Text in Afrikaans / This study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline. / Psychology / M.A. (Sielkunde)

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

The focus of this thesis falls on school violence. The research addresses the possibility that a culture of violence exists amongst some South African school-going youth. The researcher identified the attitudes and behaviour of learners towards violence as indicators of the culture of these learners. The research specifically focused on the pro-violence attitudes and violent behaviour of learners. The definition of ‘culture’ which was employed suggests the link between a person’s attitude, behaviour and culture. Information was gathered through literature and empirical research. The data was collected by means of a questionnaire with closed-ended questions and a well-tested tool, namely the Attitudes towards Violence Scale. The results of the empirical research were analyzed with the SPSS Windows data editor computer program. Conclusions and recommendations regarding school violence were made. In addition, a programme to curb such violence was proposed. Some suggestions for further research into this subject were also advanced. / Criminology and Security Science / M.A. (Criminology)

Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements. Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Includes bibliography / ENGLISH ABSTRACT: The human security concept challenges the traditional view of state security. The very essence of human security means to respect human rights. The Commission on Human Security did not focus on women as a special area of concern in the 1994 Human Development Report. The report does not recognise that being subject to gender hierarchies increases women’s insecurity and that women experience human security differently from men and shows that the human security concept does not include gender based violence (GBV) because there is no specific attention paid to issues that predominantly pertain to women. This study is conducted from a feminist perspective. It is reflexive research and based on standpoint theory. The data is gathered through analysis of secondary data and primary data, collected through interviews. GBV in South Africa tends to be continuous and the perpetrator is most likely to be a spouse or partner. Studies show that women are seen as being dependent on and weaker than men. Many men view women’s rights legislation as a challenge to the legitimacy of men’s authority over women. Women who try to be more independent in their relationships are regarded as threats and violence against them becomes a way for men to show control. The criminal justice system in South Africa has made progress in protecting women from GBV but myths, stereotypes and social conventions still prevent women from receiving justice. Traditionally, the state regards what happens in the private sphere as outside its responsibility. The public/private dichotomy challenges state regulations and norms which is evident in the case of domestic violence. It is often argued that GBV has remained imperceptible because it takes place in the private sphere. However, this research indicates that due to the socio-economic situation in South Africa, the abuse is often publicly known by those in the immediate environment as people live in informal housing. This research shows that a human security framework that targets GBV has to be developed for those who bear its consequences. When women are not viewed as subjects, issues that mainly affect them remain invisible. It is necessary that analysis of human insecurity starts from the conditions of women’s lives. Many women in South Africa live highly traumatic lives. Fighting GBV requires that we know the victims of GBV and let them decide what they need to feel secure. Creating human security requires that other threats which contribute to GBV, such as poverty, gender stereotypes and prejudice are also addressed. GBV has become an epidemic in South Africa and is a permanent constraint in women’s lives and impacts society as a whole. The security of the state rest on the security of women and as long as the state fails to treat GBV as a serious crime and protect women the state is more likely to use violence on a larger scale against its citizens. / AFRIKAANSE OPSOMMING: Die Menslike Veiligheidskonsept daag die tradisionele siening van staatsveiligheid uit: die kerbetekenis van Menslike Veiligheid is om menseregte te respekteer. Die Kommissie op Menslike Veiligheid het nie op vroue as ‘n spesiale area van kommer gefokus in die Menslike Ontwikkelingsverslag van 1994 nie. Die verslag het daarin gefaal om te erken dat die realiteit van geslags-hiërargieë vroue se insekuriteit verhoog, en dat die ervaring van menslike sekuriteit van mans en vroue verskil. Hierdie navorsing sal toon dat die menslike veiligheidsbegrip nie in staat is om geslags-gebaseerde geweld (GGG) in ag te neem nie, aangesien daar geen spesifieke aandag verleen is aan vraagstukke wat hoofsaaklik op vroue betrekking het nie. Hierdie studie is vanuit 'n feministiese perspektief gedoen. Die navorsing is reflektief en op standpunt-teorie gebaseer. Die data is deur die analise van sekondêre data, asook die gebruik van primêre data i deur middel van onderhoude ingesamel . GGG in Suid-Afrika is geneig om oor ‘n uitgerekte tydperk plaas te vind en die mees waarskynlike oortreders is ‘n eggenoot of lewensmaat. Navorsing toon dat gemeenskappe geneig is om vroue as swakker en afhanlik van mans te sien. Wetgewing op die regte van vroue word deur vele mans as ‘n uidaging van hul legitieme superioriteit, ten op sigte van vroue, gesien. Vroue wat dus onafhanklikheid in hul verhoudings probeer uitoefen, word as bedreigings gesien en geweld word gebruik om hulle “in hul plek te hou”. Die Suid-Afrikaanse kriminele regstelsel het al vordering gemaak in terme van die beskerming van vroue teen GGG, maar mites, stereotipes en sosiale konvensies belemmer steeds die volle gang van die gereg. Die staat het in die verlede die private sfeer as buite sy jurisdiksie gesien. Die openbare/private sfeer digotomie bied uitdagings vir staatsregulering en vir die implementering van regulasies , en dit word veral duidelik in die geval van huishoudelike geweld. Daar word aangevoer dat aangesien GGG in die private sfeer plaasvind, dit onsigbaar bly. Hierdie navorsing het egter bevind dat GGG in die Suid-Afrikaanse konteks dikwels in die openbare gemeenskapsfeer (deur diegene in die onmiddelike omgewing) opgemerk word, omdat baie mense in Suid-Afrika informele nedersettings woon.Hierdie navorsing het verder bevind dat ‘n GGG raamwerk vir menslike veiligheid ontwikkel moet word wat diegene wat die gevolge van GGG dra insluit. Indien vroue nie spesifiek as navorsingssubjekte geag word nie, bly faktore wat hulle spesifiek beïnvloed onsigbaar. Dit is belangrik dat analise van menslike insekuriteit begin om die omstandighede van vrouens se lewens in ag te neem. Vroue in Suid-Afrika leef in hoogs traumatiese omstandighede. In die bestryding van GGG is dit belangrik dat die slagoffers van GGG in ag geneem word en dat dit hulle toelaat om dit duidelik te maak wat hulle onveilig laat voel. Die skep van menslike veiligheid vereis dat bedreigings wat bydra tot GGG, naamlik armoede, geslagstereotipes en vooroordeel , ook aangespreek word. GGG in Suid-Afrika het ‘n epidemie geword, en plaas ‘n permanente beperking op vroue se lewens. Dit het ook ‘n blywende impak op die samelewing as ‘n geheel. Die veiligheid van die staat rus op die veiligheid van vroue. Solank as wat die staat versuim om GGG te bekamp en as ‘n ernstigge misdaad te erken, en vroue nie die beskerming van die staat geniet nie, is daar ‘n hoër moontlikheid vir die gebruik van geweld deur die staat teen sy eie burgers op ‘n groter skaal.

