Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (viewed on Aug. 6, 2009) Includes bibliographical references (p. 119-122). Also issued in print.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Armando Estrada, Linda Mallory. Includes bibliographical references (p. 91-94). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2005. / "June 2005." Title from title screen (viewed 05/10/2006). Includes bibliographical references.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2004. / This study deals with sexual harassment in the Lower Umfolozi District. The researcher investigated speculation that there was sexual harassment in the Lower Umfolozi District. The researcher discovered that there was sexual harassment of Pi temporary and unemployed educators in the Lower Umfolozi District / M

Submitted in partial fulfillment of the requirement for the degree Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2000. / This study investigated the management of gender conflict among high school learners. The researcher has identified the types of gender conflict that are perceived to be more serious and the frequencies of different types of gender conflict. The researcher has also determined the ways of managing gender conflict in the high school and established alternative approaches of managing it. Finally, the research recommends possible initiatives on the part of the management staff, educators, learners, governing body and parents, as well as the community at large to promote gender equity * and peaceful coexistence in schools.

In 1998 the Faculty of Community and Development Disciplines (CADD) embarked on a project to prevent and reduce crime involving school children. A needs assessment was conducted in the three schools where the project was to have its main focus. One of the problems that came out of the Rossburgh High School was the conflict that appeared to exist between male and female learners at the school. Male learners were observed to 'bully' their female counterparts. Given the high statistic of violence against women in South Africa, this seemingly 'small' problem could have relevance later on in the lives of these adolescents. In order to intervene successfully it was first necessary to understand the problem that existed. By means of focus groups male and female adolescents provided information around the phenomenon. From data obtained, it appeared that fighting was predominantly due to boyfriend/girlfriend relationships. The problem was explored in depth and recommendations were made with regards to intervention programmes and future research. / Thesis (M.Cur.)-University of Natal, 2000.

The South African Constitution is considered as supreme law. This piece of legislation overrides all others and states in section 28(2): “A child’s best interests are of paramount importance in every matter concerning the child”. This emphasises the significance of the right of the child in South African law, by stating that children are to be protected at all cost. This section of the constitution forms the basis of this thesis with regards to the child and the protections that are to be afforded to them in instances of sexual abuse by educators. In the last several years there has been an increase in the number of cases reported on the sexual abuse, rape, violence and harassment of learners by members of the schooling community. The statistics prove that sexual violence in the schooling system in South Africa is rampant and furthermore indicate that young girls and boys are not as safe as they deserve to be. A teacher or educator is a professional, who is to act in a professional manner at all times – in the course and scope of their employment as educators. When a parent leaves its child at school for the day the educators are acting in loco parentis – in place of parent – thus these children are to be protected, nurtured and cared for in the correct manner. Sexual abuse of a learner by an educator is a gross contravention of South African legislation, the South African Council of Educators (SACE) code of conduct as well as international codes by the International Labour Organisation (ILO), the United Nations (UN) and other conventions. It is therefore fitting that any perpetrator of such violence, disrespect and transgression is to be punished quickly and harshly. Educators who abuse children are to immediately be removed from the school system through dismissal and also be tried criminally. These offenders should also be added to the SACE sexual offenders’ database which needs to be open to the Department of Education (DOE) and more importantly the general public – allowing parents to make the best possible decisions when putting their children in schools, thus ensuring their safety. However, throughout this process the rights of the child are to be protected and regarded with prevailing sensitivity, and their innocence is to be sheltered from any further psychological and emotional harm caused due to the abuse. The South African Professional Society on the Abuse of Children (SAPSAC) argues that a constitutional injunction is powerless to protect a child from being victimised and traumatised by criminal activity.1 All the more should it be incumbent upon the criminal law and criminal procedure and upon the courts, their functionaries and practitioners who regulate its procedure and apply its principles to “protect children from abuse and (to) maximise opportunities for them to lead productive and happy lives … (and to) … create positive conditions for repair to take place”. The thesis that follows, using the principles summarised here, aims to: define sexual abuse of the child, the legal position in South Africa in relation to the sexual abuse of children and case law. Recommendations will then be made and a code of good practice will be established on how to deal with educators who sexually abuse their learners promptly, effectively – without causing any further harm to the child in question.

MA (Youth Development) / Institute for Gender and Youth Studies / Sexual harassment is identified as a widespread form of aggressive behavior with severe consequences for victims, organizations and institutions. The objectives of this study were to explore the perceptions of students on sexual harassment, to discover the common type of sexual harassment among students, to find out locations where sexual harassment occurs in the university, to explore contributory factors influencing sexual harassment among students, and to explore the effects of sexual harassment on students. The methodology that was applied in this study is was qualitative in nature. The researcher used open ended questions in interview to assess sexual harassment among students in the university. Non-probability sampling was used to select 16 respondents made up of 8 males and 8 females. Data was analyzed thematically by identifying and expanding significant themes that emerged from the informants’ responses. Ethical measures and trustworthiness were ensured. It appears common for sexual harassment victims to experience negative physiological effects and treatment for the victims and harassers is hindered because victims abscond reporting the incident. Sexual harassment occurs in and outside university buildings as shown in the study. Perpetrators of sexual harassment have evolved from males harassing females to female lesbians harassing other lesbians and male gays harassing other gays however, men are the harassers of others to a greater extent. Alcohol and drug use, dress code and age and level of study were major contributory factors of sexual harassment. It seemed common that verbal, physical and visual sexual harassment occur among students verbal sexual harassment being the most prevalent.

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed. / Psychology of Education / D. Ed. (Psychology of Education)

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed. / Psychology of Education / D. Ed. (Psychology of Education)