Magister Artium (Social Work) - MA(SW) / It is a common fact that drug and alcohol abuse has become a complex problem with children in South Africa. There is also a risk that children of substance abusers will become substance abusers themselves. The aim of this study was to determine if there is a relationship between childhood exposure to substance use and substance use as an adult. The theory that was implemented in the study was the Social Learning Theory. The participants were obtained from an outpatient substance abuse treatment centre. A cross sectional study design was used whereby 192 participants were requested to complete an adapted version of the Child Exposure to Domestic Violence scale. The results of the study show that 48% of the respondents experienced exposure to substance abuse which they witnessed as a child. The results of the study indicated that past exposure to substance abuse accounted for a mean of 2.47. Respondents also responded in terms of exposure to parent/s that abused substances, which had a mean of 2.12. The results illustrated that there is a significant positive relationship between past experiences of substance abuse and current experiences of substance abuse within the total sample (r=.39, p:0.01). The study showed that for gender a positive relationship was found for males (r = .23, p:0.01) and for females (r = .34, p:0.01). In terms of family structure there was a significantly positive relationship, which for one parent was (r = .23, p: 0.05) and for two-parent families was(r = .38, p: 0.01). In conclusion early intervention strategies for children who are at risk and who are exposed to substance abuse, should be implemented.

Indiana University-Purdue University Indianapolis (IUPUI) / In the United States, over 30 percent of children are categorized as overweight or obese. Comorbid conditions, such as cardiovascular disease and other health complications related to obesity, are also on the rise. This public health issue is often related to disproportionate dietary intake and lack of physical activity. Efforts that promote fruits and vegetables (F/V) as preferred food choices over high fat and high sugar foods may help combat the increasing incidence of overweight and obesity. Other benefits from F/V include prebiotics or fiber that helps to create and maintain a healthy microbiota, which is now recognized as essential for long-term positive health outcomes. Many children, however, fall short in consuming the recommended daily amounts of F/V servings, and therefore, lack key nutrients such as vitamins, minerals, phytonutrients and fiber. This study is a pilot, quasi-experimental design that provides information related to the importance of eating F/V to children, ages 11-12 years, who attend a parochial school in Indianapolis, Indiana. The data from this study describe the amounts of F/V servings in home-prepared school lunches. The primary aim of this study is to determine if eight interactive multimedia lessons and activities delivered to one group of students (intervention) and a single lesson delivered to a different group of students in the same school and grade (control), affects the amount of lunch F/V servings, student knowledge, attitude, and self-efficacy/perception. This baseline data will contribute to the design and implementation of a health curriculum for middle school age students. Focus groups, adapted validated assessment tools as well as the on-site observation of F/V servings brought in lunches and consumed at lunch are compared between both groups to document any effects of the instruction. The results show that a statistically significant change in knowledge occurred within the intervention group following the implementation of this F/V education series. Favorable findings, with a positive upward trend in relative amounts of F/V, were identified and more research in this area is warranted.

Magister Artium - MA / Domestic violence has reached epidemic proportions worldwide. Every year, 275 million children globally are exposed to domestic violence. Witnessing domestic violence during childhood has been linked to various risks such as potential health risks, unemployment, deviant behavior, susceptibility to other subsets of family violence, various psychopathologies, as well as potential perpetration and revictimization. Boys are twice as likely to become perpetrators of abuse in adulthood if they have witnessed domestic violence in comparison to boys from nonviolent homes. Girls exposed to domestic violence were shown to be more accepting of abusive married life than girls from non-violent homes. The aim of the study was to describe the perceptions of childhood exposure to domestic violence as a predisposing factor for revictimization in adulthood. The study used a quantitative approach with a cross-sectional correlational design. The sample consisted of 77 female participants from shelters across Cape Town, Western Cape. The study employed an adapted version of The Child Exposure to Domestic Violence (CEDV) Scale. The questionnaire was divided into three sections, namely demographic details, types of exposure to domestic violence the adult may have experienced as a child, and lastly current adult experiences of domestic violence. The data was analyzed using the Statistical Package for Social Sciences V21 (SPSS). Results suggest that there is a significant positive relationship between past perceived experiences of domestic violence and present perceived experiences of domestic violence. Limitations and recommendations are stipulated for proposed intervention strategies and further study expansion on this topic

Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.

The local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child's reading achievement. The theoretical framework was Epstein's theory on parental involvement. Archival data from the State of Texas Assessment of Academic Readiness-end of course English I/reading test of 65 9th-grade students were coded for anonymity and matched with their parents' total scores on the Parent Choice of Involvement Activities survey. Data analyzed using the Pearson product-moment correlation analysis yielded no significant relationship between parent involvement and students' reading scores. Descriptive analysis identified that parents were more involved with educational activities in the home, rather than participating at school. Therefore, a school-based parent development program was designed. Additional research is needed to explore other reasons for the poor reading outcome of the 9th-grade and special education students. Providing parents with strategies that empower them to become fully involved in the secondary education of their children can bring about positive social change by building strong relationships between the school, family, and community to support the academic achievement of high school students.

