A report released by the South African Council of Educators (SACE) (2011:12) reveals a grim picture on school safety and the shocking results showing that 1.8 million learners experienced violence at school. Eight years after the Human Rights Watch World Report (2008:164), sexual violence, corporal punishment; bullying, gang-related activities, and occasional murder continue to plague some South African schools. Violence against children and youth has reached endemic proportions in South Africa (Huisman, 2014:10). The goal of the study was to develop, implement and evaluate a school-based violence prevention programme with high school learners in Tshwane South District. The bio-ecological systems theory and a combination of practice approaches, namely: the developmental social work approach, the social and emotional learning (SEL) approach, character education (CE) and social cognitive and social competence perspective were utilised as theoretical frameworks for the study. The study was embedded within the pragmatic and critical research paradigms. The Intervention Research, Design and Development (D&D) model which is a sub-type of applied research, was utilised for the study. The exploratory convergent design was used, starting with the exploratory design and followed by the descriptive design (Creswell & Plano Clark, 2007:59). For the qualitative phase, the collective case study method was used to solicit in-depth views of learners on the school violence problem and interventions to address the problem (Creswell & Plano Clark, 2007:59). During the quantitative phase, the descriptive survey research design was employed to identify and describe the nature and aetiology of the phenomena of school violence (Onwuegbuzie & Leech, 2006:474) and to obtain quantitative data about the learners' opinions, attitudes, and experiences of school-based violence (Engel & Schutt, 2013:18). Concurrent multilevel sampling was employed (Sharp, Mobley, Hammond, Withington, Drew, Stringfield & Stipanovic, 2012:35), including both purposive and random sampling techniques (Teddlie & Yu, 2007:85). In developing the Triple T school-based violence prevention programme in collaboration with learners as service users, Lipsey's Theory-Based Programme Development and Evaluation Model was utilised (Lipsey, 1993:33). Mixed methods, namely a One-Group Pretest-Posttest design in combination with a focus group interview was used to evaluate the programme. The Triple T programme was effective in enhancing learners' knowledge of the nature, causes and impact of violence; their knowledge of moral values and ethical principles; their understanding that violence is a violation of human rights; the importance of caring, compassionate and supportive interpersonal relationships that are based on respect and UBUNTU principles; and increased their knowledge of conflict resolution and anger control strategies. Although some skills in problem-solving and decision-making were learnt, time constraints did not allow in-depth skills development. Furthermore, the use of ICT and role play was unproductive and there was a lack of preference for homework exercises. It cannot be confirmed that the programme has been effective in changing learners' attitudes and behaviours because change is a process and happens over time. Based on the study's findings, it is recommended that the programme be modified, improved, and then implemented and evaluated pertaining to the promotion of an anti-violence school culture and the prevention of violence. / Thesis (DPhil)--University of Pretoria, 2016. / Social Work and Criminology / DPhil / Unrestricted

Die fokus van hierdie artikel is om hoërskoolleerders in koshuise te bemagtig om seksuele misbruik te kan aanmeld. Kwalitatiewe navorsingsmetodes is gebruik om te bepaal oor watter kennis die leerders beskik rakende die aanmelding van seksuele misbruik. Op grond hiervan word aanbevelings gemaak om dit vir hoërskoolleerders in koshuise moontlik te maak om seksuele misbruik aan te meld. Verskeie vrae is in fokusgroepe bespreek. Die vrae het gehandel oor wat seksuele misbruik is en deur wie en by wie en waar dit aangemeld moet word. Die aanbevelings wat gemaak word, sal genoemde leerders help om seksuelemisbruik–gevalle meermale aan te meld, aangesien hulle volledig ingelig sal wees oor wat seksuele misbruik is en wat dit impliseer. Verder sal hulle ten slotte ook weet wie dit moet aanmeld en by wie en waar. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Die fokus van hierdie artikel is om hoërskoolleerders in koshuise te bemagtig om seksuele misbruik te kan aanmeld. Kwalitatiewe navorsingsmetodes is gebruik om te bepaal oor watter kennis die leerders beskik rakende die aanmelding van seksuele misbruik. Op grond hiervan word aanbevelings gemaak om dit vir hoërskoolleerders in koshuise moontlik te maak om seksuele misbruik aan te meld. Verskeie vrae is in fokusgroepe bespreek. Die vrae het gehandel oor wat seksuele misbruik is en deur wie en by wie en waar dit aangemeld moet word. Die aanbevelings wat gemaak word, sal genoemde leerders help om seksuelemisbruik–gevalle meermale aan te meld, aangesien hulle volledig ingelig sal wees oor wat seksuele misbruik is en wat dit impliseer. Verder sal hulle ten slotte ook weet wie dit moet aanmeld en by wie en waar. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Magister Scientiae (Physiotherapy) - MSc(Physio) / In developing economies and specifically Sub-Saharan Africa physical inactivity has been identified as a risk factor along with tobacco use / South Africa

