Empathy development programmes (EDP) are currently implemented in several New Zealand primary schools. Research has indicated a variety of potentially beneficial outcomes to these programmes yet a gap in literature is evident in New Zealand regarding the social acceptability of school-based EDP’s. As social acceptability of any programme influences its efficacy and sustainability, this gap in literature indicates an apparent oversight for the successful implementation of these programmes. To address this gap in literature, 68 students training for a teaching career rated the acceptability of a scenario which outlined a hypothetical EDP implemented in a hypothetical class. Results of this study indicated that students found the notion of implementing an EDP in primary schools highly acceptable. Using the same hypothetical EDP, 33 parents of primary school-aged children rated the acceptability of two different scenarios outlining implementation in two age-specified hypothetical classes. Results of this study indicated that parents found the notion of implementing an EDP in both age-specified classes highly acceptable, although implementation in the younger class was found to be more acceptable than in the older class. As suggested by the results of both studies, the degree of acceptability was related to participant perceptions of the programme’s goals, procedures and potential outcomes, therefore implying that these meet the social needs of the public.

The Hope Scholars Programme (HSP) is an after-school programme implemented by the South African Education and Environment Project (SAEP) in Cape Town, South Africa. After-school programmes (ASPs) are widely described as programmes that are implemented independently of the school day and are aimed at improving the learning outcomes and advancement of kindergarten and high school learners. The HSP began in 1998 with a goal to equip HSP learners with foundational literacy and numeracy skills for the future education and training (FET) phase and subsequent education. HSP activities are implemented under four broad service areas: (a) academic tutoring sessions; (b) experiential learning; (c) psychosocial support services; and (d) community engagement. The scope of this evaluation was the academic component under which the programme offers intensive tutoring in mathematics, natural science and English literacy. The objective of the evaluation was to assess the implementation fidelity of the academic component for programme quality and effectiveness improvement purposes. A conceptual framework for measuring implementation fidelity by Carroll, Patterson, Wood, Booth, Rick and Balain (2007) was used to guide this evaluation. Using the logic model for the programme, the evaluation focused on examining whether the HSP sessions were implemented with the intended process mechanisms through which the programme was designed to lead to its desired academic outcomes. Both primary and secondary data were used to conduct the evaluation. Primary data were collected through oneon-one in-depth interviews with HSP staff members and the volunteer tutor and focus group interviews with the HSP learners. Secondary data were obtained through the review of the HSP documents. An inductive content analysis was employed to analyse the data. The results indicated that the academic component of the HSP was implemented with limited fidelity and poor quality. Programme implementation challenges identified need to be resolved to enhance the quality of the HSP services and programme effectiveness. This evaluation contributes to the literature on: (a) the duration and frequency of the tutorial sessions; (b) the extent to which learners attend; and (c) dropout from the programmes and causes for dropping out in the context of after-school programmes. Among the contributing factors of learner dropout from the HSP, influences that were found unique to the South African context were mistrust between the learners and their parents (mistrust at home) and sweeping of classrooms.

A shool-based support programme for the intermedediate learner wuth depression This study is aimed at determining whether a school-based support programme can aid the intermediate learner with depression in decreasing his depression levels. It focuses on: the world of experience of the intermediate learner with depression; the role of the school as an overall health-promoting environment; and the creation of a school-based support programme for the intermediate learner with depression. The learner (the intermediate learner included) spends most of the day at school, so the educator can play an important role in identifying and following up problems and getting the school to function as a health-promoting environment. South African schools are focused mainly on primary and tertiary intervention, while secondary intervention reveals a serious deficiency. In the empirical investigation, 16 intermediate learners who were identified with depression were, involved in a purposeful convenience test sample by means of the CDI questionnaire. There was an experimental and a control group of eight members respectively. According to the results of the pretestposttest, the school-based support programme in which the experimental group participated caused their depression levels to decrease significantly. The need for a school support programme for the intermediate learner with depression was validated from this point of view. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2005.

Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2005.

This case study was based on a programme that followed the Nurture Group concept in a Secondary School in New Zealand. The Success at School (SAS) programme was based within the school complex and consisted of a home classroom where students were provided with both an academic and social/ life skills programme. The nine selected students were all failing academically and socially within the Year 9 cohort. Academically, all students made some small gains in their literacy and numeracy skills and also on task behaviour. Socially, small gains were made by most students in their positive interactions with others and in decreasing their absences, suspensions, referrals from class and lateness to school. Eight of the nine students indicated an attachment/ trust relationship with their teacher and/ or teacher aide. However it is not clear if the small gains that were made by most of the students can be directly attributed to the Nurture Group concept. The small group size, 1:1 teaching, individualised learning programmes and the introduction of a social skills programme may also have contributed to the small academic and social gains the students made. This case study provides an insight into the adaptation of a United Kingdom (UK) primary school Nurture Group model to a New Zealand secondary school setting.

