; and improving quality of services. / Health Studies / M.A. (Public Health)

Amningsfrekvensen i Värmland sjunker och är låg jämfört med riket. En bidragande faktor till den sjunkande amningsfrekvensen är bristen på tillit till amning. Det är viktigt att kunna identifiera kvinnor med låg tillit till amning för att vända den sjunkande amningsfrekvensen och stärka kvinnan i rollen som moder. Syfte: Syftet med denna studie var att undersöka kvinnors tillit till amning på Barnbördshuset (BB) och Eftervårdsmottagningen i Värmland. Med enkäten BSES-SF identifieras kvinnor med låg tillit till amning och kvinnor som behöver ett ökat amningsstöd efter förlossning. Design/Metod: Studien utfördes med kvantitativ ansats. Data inhämtades från enkäten BSES-SF som besvarats av 70 kvinnor på BB och Eftervårdsmottagningen i Värmland. All data analyserades genom SPSS. Resultat: De flesta kvinnor ansåg att det var mycket viktigt med en fungerande amning och när kvinnorna skattade amningens betydelse framkom ett medelvärde på 8,66 där 0=inte alls viktigt och 10=mycket viktigt. Kvinnor som ammat tidigare skattade sin upplevda amningserfarenhet som mycket god. Varje enskild fråga på BSES-SF jämfördes mellan kvinnorna som vårdats på BB och Eftervårdsmottagningen. Det framkom en skillnad på åtta frågor där kvinnorna på Eftervårdsmottagningen skattade en högre tillit till amning jämfört med kvinnorna på BB. Utifrån totalsumman på BSES-SF med ett poängintervall mellan 14-70, framkom det att tilliten till amning skattades högre hos kvinnorna på Eftervårdsmottagningen (M=56,54) än på BB (M=49,88). Slutsats och klinisk tillämpbarhet: BSES-SF kan utifrån studiens resultat vara ett användbart verktyg, framförallt på BB där kvinnorna skattat en lägre tillit till amning. Förstföderskor och omföderskor som upplevt en komplicerad förlossning kan vara i behov av större insatser av amningsstöd. Studiens resultat kan medföra att barnmorskan blir extra uppmärksam på de kvinnor vars amning inte fungerar och där extra stöd behövs för att öka tilliten. / Breastfeeding frequency in Värmland decreases and is low compared with the national average. A contributing factor to the decline in breastfeeding rates is the lack of confidence in breastfeeding. It is important to identify women with low confidence to reverse the decline in breastfeeding frequency and strengthen her in her role as a mother. Objective: The aim of this study was to investigate breastfeeding and self-efficacy in the Postnatal ward and Postnatal carecenter in Värmland. Using BSES-SF survey, women with low confidence in breastfeeding and women who need an increased breastfeeding support after delivery were identified. Design/Methods: The study was conducted with a quantitative approach. Data whas collected from BSES-SF, answered by 70 women in Postnatal ward and Postnatal carecenter in Värmland. All data were analyzed by SPSS. Results: Most women felt that it was very important to have a functioning breastfeeding and when the women estimated the importance of breastfeeding it showed a mean of 8.66, where 0 = not at all important and 10 = very important. Women who breastfed previously rated their perceived breastfeeding experience as very good. Every single question on BSES-SF whas compared between women who were treated in Postnatal ward and Postnatal carecenter. It showed a difference in eight questions, the women on the Postnatal carecenter estimated a higher confidence in breastfeeding compared with women in the Postnatal ward. The total sum of BSES-SF with a score range between 14-70, showed that trust in lactation whas estimated higher among women in the Postnatal carecenter (M = 56.54) than in the Postnatal ward (M = 49.88). Conclusion and clinical applicability: Primaparas and women with prior deliveries who now experienced a complicated childbirth may need extra breastfeeding support. The result of the study may leed to extra attention from the midwife to those women whose breastfeeding does not work and where additional support is needed to increase confidence. Based on the studys result BSES-SF can be a useful tool, especially in the Postnatal ward where women estimated a lower confidence in breastfeeding.

The aim of this study is to investigate an inter-action and a roleplay activity that takes place every Friday at a preschool in a suburb of Stockholm. The aim is to investigate learning in this activity and how it is corresponding to the curriculum for preschools. What is the teachers aim and how do the children think, talk and act before, during and after the game. It is a qualitative study and data was collected through qualitative interviews, field notes from observations and recordings with my I-phone. The results showed that the play is useful as a pedagogical documentation and as a tool for reflection. According to the educators it is possible to involve the entire curriculum for preschool in this roleplay, such as fundamental value, conflict resolution, children´s participation, traditional topics as mathematics and languages. The activity has developed in a cooperation with children and teachers together.