The Whole thesis is in Afrikaans: Epilepsy is a phenomenon that can manifest in a variety of ways, which differ mainly in severity, appearance, aetiology, effect and control thereof. In this study a lack of knowledge and education about epilepsy is pointed out as a factor that was neglected over the years. It is of utmost importance to distinguish between three main categories of epilepsy as all three types have a restraining effect that may leave any learner vulnerable. The popular belief about the concept epilepsy until recently did not recognize the type of epilepsy where a disturbance in consciousness or relapse in consciousness only occurred as in the case with elementary partial attacks (temporal and frontal lobe epilepsy). Ignorance about temporal and frontal lobe epilepsy, as well as the fact that the physical symptoms of this type of epilepsy are very subtle in nature, may be the cause why acceptance of this condition has been slow or undervalued. In reality learners with lobe epilepsy are not regarded as disabled and should such a learner not be diagnosed and not receive the correct treatment, he/she will not be able to function optimally. The researcher has made a study of epilepsy as well as the physical, cognitive, emotional, social, self image impact on the learner in family and school context. The impact of epilepsy on the primary school learner was studied from a gestalt point of view. In this study the researcher employed both a quantitative and qualitative research approach. It was therefore fitting to formulate a research question and a hypothesis. The research question formulated for this study is as follows: What is the knowledge basis of teachers regarding learners with lobe epilepsy? The empirical study indicated that the researcher could provide an answer to the research question by way of semi-structured interviews that indicated that the knowledge basis of the teachers was not sufficient to identify learners with this phenomena. The researcher determined through these interviews that teachers experienced a need to extend their knowledge about temporal and frontal lobe epilepsy. The hypothesis formulated for this study is as follows: Should information and clear guidelines regarding the identification of a learner with lobe epilepsy be offered to teachers, the learner with lobe epilepsy would be identified timeously in the school system. The researcher did a pre-test on the knowledge levels on lobe epilepsy among teachers by way of questionnaires. The pre-test was followed by a structured information session after which an after-test was done by way of questionnaires to determine the change in the teachers’ knowledge basis. The empirical study showed that the teachers’ knowledge basis increased due to the information session offered to them. After this study the teachers could identify learners and refer them for diagnosis and treatment as a result of an increased knowledge basis about this phenomena. The study was followed up by guidelines offered to the teachers on identifying the primary school learner with temporal and frontal lobe epilepsy. / Thesis (DPhil (Social Work))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-06T14:06:13Z No. of bitstreams: 1 arquivototal.pdf: 4211310 bytes, checksum: 8871ea0473e72f12173f0f648020a6f9 (MD5) / Made available in DSpace on 2017-01-06T14:06:13Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4211310 bytes, checksum: 8871ea0473e72f12173f0f648020a6f9 (MD5) Previous issue date: 2016-07-15 / This paper deals with the competence in information for social inclusion, taking as reference the management of Educational Service Specialist (AEE) for deaf people, the School Adelina Almeida in Petrolina - PE. It presents the theoretical framework an overview of special education as a constitutional principle, reflecting legal and pedagogical aspects; talks about management concepts and information flow in the organizational context, information literacy, information system in organizations and shares information. It has the specific purpose of mapping the deaf students enrolled in the research field school recognizing the adequacy age / series; Identify educational strategies and multifunction capabilities that teachers involved in the management of the Educational Service Specialist (ESA) use to develop their activities with the deaf students; verify the existence of obstacles to the development of information skills; describe the school information system Professor Adelina Almeida (EPAA) and identify information developed actions; propose a model of educational workshops related to the development of information literacy for teachers, students and parents of school research field in order to facilitate and strengthen the role of teachers in the use of teaching strategies. The investigation of the object of study has the north to action research, applied nature, a qualitative approach. The survey results demonstrate the existence of the elements of information system in the search field school which are social actors, actions, artifacts and information devices and scientific identification of concrete actions for the development of competence in information and potentiating new teaching strategies in driving learning always and in all dimensions of life. / O presente trabalho versa sobre a competência em informação para a inclusão social, tomando como referencia a gestão do Atendimento Educacional Especializado (AEE) para pessoas surdas, na Escola Adelina Almeida em Petrolina – PE. Apresenta no marco teórico um panorama da educação especial como principio constitucional, evidenciando aspectos legais e pedagógicos; discorre sobre concepções de gestão e do fluxo da informação no contexto organizacional, competência em informação, regime de informação nas organizações e ações de informação. Tem como objetivo específico mapear os alunos surdos matriculados na escola campo de pesquisa reconhecendo a adequação idade/serie; Identificar as estratégias educacionais e recursos multifuncionais que os professores envolvidos com a gestão do Atendimento Educacional Especializado (AEE) utilizam para desenvolverem suas atividades junto aos alunos surdos; verificar a existência de obstáculos para o desenvolvimento de competências em informação; descrever o regime de informação da Escola Professora Adelina Almeida (EPAA) e identificar ações de informações desenvolvidas; propor um modelo de oficinas pedagógicas relacionadas ao desenvolvimento de competência em informação para os professores, alunos e pais da escola campo de pesquisa na perspectiva de facilitar e fortalecer a atuação dos professores na utilização de estratégias pedagógicas. A investigação do objeto de estudo tem como norte a pesquisa-ação, de natureza aplicada, numa abordagem qualitativa. Os resultados da pesquisa demonstram a existência dos elementos constituintes do regime de informação na escola campo de pesquisa quais sejam atores sociais, ações, artefatos e dispositivos de informação e cientifica a identificação de ações concretas voltadas para o desenvolvimento de competência em informações e potencializadora de novas estratégias didáticas na condução do aprender sempre e em todas as dimensões da vida.