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

The focus of this thesis falls on school violence. The research addresses the possibility that a culture of violence exists amongst some South African school-going youth. The researcher identified the attitudes and behaviour of learners towards violence as indicators of the culture of these learners. The research specifically focused on the pro-violence attitudes and violent behaviour of learners. The definition of ‘culture’ which was employed suggests the link between a person’s attitude, behaviour and culture. Information was gathered through literature and empirical research. The data was collected by means of a questionnaire with closed-ended questions and a well-tested tool, namely the Attitudes towards Violence Scale. The results of the empirical research were analyzed with the SPSS Windows data editor computer program. Conclusions and recommendations regarding school violence were made. In addition, a programme to curb such violence was proposed. Some suggestions for further research into this subject were also advanced. / Criminology and Security Science / M.A. (Criminology)

Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements. Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Text in Afrikaans / Hierdie studie het ten doel gehad om die effek van gesinsgeweld op die Suid-Afrikaanse kind te bepaal. Die Opvoedkundig-Sielkundige Relasieteorie is gebruik in die identifisering van die effek van gesinsgeweld op die kind. Die volgende is in die studie bevind: Die geweldsvraelys kan gebruik word om die effek van gesinsgeweld by die kind te identifiseer en ook as hulpmiddel dien vir die terapeut in die verband. Die Opvoedkundig-Sielkundige Relasieteorie kan gebruik word om die effek van gesinsgeweld by die kind te identifiseer. Kinders wat geaffekteer word deur gesinsgeweld toon sterker deursettingsvermoe en wilskrag ten einde 'n sukses te maak van hulle toekoms en om nie in dieselfde omstandighede te beland nie. Seuns en dogters se emosionele ervarings toon weinig verskille. Relasie met ouers in gesinsverband word negatief be"invloed, terwyl relasie buite gesinsverband positief voorkom. Kinders wat geaffekteer word deur gesinsgeweld kan gehelp word, al is dit om die kind te verwyder uit die omgewing asook met terapie, gesinsterapie, ensovoorts. / The study was conducted to determine the effect of family violence on South-African children. The Education-Psychological Relation theory was used to identify these effects. In the literature, the following was concentrated on: The questionnaire can determine the effects of family violence on a child and assist a psychologist in this regard. Education-Psychological Relation theory can determine the effects of family violence on a child. Children affected by family violence show a stronger determination and willpower to succeed in their future and not to stay in similar situations. The emotional experiences of boys and girls show little difference. Relationships with parents are negatively affected, but relationships outside the family circle tend to be positive, Finally, children affected by family violence can be helped, albeit to remove the child from the enviroment and to use psychological therapy, family therapy, ectera. / Educational Studies / M. Ed. (Guidance and Counselling)

The exploratory study investigated jewellery store robbery from a victim risk and intervention perspective. An explanation of the phenomenon was offered based on the information obtained from a review of the existing literature, case studies, personal observations at jewellery stores, discussions with jewellers, a scientific questionnaire submitted to jewellers, and semi-structured and structured interviews conducted with a group of knowledgeable respondents and victimised jewellers respectively. A predominantly quantitative research method was applied. The research findings obtained during the study enabled a proposal for a jewellery store robbery intervention model based on the situational crime prevention perspective, which is inclusive of decisional, environmental, situational, procedural, personnel and business-oriented strategies. / Criminology / M.A. (Criminology)