published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

M.Cur / The country and education system is after apartheid in a process of renewal and transformation. Adolescents in secondary schools are increasingly in interaction with adolescents who have different values. The media reports that violence and conflict in secondary schools is common. Adolescents find themselves already in a developmental period characterised by physical, emotional, social and intellectual change (Vermaak, 1993: i). It is apparent that today' s adolescent in South Africa is confronted with more than love disappointments and exam stress. This research tells the story of a group of adolescents within a specific public secondary school in Gauteng in an attempt to give the adolescent a voice. The objectives for this research are: 1. To explore and describe the adolescents' experience of interaction between adolescents with different values in a specific public secondary school in Gauteng. 2. To describe guidelines for the advanced psychiatric nurse practitioner to mobilise resources for facilitating interaction between these adolescents in order to promote their mental health. The Theory for Health Promotion in Nursing as applied by the Nursing Department of the Rand Afrikaans University forms the basis of this research. From this perspective, the human is seen as holistically in interaction with the environment in an integrated manner, and are the four central components of this theory, namely the human, nursing, environment and health defined. The purpose of this theory is aimed at enhancing individual, family, group and community health (Rand Afrikaans University; Department of nursing, 2000: 4) and in this case, mental health. A Functional approach to nursing (Botes, 1991: 19-23) is followed, which implies that the research in nursing is mainly applied research that addresses recent health problems of the South-African community and provide solutions to these problems. It is clear that this research addresses a recent problem/trend in the South African school going adolescent community, namely the interaction between adolescents with different values in schools. The research in nursing, as developed by Botes (1995: 1-21), applies. A qualitative (Cresswell, 1994: 162), explorative (Mouton, 1996: 103), descriptive (Mouton, 1996: 102) and contextual (Mouton, 1996: 133) research design was used, and data was gathered through means ofthree focus groups (Folch-Lyon & Trost, 1981: 443; Krueger, 1994: 14,19 ,29) consisting of adolescents who complied with the sampling criteria. The researcher took field notes during and after the focus groups (Wilson, 1989: 434 ). The Gauteng Department of Education, the schools principal, the parents/guardians of the adolescents and the participating adolescents themselves gave their consent for the conducting of the research. The researcher did analyse the data using Tech's (in Cresswell, 1994: 155) descriptive method and did open coding. An independent coder analysed the data with the researcher and they held consensus discussions (Poggenpoel, 1998: 245). After the data was analysed, a literature control was conducted in order to recontextualise the data (Morse & Field, 1996: 106) and to indicate differences and similarities with other research. In phase one of the research, the researcher concluded that the adolescents experienced that certain practises and incidents in the school contribute to the deconstructive atmosphere in the school. These incidents and practises entail aspects related to discipline, respect, disempowerment, communication, expectations relating to academic issues and the confirmation of certain practises. The practises related to the deconstructive atmosphere contribute to the experiencing of emotions like frustration, anxiety, fear of rejection and victimisation, powerlessness, sadness and disappointment, uncertainty and fury. Discipline, caring and support, friendship and taking responsibility for choices made by the adolescent were practises identified that relate to a constructive atmosphere. Guidelines in phase two describe to the advanced psychiatric nurse practitioner how to facilitate interaction between these adolescents in the specific secondary school in order to contribute to the promotion of their mental health. The researcher generated and describes guidelines, within the survey list as suggested by Dickoff, James & Wiedenbach (1968: 423), for a multicultural empowerment program. The researcher discussed conclusions, limitations and practical problems of the research and made suggestions for the nursing practise, education and research.

