The aim of the mixed methods study was to explore students’ alcohol use and misuse taking into account personal, micro, macro level factors influencing their choice in the behaviour performance based on analysis of quantitative data obtained from longitudinal surveys and interpreting narrative data obtained during interviews and to use the findings from the quantitative and the qualitative studies to facilitate focus groups of university services, to discuss and recommend variables to be targeted during interventions for students. The first study was a cross sectional quantitative study in which the questionnaire constructed for the current study has been evaluated and the reliability of the measures was identified. In addition, the correlations of the study variables have been explored. The path analysis has been performed to examine the Theory of Planned Behaviour, Self-Determination Theory, Prototype Willingness Model and Social Learning Theory. The second study a longitudinal quantitative study in which before mentioned theories have been explored in a 3 month follow up. The change over time have been investigated by constructing models, path analysis, and the predictors of the change in outcome variables alcohol consumption, alcohol related problems, frequency of alcohol use, units consumed in a single occasion and binge drinking occasions, have been identified. The third study, a qualitative study, interviews with the students were organised to explore further the variables used in the study and explain the quantitative findings with help of interview data. The data assisted in identifying contextual factors of alcohol use and locate the components of researched theories within this context. The fourth study, another qualitative study, which explored the alcohol use of university students from the perspectives of the staff of university support services. Extra contextual factors have been identified and were added to the matrix of students’ alcohol use. The results of the research supported the use of the theories selected as Self-Determination Theory explained the predictors of Theory of Planned Behaviour.

Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture. The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so. Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice. The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims. Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

The study attempts to investigate discipline policies and practices in primary schools since the abolition of corporal punishment. The purposes of the study were to find out who is involved in the formulation of a policy; how this procedure takes place from the initial stages to fruition; the contents of a completed policy document and to canvass opinions of teachers and students about their school policy. Information was obtained from twenty-two completed questionnaires received from public primary schools in the Belconnen region of the ACT and a more detailed case study of three of these schools. A search of the literature revealed a number of key elements of a whole school discipline policy. These included: formulation of policy; recognition of appropriate student behaviour; rules and consequences; policy procedures; responsibility for policy implementation; the abolition of corporal punishment. The study showed that there is a growing awareness of the democratic decision-making process within classrooms and that schools are producing comprehensive discipline policies, many of which are now more accurately titled 'Management of Student Behaviour'. Schools are encouraging appropriate behaviour from the students, endeavouring to develop student self-discipline and self-esteem, and are using agreed logical consequences when rule violations occur. The case study concludes with comments on the ACT Schools Authority Discussion Paper 'Policy and Procedures for the Management of Student Behaviour in ACT Public Schools' issued during 1988.

A growing international research base is suggesting that there can be no more serious sanction taken against children of primary school age than to withdraw their rights to attend school through suspension and exclusion - referred to in Queensland as School Disciplinary Absence (SDA). The short and long-term detrimental consequences of SDA to student recipients, their families, and social structures are well documented. Yet, SDA remains as a controversial, often policy-supported means to manage challenging student behaviour increasingly used by Queensland government schools. To contribute to this growing research, this project examines the potential influence of an array of principals' and teachers' beliefs on their decisions regarding the use of SDA within five government primary schools in Queensland. The study adopts a multi-method, case-study approach and is informed by social constructionist and critical theory perspectives. It draws from Rokeach's (1968) conceptualisation of the human belief system as having a number of sections where particular stated beliefs may be influenced by more powerful beliefs situated within another part of the system, which may (in turn) influence decisions and actions. Data were drawn from school documents, surveys, and interviews. Survey data revealed strong support for the use of SDA but interview data suggested that most participants believed that SDA was ineffective and held overriding concerns for the wellbeing and education of students exhibiting challenging behaviours. In some cases, particular beliefs were shown to override this unfavourable view of SDA and cause educators to become more likely to endorse its implementation. The study examines the complex construction of a variety of educator beliefs regarding SDA in general, the types of students who are more at risk of SDA, school and educator responsibility for supporting these students, and factors believed to prevent or make it difficult to avoid the use of SDA. Also, participants' concerns and recommendations regarding SDA are examined and implications for professional practice and school reform are considered.

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The present study stems from a concern with the possible occurrence of alcohol abuse on a university campus. The major focus is an exploration of the drinking habits of mostly undergraduate students. An adequate understanding of the above would simplify the task of the university authorities of formulating a relevant alcohol policy and action plan. The survey involves a self-completion questionnaire. The data analysis concentrated on Pearson's correlations and chisquare tests. Significant relationships between the level of alcohol use on the one hand and gender, residence, language, other substance abuse, sport participation, religion, moral values, and sexual activity on the other hand was found. Finally a profile of high-risk, heavier drinking students are provided. / AFRIKAANSE OPSOMMING: Die huidige studie spruit uit 'n besorgdheid oor die voorkoms van alkohol misbruik op 'n universiteitskampus. Die primêre fokus is 'n verkenning van die drinkgewoontes van hoofsaaklik voorgraadse studente. 'n Omvattende begrip van bogenoemde sal die taak vergemaklik van die universiteitsowerhede om 'n toepaslike alkoholbeleid en -aksieplan te formuleer. Die ondersoekende studie behels 'n selfvoltooings vraelys. Die data-analise fokus op Pearson se korrelasies en chi-kwadraat toetse. Beduidende verbande is gevind tussen vlak van alkohol gebruik aan die een kant en geslag, verblyf, taal, ander substansgebruik, sportdeelname, godsdiens, morele waardes en seksuele aktiwiteit aan die ander kant. Laastens word 'n profiel van die hoë risiko, swaarder drinkende studente verstrek.

In the period following the pandemic, we observed that poor student behaviour was increasingly becoming a problem in our library. We decided to take a novel approach to try and discover new ways of encouraging positive use of the university library using existing resources and ensuring the inclusion of student voices to gather rich critically evaluated feedback to inform our service improvements.

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)