M.A. / 1. Motivering vir die studie Die studie is ingelei met ‘n beskrywing van die historiese ontwikkeling van skool maatskaplike werk in onderwys. Daar was bevind dat die doelwitte en die karakter van skool maatskaplike groepwerk gerig is op terapie, en daarop gemik is om probleme te eliminieer wat skoliere moontlik kan kortwiek in hul skool werk. Groepwerk in die verband is ook daarop gerig om die individu in te sluit in ‘n groep sodat hy deel kan voel van die gemeenskap. In Suid Afrikaanse konteks is daar reeds geweldige vooruitgang gemaak in die geskiedenis van die Opvoedkunde, maar skool maatskaplike werk figureer steeds nie in die ontwikkelinge nie. Sommige privaat skole in Suid Afrika het hul eie residensiële maatskaplike werkers. Skole tans steun steeds meestal op die Voorligting onderwyser/es om leerlinge by te staan deur moeilike tye en om hulle toe te rus met die nodige vaardighede vir die toekoms. Tog blyk dit dat meeste van die onderwysers nie oor die nodige vaardighede beskik om leerlinge te help deur hulle toe te rus met die nodige vaardighede om moeilike tye te oorkom nie. Verder blyk dit dat programme wat tans aangebied word, nie in die behoeftes van die leerlinge voldoen nie. In die verlede was Voorligting geïgnoreer as skoolvak. Lewensvaardighede was selde aangebied in skole, en het nie deel gevorm van die skoolkurrikulum nie. Die aanleer van lewensvaardighede was oorgelaat aan toeval. Ervaringsleer is baie suksesvol in groepwerk konteks. Alle lewensvaardigheids klasse is gebaseer op die groepwerk metode. Leerlinge het ervaring daarvan om deel van ‘n groep te wees in een of ander vorm, en daarom is die maatskaplike werk metode iets waarmee leerlinge hulself kan vereenselwig. 2. Doel van die studie Voortvloeiend uit die motivering, is die navorsingsdoel van die studie die ontwikkeling en die evalueering van ‘n lewensvaardigheidsopleidingsprogram. Die opleidingsprogram is bedoel vir graad agt seuns, en die program behoort deel van die totale skool kurrikulum uit te maak. 3. Die geïntegreerde ontwikkelings- en evalueeringsmodel Om uitvoering aan die doelstellings van die studie te gee, is ‘n geïntegreerde teoretiese ontwikkelingsnavorsings- en evalueeringsmodel gekonseptualiseer (Nel en Nel 1993; Nel 1992). Die model bestaan in hoofsaak uit Thomas (1984) se vierfase model, waarin ‘n analise-, ontwerp-, ontwikkeling- en evalueeringsfase figureer. In elkeen van die fases word ‘n aantal materiële voorvereistes gestel, asook metodologieë deur middel waarvan daar aan die voorvereistes voldoen kan word. Aangesien ‘n program as deel van die totale skoolkurrikulum daargestel moes word, is daar in die ontwerpfase van Thomas (1984) se metodologieë afgewyk en hoofsaaklik op opleidingsmodelle in die Bedryfsielkunde asook kurrikuleringsnavorsing in die Opvoedkunde gesteun. De Vos (1991) se Geïntegreerde Model van Programevaluering is vir die evalueeringsfase geselekteer. 4. Die analisefase In die eerste fase is ‘n ontleding van die opleidingsprobleem onderneem, die stand van bestaande programme is ondersoek en ‘n uitvoerbaarheidstudie is onderneem en op grond waarvan daarna besluit is om met die ontwerpfase voort te gaan. 5. Die Ontwerpfase In hierdie fase is daar aan die volgende materiële voorvereistes voldoen, te wete doelstellings en doelwitte is vir die program geformuleer, ‘n praktykmodel is opgestel, ‘n tentatiewe voorstelling van die innovasie is gemaak, en die innovasieprosedures is bepaal. Wat die praktykmodel betref, is ‘n geïntegreerde praktykmodel gekonseptualiseer wat as verklaringsmodel gedien het waarbinne die inhoude van die laboratotiumprogram verantwoord kon word. Uit die praktykmodel is kritieke rolbeskrywings afgelei, asook ‘n vaardigheidsrepertoire is opgestel wat in die program aangespreek work. Gedurende die ontwerpfase was dit ook nodig om die bepaling van programinhoude, die spesifisering van onderigstrategieë en onderigbronne te doen. 6. Die ontwikkelingsfase Nadat ‘n ontwikkelingsplan geformuleer is, het daar ‘n operasionele voorbereiding ten opsigte van die beplande loodsgebruik en ontwikkelingstoetsing plaasgevind. Met implementering van die program het dit geblyk dat sekere verstellings nodig is. Insluitend in die ontwikkelingsfase is daar hoofsaaklik gekonsentreer op programmoniteringevalueering (kwalitatiewe ondersoek) en impakevalueering (kwantitatiewe ondersoek). Vir hierdie doeleindes is ‘n kwasi-eksperimentele navorsingsontwerp benut, waarin voorsiening gemaak is vir ‘n voor- en nameting. Die kontrolegroep het bestaan uit graad agt seuns van King Edward VII School. Die evalueringsinstrument waarvan gebruik gemaak was gedurende die impakevalueringsfase het die Psigo-sosiale Funksionerings Inventaris ingesluit, wat bestaan uit ‘n pen en papier selfevalueringsmetode wat gebruik work om sosiale funksionering te meet. Toepaslike hipoteses is geformuleer en die parametriese hipotese vir twee steekproewe gemiddelde toets: onafhanklike steekproewe is gebruik. 7. Hoofbevinding Daar is in hoofsaak bevind dat ‘n lewensvaardigheidsopleidingsprogram daargestel kon word wat in die navorsingsdoel beantwood het. Wat die programdoelstellings en –doelwitte betref, is bevind dat die program oor die algemeen aan die programdoelstellings en doelwitte beantwoord het / Prof. J.B.S Nel