Acompanha: A arte de ver, a arte de conhecer: sequências didáticas / Este trabalho consiste numa experiência de Educação de Jovens e Adultos (EJA), Fase I de Alfabetização, na Casa de Custódia de Curitiba-PR (CCC), ambiente prisional. O objetivo desta dissertação é propor como ferramenta de alfabetização a aplicação da teoria Semiótica, sendo esta mesma o liame entre alfabetização em Língua Portuguesa e Alfabetização Científica. A partir da leitura de obras de arte, gradativamente, propomos atingir não só a iniciação à Alfabetização Científica e experimentação, como também à alfabetização e letramento em Língua Portuguesa. Os fundamentos teóricos da Semiótica se baseiam em Lúcia Santaella; os estudos da Alfabetização Científica, no trabalho de Áttico Chassot; quanto à experimentação, nas proposições de Delizoicov e Angotti; quanto à alfabetização e letramento, nos princípios norteadores de Paulo Freire. Este trabalho tem como produto a implementação de uma estratégia de alfabetização que, convertida em sequência didática, resultou em material para uso dos estudantes e dos professores, tornando-se, assim, uma contribuição à prática pedagógica. As sequências didáticas foram desenvolvidas em sala de aula, utilizando como método de avaliação a coleta de dados baseada na observação participante. Com essa estratégia os alunos que antes seriam alfabetizados em Língua Portuguesa num prazo de dois anos, o foram em seis meses. O trabalho desenvolvido também evidencia indícios de apropriação da Alfabetização Científica pelos estudantes apenados. / This work consists of an experience with Adults and Youth Education (EJA), Phase I of Literacy, in Curitiba-PR Custody House (CCC), a prison environment. The aim of this work is to propose the semiotics theory as a literacy tool, using it as a link between literacy in the mother tongue (Brazilian Portuguese) and Scientific Literacy. From the reading of works of art, we propose a way to achieve a gradual introduction to Scientific Literacy and experimentation, as well as to literacy in Portuguese language. The theoretical foundations of semiotics are based on Lucia Santaella; the studies of Scientific Literacy, on Áttico Chassot; the experimentation, on the propositions of Delizoicov and Angotti; and the literacy, on the guiding principles of Paulo Freire. The product of this work is a literacy strategy, which has been converted into didactic sequences and resulted in a concrete material to be used by students and teachers in the classroom, as a contribution to the pedagogical practice. The didactic sequences were tested in classes, using as evaluation method the data collection based on participant observation. With this strategy the students who before would be literate in Portuguese within two years, attained this goal in six months. This work also shows evidence of relevant gain in Scientific Literacy by these convicts students.

Acompanha: A arte de ver, a arte de conhecer: sequências didáticas / Este trabalho consiste numa experiência de Educação de Jovens e Adultos (EJA), Fase I de Alfabetização, na Casa de Custódia de Curitiba-PR (CCC), ambiente prisional. O objetivo desta dissertação é propor como ferramenta de alfabetização a aplicação da teoria Semiótica, sendo esta mesma o liame entre alfabetização em Língua Portuguesa e Alfabetização Científica. A partir da leitura de obras de arte, gradativamente, propomos atingir não só a iniciação à Alfabetização Científica e experimentação, como também à alfabetização e letramento em Língua Portuguesa. Os fundamentos teóricos da Semiótica se baseiam em Lúcia Santaella; os estudos da Alfabetização Científica, no trabalho de Áttico Chassot; quanto à experimentação, nas proposições de Delizoicov e Angotti; quanto à alfabetização e letramento, nos princípios norteadores de Paulo Freire. Este trabalho tem como produto a implementação de uma estratégia de alfabetização que, convertida em sequência didática, resultou em material para uso dos estudantes e dos professores, tornando-se, assim, uma contribuição à prática pedagógica. As sequências didáticas foram desenvolvidas em sala de aula, utilizando como método de avaliação a coleta de dados baseada na observação participante. Com essa estratégia os alunos que antes seriam alfabetizados em Língua Portuguesa num prazo de dois anos, o foram em seis meses. O trabalho desenvolvido também evidencia indícios de apropriação da Alfabetização Científica pelos estudantes apenados. / This work consists of an experience with Adults and Youth Education (EJA), Phase I of Literacy, in Curitiba-PR Custody House (CCC), a prison environment. The aim of this work is to propose the semiotics theory as a literacy tool, using it as a link between literacy in the mother tongue (Brazilian Portuguese) and Scientific Literacy. From the reading of works of art, we propose a way to achieve a gradual introduction to Scientific Literacy and experimentation, as well as to literacy in Portuguese language. The theoretical foundations of semiotics are based on Lucia Santaella; the studies of Scientific Literacy, on Áttico Chassot; the experimentation, on the propositions of Delizoicov and Angotti; and the literacy, on the guiding principles of Paulo Freire. The product of this work is a literacy strategy, which has been converted into didactic sequences and resulted in a concrete material to be used by students and teachers in the classroom, as a contribution to the pedagogical practice. The didactic sequences were tested in classes, using as evaluation method the data collection based on participant observation. With this strategy the students who before would be literate in Portuguese within two years, attained this goal in six months. This work also shows evidence of relevant gain in Scientific Literacy by these convicts students.