Child Sexual Abuse is a serious and complex issue for South Africa, demonstrating one of the highest prevalence rates in the world. Scarcity of professional resources demands effective intervention through prevention programmes which largely rely on non-profit organisations as a last hope to decrease the excessively high rates of abuse. Due to lack of resources within the non-profit organisations, they largely rely on volunteers who are often from the late adolescent developmental stage to present these prevention programmes. The aim of this study was to explore the perceptions and experiences of emerging adult volunteers presenting a sensitive child sexual abuse prevention programme in schools in South Africa. The objectives were to gain further insight and understanding into the late adolescent developmental stage in regard to the participants’ views of presenting a child sexual abuse prevention programme and to identify what aspects of the programme should be altered, improved or continued to avoid risk and harm to these volunteers. The research approach was qualitative, with the use of case-study and phenomenological strategies that allowed for in-depth insight into how a small group of late adolescents made sense of their experiences and transformed these into subjective, conscious meanings. Criterion-based sampling was used to find the participants who had previously presented the child sexual abuse prevention programme. Data were collected by means of six semi-structured one-on-one interviews and six open-ended questionnaires with twelve participants between the ages of 18-22. Common themes, patterns, and regularities that recurred throughout the interviews and open-ended questionnaires were identified and the main themes that were evident formed the overall image reflective of the experiences of the volunteers. The findings suggest that the late adolescent stage may be a good age group for presenting this challenging and imperative task. To allow for the most positive impact and avoid harm it is, however, essential that non-experiences of late adolescents presenting a child sexual abuse prevention programme profit organisations provide adequate psychological and emotional support to the volunteers throughout the duration of the programme. The study shows that late adolescents, who felt they had received adequate psychological support, indicated an overall more beneficial and rewarding experience. Participants who felt they had not received sufficient support, reported feelings of helplessness and depressive thoughts, indicating emotional and possibly psychological harm. The study highlights the necessity for adequate support of the late adolescent volunteers presenting sensitive programmes in the future. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Child Sexual Abuse is a serious and complex issue for South Africa, demonstrating one of the highest prevalence rates in the world. Scarcity of professional resources demands effective intervention through prevention programmes which largely rely on non-profit organisations as a last hope to decrease the excessively high rates of abuse. Due to lack of resources within the non-profit organisations, they largely rely on volunteers who are often from the late adolescent developmental stage to present these prevention programmes. The aim of this study was to explore the perceptions and experiences of emerging adult volunteers presenting a sensitive child sexual abuse prevention programme in schools in South Africa. The objectives were to gain further insight and understanding into the late adolescent developmental stage in regard to the participants’ views of presenting a child sexual abuse prevention programme and to identify what aspects of the programme should be altered, improved or continued to avoid risk and harm to these volunteers. The research approach was qualitative, with the use of case-study and phenomenological strategies that allowed for in-depth insight into how a small group of late adolescents made sense of their experiences and transformed these into subjective, conscious meanings. Criterion-based sampling was used to find the participants who had previously presented the child sexual abuse prevention programme. Data were collected by means of six semi-structured one-on-one interviews and six open-ended questionnaires with twelve participants between the ages of 18-22. Common themes, patterns, and regularities that recurred throughout the interviews and open-ended questionnaires were identified and the main themes that were evident formed the overall image reflective of the experiences of the volunteers. The findings suggest that the late adolescent stage may be a good age group for presenting this challenging and imperative task. To allow for the most positive impact and avoid harm it is, however, essential that non-experiences of late adolescents presenting a child sexual abuse prevention programme profit organisations provide adequate psychological and emotional support to the volunteers throughout the duration of the programme. The study shows that late adolescents, who felt they had received adequate psychological support, indicated an overall more beneficial and rewarding experience. Participants who felt they had not received sufficient support, reported feelings of helplessness and depressive thoughts, indicating emotional and possibly psychological harm. The study highlights the necessity for adequate support of the late adolescent volunteers presenting sensitive programmes in the future. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

A shool-based support programme for the intermedediate learner wuth depression This study is aimed at determining whether a school-based support programme can aid the intermediate learner with depression in decreasing his depression levels. It focuses on: the world of experience of the intermediate learner with depression; the role of the school as an overall health-promoting environment; and the creation of a school-based support programme for the intermediate learner with depression. The learner (the intermediate learner included) spends most of the day at school, so the educator can play an important role in identifying and following up problems and getting the school to function as a health-promoting environment. South African schools are focused mainly on primary and tertiary intervention, while secondary intervention reveals a serious deficiency. In the empirical investigation, 16 intermediate learners who were identified with depression were, involved in a purposeful convenience test sample by means of the CDI questionnaire. There was an experimental and a control group of eight members respectively. According to the results of the pretestposttest, the school-based support programme in which the experimental group participated caused their depression levels to decrease significantly. The need for a school support programme for the intermediate learner with depression was validated from this point of view. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2005.

