Despite the rapid increase of HIV infections among South Africa's adolescent population, many teenagers continue to partake in sexually risky behaviours. The theory of planned action accounts for the low correlation between information and behaviour by identifying the strong influence of behavioural intentions, attitudes towards the behaviour, subjective norms, and perceived control in determining behaviour change. This research primarily aimed to assess the levels of sexual risk-taking behaviours, HIV-related knowledge, beliefs, and religiosity of private school adolescents, as well as to determine the nature of the relationships between these variables.

Despite the rapid increase of HIV infections among South Africa's adolescent population, many teenagers continue to partake in sexually risky behaviours. The theory of planned action accounts for the low correlation between information and behaviour by identifying the strong influence of behavioural intentions, attitudes towards the behaviour, subjective norms, and perceived control in determining behaviour change. This research primarily aimed to assess the levels of sexual risk-taking behaviours, HIV-related knowledge, beliefs, and religiosity of private school adolescents, as well as to determine the nature of the relationships between these variables.

This dissertation endeavours to come to an understanding of adolescents' attitudes and perceptions with regard to recreational reading. The scope of research in the discipline of Children's Literature is a clear indication that researchers in various fields consider it to be a crucial learning area in children's education in general and the acquisition of literacy in particular. This development comes at a time when many pessimists have reason to regard reading, if not a dying art, at least a threatened pastime, especially with modem children whose reading has to compete with a variety of electronic media for divided attention during limited hours of leisure. After a literature review of central issues pertaining to recreational reading, a survey attempts to determine the scope and nature of adolescent reading habits. Finally, strategies are recommended to help teachers in their promotion of adolescent readership. Chapter one takes the view that recreational reading supports all aspects of a learner's development, from the acquisition of literacy to linguistic mastery, from intellectual stimulation to emotional and moral development. The theoretical inquiry studies various factors that contribute to - or detract from - the acquisition of a lifelong reading habit. From parental influence the focus moves to the influence of teachers at school and the role of bibliotherapy. Chapter two endeavours to give an overview of beginning reading strategies as well as early contact with texts since attitudes on reading are formed through these initial experiences at home and at school. An inspection of some theories on children's reading development leads to an understanding of how to match book with reader as a crucial facet in readership promotion. Chapter three focuses on adolescent attitudes and perceptions. An understanding of adolescents, their motives and interests are necessary when teachers wish to motivate their learners to read a wide range of material for pleasure. It is clear that the decline in adolescent recreational reading can be attributed to the pressure of time, the lack of adequate models of reading and the poor use of available reading materials. in the Tshwane South district of Gauteng province as representatives of the middle adolescent phase. The results of the survey are described and the implications of adolescent reading habits are discussed. Chapter five is a comprehensive chapter in which the research findings are applied to design teaching strategies to help promote recreational reading. Encouraging adolescents to choose to read enthusiastically, thereby possibly creating a lifelong reading habit, ultimately requires the combined efforts of governmental and education authorities, principals and teachers, librarians and, of course, parents. The study is followed by two appendices: the questionnaire and some suggestions for readership promotion by learners in their own words. The value of the study rests on the testimony of learners that teachers can influence adolescents with regard to recreational reading. Whether serving as models of reading, leading group discussions on books or applying bibliotherapeutic strategies, the influence and guidance of highly-motivated teachers are decisive. / Dissertation (MA (English))--University of Pretoria, 2007. / Modern European Languages / unrestricted