College students, on average, do not consume enough fruits and vegetables. Contributing to poor eating habits is an overall decline in young adults’ cooking skills as compared to previous decades, with today’s college students often relying on ubiquitous convenience food options. The detriments associated with these food choices are linked to a number of chronic diseases, including obesity. Though programming for college students which incorporates both nutrition education and hands-on cooking opportunities is rare, programs which have been implemented have had positive outcomes associated with increased self-efficacy with cooking and eating healthfully, and improved eating behaviors. This research utilized a mixed methods approach driven by the social cognitive theory to develop, implement, and assess the impact of a culinary nutrition education program, The College CHEF. The first phase of the research included conducting a PRECEDE-PROCEED model-driven primary and secondary needs assessment to develop programming. The second phase consisted of program implementation and evaluation. The program was evaluated through a Qualtrics survey to determine participants’ changes pre- to –post- with cooking and eating attitudes, behaviors, self-efficacy and knowledge. Pre- and –post- measures consisted primarily of Likert-type scales, in addition to demographic questions. Research participants were students living on University of Kentucky’s campus who were part of particular Living Learning Programs (LLPs), through which they lived, socialized, and often took classes together. Participants from two intervention groups (N = 15) attended four weekly 2-hour sessions, completing the measures online before and after the program. An inclusion criteria to be included in the study was that participants must have attended at least three of the four sessions. Control group participants (N = 17) did not partake in programming, but completed both pre- and -post- surveys at the same time as the intervention groups. The study's results indicated that campus-based, hands-on culinary nutrition education programming was impactful in improving college students': 1) self-efficacy for using fruits, vegetables, and seasonings (p = .015); 2) fruit and vegetable consumption (p = 0.03); and 3) knowledge of cooking terms and techniques (p = .000). Given the limited research studying the impact of culinary nutrition education programming on college students, especially as it applies to those living in the same environment and reciprocally influencing one another, this study provides a unique perspective to the field of health promotion. Its findings can support campus-based, culinary nutrition programming for the college population in an effort to improve eating and cooking attitudes, behaviors, self-efficacy, and knowledge, and subsequently, overall health.

The efficacy of using simulated patients (SPs) to train clinical interviewing skills in pre-practicum- and practicum-level mental health clinicians was evaluated compared to the use of traditional role-play with peers. Participants, regardless of group, engaged in a 15-minute videotaped simulated clinical session with an SP as a pre- and post-test measurement and completed five laboratory sessions, either utilizing role-play with peers or with an SP. Participants' counseling self-efficacy (CSE), measured by the Counseling Self-Estimate Inventory (COSE); state anxiety, measured by the State-Trait Anxiety Inventory, Version Y-1 (STAI Y-1); and self-reflective anxiety, measured by the Fear of Negative Evaluation scale (FNE), were assessed pre- and post-intervention. An inventory to evaluate participants' clinical competency acquisition, the Skills in Psychological Interviewing: Clinical Evaluation Scale (SPICES), was developed for the study. All participants, regardless of group, improved significantly on all measurements except fear of negative evaluation. No differences were observed between groups on outcome variables. However, all participants' pre- and post-test interaction with the SP may account for these improvements. CSE, state anxiety, and fear of negative evaluation were found to account for a small amount of variance in clinical competency acquisition in this study. The piloted SPICES scale exhibited good validity and strong inter-rater reliability estimates. Results support the efficacy of these training methods in decreasing student clinicians' anxiety levels and in increasing students' CSE and skill acquisition; furthermore, a clinical competency measure is introduced.

The current study examined the psychometric properties of the Physical Activity and Nutrition Self-Efficacy (PANSE) scale. If proven a valid and reliable measure of self-efficacy for weight-loss behaviors, the PANSE scale may be useful in future research involving activity and nutrition for weight loss. This is particularly important given today’s high prevalence of overweight and obesity, which may be curtailed with increased levels of activity and/or improved food-related behaviors. Initial reliability and validity testing was performed using a sample of 71 women low-income in central Texas. The average age of the participants was 24.5 ± 4.75 years; 35.2% were African American, 32.4% were Hispanic, and 32.4% were White. The women completed the 11-item PANSE questionnaire at baseline and at a 7-week follow-up data collection. Test-retest results provided reliability evidence, and there was sufficient evidence of internal consistency (Cronbach alpha = 0.89). Construct validity was established with significant correlations in expected directions with the Self Care Inventory, Perceived Stress Scale, and Decisional Balance Inventory. The predictive validity of the PANSE scale for weight-loss at 7-week follow-up and program drop out was not established. Exploratory factor analyses revealed a 2-factor model for the 11 items. Initial examination provided evidence for the reliability and construct validity of the PANSE scale. Future testing of the scale should to be conducted with other populations to assess the generalizability of the PANSE scale outside of the population studied in the current report. / text

The purpose of this dissertation is to investigate the relationship between self-efficacy and reading achievement and to examine the predictive validity of a variety of reading self-efficacy measures in a sample of 364 students in Grades 4 to 6. Mean differences in self-efficacy were also examined by gender, ethnicity, and school type. Results suggested that the four measures of reading self-efficacy were psychometrically sound. Mean differences were not present for students based on gender or ethnicity. Elementary school students reported higher levels of reading test self-efficacy than did middle school students. Reading self-efficacy predicted reading performance as measured by four different outcomes (i.e., language arts grades, scores on a standardized reading test, teacher ratings of students’ reading competence, and daily minutes read). For these analyses, the type of reading self-efficacy that most closely corresponded with the performance outcome was the best predictor. These findings suggest that reading self-efficacy is best measured in a context-specific manner.