Thesis (M.Ed. (Mathematics, Science and Technology Education)) -- University of Limpopo, 2020 / The purpose of this is to investigate how teachers go about for the development of Creative Thinking Skills (CTS) in a grade 9 technology classroom. The introduction of technology in the South African curriculum by the Department of Basic Education (DBE) to develop CTS through the Design Process (DP) as the cornerstone of the learning area. Technology as a learning area should provide learners with opportunities to solve real-life problems, in the process developing their CTS (DBE, 2011). In the 21st century, CTS have been seen as skills that are crucial across the spectrum of day to day activities. However; it appears to be very complex for technology teachers to enhance the teaching and learning of CTS in a technology classroom. The literature suggests that technology teachers tend to suppress the development of learners’ CTS by limiting the process of teaching and learning to low order thinking cognitive levels rather than high order cognitive levels. This study employed a qualitative research enquiry, purposive sampling was used for the selection of the relevant participants. Qualified technology teachers who teach grade 9 technology with at least three years’ experience in teaching technology were considered. Data collection was obtained through interviews, observation and document analysis. The research finding showed that teachers lack the understanding of policies, particularly CAPS hence they continuously compromise its implementation hindering with the development of CTS of learners as it is envisaged in the CAPS document. Furthermore, the research findings reveal that the teacher has a little or no understanding of what is creative thinking (CT) and what it entails, hence they did not unpack what is it exactly that they do to support the development of learners CTS in a technology classroom This study recommends that technology teachers be familiar with the CAPS document and implement it correctly without any compromise. Furthermore; understanding of the design process is of vital importance to teachers as it is the cornerstone of teaching and learning, particularly the development of CTS of learners. Technology teachers need also to have a clear understanding of what CT is and what it entails, that will assist to arouse their CT and help to develop the CTS of learners in a technology classroom.

This study reviews literature regarding the antecedents of locus of control. The development of locus of control in children is found to be related to parent attitudes, behaviours and interactions between parents and children. Literature was further consulted to understand the relationship between parenting and locus of control development. It was decided, based on continued review of literature, that parent guidance based on a social cognitive learning approach was a valid therapeutic model to enhance internal locus of control in children. The parent guidance model proposed in this study was based on parenting guidelines to enhance internal locus of control in children. The aim is to bring about transformation of parent attitudes and behaviours through therapeutic means, which will produce change in the parent-child relationship. This interaction was expected to lead to enhanced internality in the child participants. The empirical study engaged a predominantly qualitative methodology, using an action research design. The sample consisted of 14 families representing various racial groups and family structures. Data collection methods included questionnaires, observation and focus groups to determine the effectiveness of the proposed therapeutic model. Results showed that group parent guidance based on a social cognitive learning approach and focussing on development, responsibility, consistency, home environment, parent style, emotional intelligence, modelling, discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children. / Psychology of Education / D. Ed. (Psychology of Education)

M.A. (Research Consultation) / Adolescent and sexual reproductive health has been identified as among the most important health and development priorities by the South African development (Department of Health, 1995; African National Congress, 1994). The South African government, like many governments in the sub-Saharan region view with concern the region’s rapid population growth and high birth rates particularly among adolescents. This study investigated the perceptions of young mothers regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly Coloured area in the Western Cape Province of South Africa, were selected for interviewing using convenient sampling. Transcripts of unstructured interviews were analysed using thematic content analysis. The findings of the study suggest that young mothers initially perceive teenage pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore, the results indicate a limited awareness of available preventative interventions. Results further show participants tend to experience their relationships with significant others as positive. / Psychology

This study reviews literature regarding the antecedents of locus of control. The development of locus of control in children is found to be related to parent attitudes, behaviours and interactions between parents and children. Literature was further consulted to understand the relationship between parenting and locus of control development. It was decided, based on continued review of literature, that parent guidance based on a social cognitive learning approach was a valid therapeutic model to enhance internal locus of control in children. The parent guidance model proposed in this study was based on parenting guidelines to enhance internal locus of control in children. The aim is to bring about transformation of parent attitudes and behaviours through therapeutic means, which will produce change in the parent-child relationship. This interaction was expected to lead to enhanced internality in the child participants. The empirical study engaged a predominantly qualitative methodology, using an action research design. The sample consisted of 14 families representing various racial groups and family structures. Data collection methods included questionnaires, observation and focus groups to determine the effectiveness of the proposed therapeutic model. Results showed that group parent guidance based on a social cognitive learning approach and focussing on development, responsibility, consistency, home environment, parent style, emotional intelligence, modelling, discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children. / Psychology of Education / D. Ed. (Psychology of Education)

Adolescent and sexual reproductive health has been identified as among the most important health and development priorities by the South African development (Department of Health, 1995; African National Congress, 1994). The South African government, like many governments in the sub-Saharan region view with concern the region’s rapid population growth and high birth rates particularly among adolescents. This study investigated the perceptions of young mothers regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly Coloured area in the Western Cape Province of South Africa, were selected for interviewing using convenient sampling. Transcripts of unstructured interviews were analysed using thematic content analysis. The findings of the study suggest that young mothers initially perceive teenage pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore, the results indicate a limited awareness of available preventative interventions. Results further show participants tend to experience their relationships with significant others as positive. / Psychology / M. A. (Research Consultation)