The study is a qualitative explanation of the manifestations of learning support in the lives of high school learners experiencing barriers to learning. The primary research question that guided this study was: How does learning support manifest itself in the lives of high school learners? Nine learners repeating grade nine were sampled to participate in the study. Co-participating were nine family members, seven educators and the principal. Interviews and observations were conducted to determine the nature of barriers to learning experienced by high school learners, and the ways in which learning support manifests in their lives. Theme analysis was then used to analyze the data collected. This process yielded two main themes, e.g. barriers to learning and manifestations of learning support . The two main themes were then further divided into eight sub-themes and fourteen categories. The findings of the study are articulated in terms of the ecosystemic perspective, which then indicated that barriers to learning issued from factors related to learners, educators, families, the education system and society. The sub-themes and categories that emerged on barriers to learning are discussed in detail in the thesis. The study further revealed that learning support manifests in diverse ways for the participants in this study, i) in terms of knowledge about and the availability of learning support, ii) in terms of guidance, advice, motivation, encouragement and one-on-one support, iii) in terms of extra classes, extra work and assistance with schoolwork and finally, iv) in terms of the mobilization of available resources. In conclusion, the study illustrates that there is low consistency in the ways in which learning support manifests in the lives of the learners in the study. It also shows a lack of formal avenues that can be accessed for learning support by the learners experiencing barriers to learning. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / unrestricted

This study investigated the causes and manifestation of aggression among secondary school learners. Aggression was defined. Various theories of aggression were discussed. From the literature study, nine hypotheses were developed. The study used a quantitative approach by means of a survey design. The research site was a rural, secondary school. A closed-ended questionnaire was used as data collection tool. Only learners were involved as respondents. The impact of various moderator variables was considered. The study discovered that aggressive behaviour is not confined to a specific gender. Above all, female aggression is on the rise. Possible causative factors were confirmed and risk factors were identified. Recommendations were made in line with the findings based on the empirical results. Limitations of the study were also pointed out. / Education Studies / M. Ed. (Inclusive Education)

This research was directed at determining the value of Gestalt play therapy for the high school learner with Spina Bifida. By undertaking a literature study regarding the child with Spina Bifida, as well as Gestalt play therapy, it was possible to determine what needs and difficulties these learners experience and how Gestalt play therapy can be implemented to address these needs and difficulties. The researcher concludes that any high school learner experiences a lot of developmental changes, but for the learner with Spina Bifida there are not only the social, personal, physical and emotional changes, but also the fact that because of the disability, more support and help structures are needed. It became evident that, for these learners, Gestalt play therapy is a very effective and useful intervention technique. Learners were guided towards awareness of themselves, as well as their inner strength to face the unfinished business in their lives. / Social work / M. Diac (Play Therapy)

This study investigated the causes and manifestation of aggression among secondary school learners. Aggression was defined. Various theories of aggression were discussed. From the literature study, nine hypotheses were developed. The study used a quantitative approach by means of a survey design. The research site was a rural, secondary school. A closed-ended questionnaire was used as data collection tool. Only learners were involved as respondents. The impact of various moderator variables was considered. The study discovered that aggressive behaviour is not confined to a specific gender. Above all, female aggression is on the rise. Possible causative factors were confirmed and risk factors were identified. Recommendations were made in line with the findings based on the empirical results. Limitations of the study were also pointed out. / Education Studies / M. Ed. (Inclusive Education)