The purpose of this independent work is to highlight how important it is to work with pupils' social knowledge in school. The work also aims to investigate how educators can help acting out pupils in the social interaction. They need to respond to the pupils in the game, but also take a step back when they notice that pupils are starting to change their old behavior. The method on which the work is based is scientific essay writing. The work is based on an experience taken from my reality as an educator at the after-school programme. The incident made me think about a pupil's behavior and my actions towards the pupil. Some of the selected theories and concepts I have used are differentiation competence, communities of practice, life world phenomenology and bioecological system theory. The concepts explain how educators can work with relationship building in school, in order to best meet and understand the pupils. An important idea based on the theories is that pupils are shaped by their encounters with others both at home and at school. That is why it becomes important to pay attention when difficulties arise and help pupils, both individually and collectively. My text ends with me highlighting the most important insights I gained during the work. I have broadened my perspective on the experience. I got time to reflect on my actions and how I would have acted if my and Jacks relationship had been deeper. The work has raised thoughtson how I and other educators should work to help pupils cope with the social interaction independent of the adults. / Syftet med detta självständiga arbete är att belysa hur viktigt det är att arbeta med elevernas sociala kunskaper i skolan. Arbetet syftar också till att undersöka hur pedagogerna kan hjälpa utåtagerande elever i det sociala samspelet. De behöver bemöta eleverna i leken men också taett steg tillbaka när de märker att eleverna börjar förändra sitt gamla beteende. Metoden som ligger till grund för arbetet är vetenskapligt essä skrivande. Arbetet utgår från en erfarenhettagen från min verklighet som pedagog på fritidshemmet. Händelsen fick mig att fundera överen elevs beteende och mitt agerande gentemot eleven. Några av de utvalda teorier ochbegrepp jag har använt är differentierings kompetens, praktikgemenskaper, livsvärlds fenomenlogin och den bioekologiska systemteorin. Begreppen förklarar hur pedagoger kan arbeta med relationsskapande i skolan med olika metoder, för att på bästa sätt bemöta och förstå eleverna. En viktig tanke utifrån teorierna är att eleverna formas av möten med andra både i hemmet och i skolan. Därför blir det viktigt att uppmärksamma när svårigheter uppstår och hjälpa eleverna, både individuellt och kollektivt. Min text avslutas med att jag lyfter de viktigaste insikterna jag fått under arbetet. Jag har vidgat mina perspektiv på händelsen. Jag har fått tid att reflektera kring mitt agerande och hur jag hade agerat om min och Jacks relation varit djupare. Arbetet har väckt tankar kring hur jag och andra pedagoger bör arbeta för att hjälpa eleverna att klara av att hantera det sociala samspelet oberoende av de vuxna.

The purpose of this independent work is, firstly, to gain a greater understanding of the complex cooperation between educators in the after-school programme and guardians, and secondly, to see how the collaboration affects the social development of pupils. The study is based on two stories about our own professional experience from situations which are difficult to assess. The first story describes how the perspective of the educator and that of guardian contradict each other. The second story is about the educator´s duty to provide problem-oriented information and to promote collaboration with guardians. The methods we have used are scientific essay writing and hermeneutical analysis. Theories and concepts of inter-subjective interaction, human learning and social development have been central to our analysis. The study shows how the speech at home and at school affects the collaboration and how the relationship between the guardian and the educator affects the pupil´s connection to the educator and his/her ability to promote social development. The strong connection between the guardian and the child can be seen to help complement the child's perception of an incident at school. The study highlights the educator's obligations to take responsibility for constructive collaborative processes, his/her expanded opportunities for student support through the utilization of guardians' perspectives, and limitations in the form of resources. Continued and further researches can be focused on looking at how the conditions for relational work and relational competence can be systematically ensured at different levels - political, local, within work teams and for individual educators. / Syftet med detta självständiga arbete är, för det första, att få ökad förståelse för det komplexa samarbetet mellan pedagoger inom fritidshemmet och vårdnadshavare, och för det andra, se hur samarbetet påverkar elevernas sociala utveckling. Arbetet utgår från våra yrkeserfarenheter av två svårbedömda händelser inom fritidshemmet. Den ena berättelsen beskriver hur pedagogens och vårdnadshavarens perspektiv blir varandras kontraster. Den andra handlar om pedagogens uppdrag att både framföra problemorienterad information och främja samarbete med vårdnadshavare. De metoder vi har använt oss av är vetenskapligt essäskrivande och hermeneutisk analys. Teorier och begrepp som beskriver intersubjektiv interaktion, mänskligt lärande och social utveckling har varit centrala i vår analys. Studien visar hur talet i hemmet och i skolan påverkar samarbetet samt hur vårdnadshavarens relation med pedagogen påverkar elevens anknytning till pedagogen och dennes möjlighet att främja social utveckling. Vårdnadshavarens och barnets nära anknytning kan ses bidra till att barnets bild av en händelse på skolan kompletteras. I studien synliggörs dels pedagogens skyldigheter att ta ansvar för konstruktiva samarbetsprocesser, dels dennes utökade möjligheter till elevstöd genom tillvaratagande av vårdnadshavares perspektiv, samt begränsningar i form av bristande resurser. Fortsatt forskning kan se över hur förutsättningar för relationellt arbete och relationell kompetens kan säkerställas systematiskt på olika nivåer - politiskt, lokalt, inom arbetslag samt för enskild pedagog.