Literature on psychological aspects of childhood cancer has treated adolescents as a homogeneous group, while revealing little about their individuality. This study's purpose was to systematically explore similarities and differences in adolescent boys with leukemia and to explore nurses' perceptions of the boys. Participants were recruited from a pediatric oncology clinic; the boys were 13, 14, and 18 years old and were selected based on age, active treatment for leukemia, and rapport with the investigator. To elicit constructs used by each boy to interpret feelings, the study employed a variant of psychologist George Kelly's technique for eliciting unique organizing principles (personal constructs) by which Kelly theorized people interpret experience (1955). The boys rated themselves on their personal constructs; their nurses also rated them on the constructs. Results reveal distinctive differences and certain similarities in the boys' personal constructs. Nurses' ratings of each patient differ in varying degrees from his own.

There is widespread interest shown in the education of boys in school as evidenced in research, education initiatives and discussion in the general community. Research undertaken by Connell (1989, 1995, 1996, 2000), Laberge and Albert (1999), Mac an Ghaill (1994), Martino (1998), West (1999, 2002) and others suggests that there is a range of masculinities displayed by teenage boys. Some of the masculinities with which boys identify are in conflict with accepted ideas of educational achievement. This doctoral study investigates the contribution of teachers and school experiences to teenage boys’ understanding of masculinity. There are two components to the study. The first part is a systematic review of the literature to highlight findings about boys’ perceptions of relationships between masculinity and schooling. The second part is a qualitative empirical study of the views of a sample of Year 11 high school boys in two single sex Catholic schools. The interviews focus on their understandings of masculinity and their perceptions of influential aspects of school life. It includes an analysis of the boys' views of the impact of teachers, sport, discipline and classroom experiences. Participants in the study indicated that masculinity is changing and the community is requiring men to be more expressive of emotions. The majority of teenage boys interviewed stated that teachers and school experiences influenced their understanding of masculinity. Pupil - teacher relationships, conversations, exhortations and non-verbal communications are all perceived as means by which teachers influence students. Some teachers were regarded as good role models, making a positive contribution the boys’ masculinity. Interviewees reported that the schools promoted two masculinities, ‘sporting’ and ‘academic’. They spoke of contrasting interpretations of the appropriate expression of emotion. One finding of the study is that some of the teenage boys experienced a ‘spirituality of connected masculinity’ through singing, cheering and participation in school activities including sport, liturgies and retreats. Implications are drawn from the study and recommendations are made for improving the education of boys including how schools can encourage a diversity of ‘reflective’ masculinities rather than reinforcing ‘hegemonic’ understandings of masculinity.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2005. / Title from title screen. Naveen Donthu, committee chair; Kenneth Bernhardt, Sevgin Eroglu, Detmar Straub, committee members. Electronic text (154 p. : ill. (some col.)). Description based on contents viewed Apr. 25, 2007. Includes bibliographical references (p. 139-154).

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 279-295). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 226-236). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2010. / Typescript. Includes bibliographical references (p. 19-21).

The purposes of this study were to investigate how learning disabled adolescents formulate moral judgments as compared to average achieving adolescents, and to determine what relationship, if any, exists between moral judgments and moral conduct. Recent literature had suggested that social per

This study is an analysis of the manner in which preparatory school boys construct their masculinities through the sport of rugby. The study is based on interviews with the entire First XV rugby team of Connaught Prep School. Sport and rugby in particular are seen as an important cog in the masculinity-making process for men but this is also true for young boys. Rugby in South Africa is regarded as a sport that real men play. Historically played primarily by white men, it remains a marker of hegemonic masculinity. In their involvement in the Connaught Prep.s First XV, boys affirm the importance of the sport, act out the values associated with the sport and display the skills required to play the sport successfully. The thesis argues that sport, and in particular, rugby, is a central feature of boys. constructions of masculinity. Due to the physical nature of rugby and the hype that surrounds and the support that is given to the sport, it has become part of the hegemonic culture of boys at Connaught Prep School. But hegemonic masculinity is not fixed; it is contested and changes. The 1st XV rugby team and its members are an important part of the process that gives content to the masculinity that is hegemonic at Connaught Preparatory. The boys try and live up to the ideals of masculinity that they see on television, hear from and see in their fathers and find in other boys. In selecting a set of sporty values, these boys perpetuate rugby as the preferred sport and a rugged school boy masculinity as the hegemonic made gender identity of the school. While the 1st rugby team try to aspire to the ideal hegemonic masculinity at the school, they cannot meet the ideal rugby masculinity and this renders them vulnerable. They are vulnerable to physical injury and also to the humiliation of heavy losses against rival teams. Susceptible to these conditions makes their construction of masculinity a delicate and fragile situation to be in. While the boys contribute to hegemonic masculinity they also, at times, undermine it by contributing to a counter hegemonic masculinity. These are the boys that stress playing sport for fun (rather than winning), are caring, and develop friendships through the sport. The findings of this study, brings to light the importance of sport in the development of a young boys. masculinity and the vulnerable and fragile situation these boys find themselves in as a result. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.