M.Cur. / An exploratory descriptive study was undertaken, focusing on sexually transmitted diseases among teenagers. The aim of the study was to explore and describe the possible reasons for the high rate of sexually transmitted diseases in teenagers. The knowledge, attitudes and opinions of teenagers and community nurses involved in the teenage clinic in a specific predominantly black area were assessed. Twenty teenagers and five community nurses in a specific predominantly black area, were participants in the study. Focus group interviews are used. The study is conducted in two phases: teenagers representing phase one (1) and community nurses as phase two (2). It can be concluded that the attitudes of community nurses may have an influence on the high rate of sexually transmitted diseases, and the knowledge of the teenagers about sexually transmitted diseases is based on myths and misconceptions. The recommendations made are that the training standards for all community nurses should be reviewed and adapted to meet the needs of teenagers attending the teenage services. The policy on in-service training must be reviewed and monitored. Community nurses' intensive training on teenage service delivery and sexually transmitted diseases services should be in correlation with the principles of Primary Health Care. Community nurses need to attend intensive courses on interpersonal skills specifically related to teenagers. Selection procedures for recruiting community nurses to attend specifically to teenagers should be researched. The attitude of community nurses and teenagers should be the core of the service delivery. Teenagers should be involved in planning programmes and the teenage clinic should be evaluated frequently to improve the standards. The availability of teenage services should result in a decrease in sexually transmitted diseases among teenagers.

The purpose of this study was (1) to capture the digital divide in adolescent specific computer and online activities, and (2) to understand each online activity's meanings in adolescent social development or social capital. To assess the issue of the digital divide, the present study examined the sociodemographic, neighborhood, family, and child characteristic factors which influence each type of computer and online activity. To identify how online and computer activities can influence social capital, the present study examined diverse outcomes related to social capital which could be obtained from each online activity, and tested models explaining the relationships among sociability, Internet use, and social outcomes. The data used in the present study came from the Panel Study of Income Dynamics Child Development Supplement. The sample was 1,312 adolescents ages 12 to 18. This nationally representative dataset includes measures of computer and Internet use, diverse indicators of adolescent social behaviors and social relations, and time diaries that provide records of how and with whom they spent their time. The data were analyzed by regression and structural equation modeling. According to the findings, social economic status including family income to needs ratio, parental education, and neighborhood quality was a significant factor explaining frequent use of the Internet and a computer. However, among users, these factors were not significant in predicting the amount of time spent using a computer. Race, maternal employment, gender, and age explained adolescent different type of computer and Internet use. Analysis of the social impacts of Internet and computer use suggests that Internet and computer use have different impacts depending on the purpose individuals use them for and social outcomes examined. For instance, while adolescent Internet use for educational purposes was related to cohesive relationships with parents, their use of online communication was associated with cohesive friendship and school connectedness. Furthermore, it supports the rich get richer model, indicating that those who have strong social ties will have an increased ability to enhance their social capital by using the Internet and a computer as tools for social interaction than those who have weak social ties.

Examines the prevalence of depression among delinquent adolescent boys placed in a residential placement facility located in Yucaipa, California and managed by Trinity Children and Family Services, a non-profit organization. The Beck Depression Inventory was administered to 54 randomly selected boys (ages 12-18) of different ethnic backgrounds. Independent variables included length of time in the group home, the level of support from the family and the number of visitations the client received from family or other support systems. Results indicated that (1) White adolescents experience the highest levels of depression, (2) there was no difference in regards to depression in relation to age, and (3) that time in placement and the amount of family involvement had an impact on the level of depression of the adolescent.

Text in English / Preventing teenagers’ pregnancies and improving teenagers’ reproductive health are important as pregnancies in teenagers still represent an important health challenge in Cameroon. The purpose of this dissertation of a limited scope was to describe the perception of peer educators who underwent the ‘100% young’ peer education training and the effect it had on their own sexual behaviour. A qualitative descriptive, explorative and contextual research design was conducted. Data collection was done using in-depth interviews. Fifteen peer educators were purposively selected. Two questions were asked namely; please describe how you perceived the peer education training that you underwent and, describe how this training affected your own sexual behaviour. Findings revealed that participants had a positive education experience, positive personal growth and for many, that was enough to become mentors for their peers and build awareness. Recommendations propose that interventions such as the ‘100% young’ are urgently required to prevent teenage pregnancy. / Health Studies / M.P.H.