This study examines the way in which ten teachers in two schools In the Pinetown District view sexuality education. Sexuality education is part of the Life Orientation curriculum and teachers thus have an obligation to teach it. Teacher's perceptions of the teaching of sexuality education in secondary schools are significant because in secondary schools are found learners who have reached adolescence and are likely to be sexually active and curious. The secondary literature on sexuality education indicates that there are numerous difficulties associated with teaching it, despite pressing reasons that it be well taught to all school learners. High rates of teenage pregnancy and HIV infection in young learners, particularly in South Africa, indicate the need for sexuality education. Difficulties in delivering successful sexuality education include parental resistance, conservative cultural and religious education, poor policy and inadequately trained or poorly motivated teachers. Learners need sexuality education to enable them to make informed decisions about their sexual health and to assist them with developing their sexual identities. Sexuality is deeply gendered and this means that sexuality education should be informed by a knowledge of gender and a commitment to gender equality (which includes being sensitive to issues of sexual orientation. Under apartheid the schooling system was divided along racial lines and schools were inequitably resourced . This has meant that today the schools formerly designed to provide education solely to Africans remain poorly resourced and ill-equipped to deliver sexuality education . Ten educators of grade 8 to 12 learners in two Hammarsdale schools, five male and five female and all African, isiZulu speakers, were involved in this study as respondents. They completed a questionnaire and participated in a focus group interview. It was found that no sexuality education was given in Grades 11 and 12 but some sexuality education was given to the junior grades, particularly Grade 9. 30% of the teachers had no training and only 20% had tertiary training for delivering sexuality education. Half were trained via Departmental workshops but as far as the teachers were concerned, this training was not adequate and left them feeling uncomfortable teaching certain topics. 90% of the sample felt that their school does not have sufficient resources to assist in the teaching of sexuality education and only a third of respondents indicated that the school management supported them in teaching sexuality education. 80% of the educators said that sexuality education was not included in the timetable while only 10% of educators maintained that they received support from parents. The teachers said that the impact of sexuality education was undermined by parent resistance, conservative cultural and religious values and by the fact that some teachers had covert sexual relationships with learners. The teachers noted that it was the learners who were most at risk who somehow were not included in or reached by the messages in sexuality education Female educators, in general, were more positive confident about the beneficial effects of sexuality education for boys and girls. It is obviously necessary that steps be taken to improve the delivery of sexuality education and such steps should include working with parents, improving sexuality education training and promoting peer education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Do adolescents of colour really engage in risk-taking behaviours as often generalised by the public? Are they in fact the alcohol, drugs, sex, and violence generation? This study attempts to investigate the conditions influencing the choices adolescents make prior to their engaging in risk-taking behaviours. In the social sciences, concerns over adolescents’ recklessly irresponsible behaviours have deep roots. In 1904 G. Stanley Hall depicted adolescence as misbehaving because of the storms and stresses of the transition from childhood to adulthood. Subsequently, social scientists produced substantial evidence that the storminess of adolescence is largely an over generalisation, which has not been empirically substantiated. In corroboration of this interpretation, this study also indicates that not all adolescents engage in risk-taking behaviour, and those risky individuals do not necessarily engage in all spheres of risk-taking. The majority of the target group only experimented with certain risk behaviours by engaging in them on one occasion only. The specific high school was selected because the researcher knew the learners, as she was an educator there at the time. She was thus reasonably aware of the frequency, the nature and the severity of the risk-taking behaviours of the target group. In general, the most important findings of the study signified a moderate level of participation in risk-taking activities. However, in certain spheres such as cigarette smoking, alcohol usage and sexual intercourse, an extreme participation level was reported. Certain factors such as gender, age, socio-economic conditions, parental (one or both) absence, and the respondents’ attitude towards the specific behaviour, were discovered to have played an influential role in the target group taking risks. Based on the reasons advanced for engaging in risk-taking behaviour, the researcher concluded that the following theories were applicable in explaining the behaviour of the respondents. These theories are the social learning theory, symbolic interactionist theory, social identity, the theory of reasoned action, and Maslow’s hierarchy of needs. The researcher trusts that this study will assist the reader to understand the complex contributing circumstances that the target group has to contend with in making decisions.

M.Cur. (Community Nursing) / The aim of the study Is to evaluate sexuality education programmes used In secondary schools. A descriptive, non-experimental approach Is used. Institutions and/or organisations doing sexuality education programmes in these schools were Identified through a questionnaire sent to the principals of the schools. A checklist to analyse the curricula content of each Identified Institution was developed, based on a literature survey. Guidelines for a holistic curriculum to be used by community nurses presenting sexuality education in secondary schools were developed.

This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.

The experiences of pregnant teenagers as related to ante-natal care were researched. The primary objective of the study was to explore and describe the experiences pregnant teenagers had of their ante-natal care. The researcher recommended measures based on the findings of the study to midwives to encourage ante-natal care clinic attendance amongst pregnant teenagers. The recommendations were such that even nurses at Primary Health Care clinics could utilise them as they also come into contact with pregnant teenagers. An increasing number of pregnant teenagers in the Nelson Mandela Metropolitan Municipality area are admitted to referral hospitals with complications during pregnancy and labour. Some of these teenagers are un-booked or had only a few ante-natal clinic visits. The researcher therefore wanted to obtain first hand information related to the reluctance of pregnant teenagers to attend ante-natal care clinics. Attendance at ante-natal care clinics plays an important part in enabling the staff to screen pregnant mothers for health problems and so limit complications. Hence the concern and need to develop measures to motivate pregnant teenagers to attend ante-natal clinics.

Social work / M.A. (Social Work)