Magister Artium (Development Studies) - MA(DVS) / This thesis seeks to answer the research question, if and how youth-oriented empowerment trainings like the one of the Chrysalis Academy are able to contribute positively to the social integration of ‘youth-at-risk’. The theoretical framework as the basis for the empirical field research includes the key concepts ‘youth-at-risk’, ‘socialization/social integration’, empowerment and resiliency. Using socialization theories, Gidden’s sociological structuration theory and Amartya Sen’s approach of development as freedom, the researcher assesses the Chrysalis Academy’s empowerment training as an alternative socialization process that aims at developing ‘youth-at-risk’ into self-aware, resilient and integrated role models with expanded choices. The research methodology utilized is the case study, combining different quantitative and qualitative research methods as participant observation, questionnaires, face-to-face interviews as well as focus group interviews to evaluate the long-term impact of the empowerment training from the graduates’ perspective. The outcomes of the data collection and analysis confirm the hypothesis that the Chrysalis Academy’s empowerment training has a positive effect on integrating young people ‘atrisk’,also through the higher level of resiliency that enables them to cope better with their challenging environments. To sum up, the Chrysalis Academy presents a good practice example for empowering ‘youth-at-risk’, however, it still needs to improve its aftercare program for the graduates to achieve sustainable success.14. November 2008

This study was designed to explore the role of community music therapy in enhancing protective factors for youth at risk, which are associated with, and predictive of resilience. Resilience is understood as adaptive behaviour when faced with adversity and threats to adaptation. This qualitative research utilised a case study of six learners from Heideveld Primary School, aged nine to eleven, who participated in nine group music therapy sessions. Video recordings of the sessions and portfolio entries created by the participants were analysed by means of thematic coding and categorising. Individual, relational, community and cultural protective factors, which can enable resilience, were observed in the music therapy space and were incorporated into eight themes that offered insight into the contextually pertinent factors that can promote resilience in relation to the types of adversity faced in the Heideveld ecology. It was also explored how these factors may be enhanced in a community music therapy process. The importance of affording experiences of safety and a nurturing support system in the music therapy space, as well as the ability of interactions within musicking to evoke and enhance protective factors, are highlighted. / Mini Dissertation (MMus)--University of Pretoria, 2017. / Music / MMus / Unrestricted

The research, on which this account is based, took place within the context of Blooming Acres, my home, and the learning community that I co-founded with my wife Sherri-Ann. In the first chapters, I tell the story of how I came to home-educate learners with complex special needs at my farm north of Toronto, Canada. I describe the neurological disorders that the children in my care are diagnosed with and map out the main literature that guides how I think about and practice education. The aim of this section is to paint a picture of the context in which the research takes place and describe my role in this community. The second section consists of my research with two of the children who lived and learned at Blooming Acres. This includes their stories as told by them, their parent(s), and the educators at Blooming Acres. As I juxtaposed the life experiences of these learners with each other, and wove together aspects of these stories, significant themes emerged relating to their academic and medical histories, as well as their social, extracurricular, and family life, and finally, their experience at Blooming Acres. I employed a life history methodology; one that honours the meaning and knowledge that exists in the storied lives of individuals. As I applied this methodology and engaged in the storied lives of these learners I learned more about what it is like to live and learn with neurological disorders. Four major themes emerged. The first, Pathology for Support / Support for Pathology, relates to learning issues, referral, assessment, diagnosis, medications and “school battles”. Second, Parent Stress includes behavioural issues, judgment, stressful calls from teachers and principals and school failure. Third, Oasis Teachers / Mentors is an expression of care, support, social competence, self-esteem and relationships. Finally, Strengths and Coping is a culmination of issues such as advocacy for support, strategies for success, identifying and coping with stress, understanding diagnosis and becoming well. These emergent themes are articulated within the context of neurology and school failure (risk) and the context of transformation and getting well (resilience). This work contributes to parenting, education, social work, disabilities, medical and risk / resiliency literature.

The study of resiliency theory allows for an examination of successful processes people have relied on to overcome difficult situations. In this study, former youth in care who have demonstrated resilience through educational success as defined by enrollment in post-secondary educational programs, were interviewed to gain an understanding of the factors that contributed to their resilience. Nine former youth in care participated in this study. Analysis of the transcripts from the conversations resulted in several factors that the participants identified as promoting resilience. These included supportive relationships, self advocacy, externalization of perceived negative attitudes, a high value placed on education, and access to community support through Amandas Gift, a bursary program available to former youth in care.

The study of resiliency theory allows for an examination of successful processes people have relied on to overcome difficult situations. In this study, former youth in care who have demonstrated resilience through educational success as defined by enrollment in post-secondary educational programs, were interviewed to gain an understanding of the factors that contributed to their resilience. Nine former youth in care participated in this study. Analysis of the transcripts from the conversations resulted in several factors that the participants identified as promoting resilience. These included supportive relationships, self advocacy, externalization of perceived negative attitudes, a high value placed on education, and access to community support through Amandas Gift, a bursary program available to former youth in care.

This study focus on the developing of an adventure-based experiential learning program (AEP) to address the personal functioning (positive functioning, self perception, trauma dynamics, relationships and decision making) of youths in the society. The methodology based on experiential learning, wilderness and adventure programming were investigated to research the impact of the AEP on the youths. This information was used to develop an AEP to implement, as an intervention, to enhance the personal functioning of the youths. For the purpose of this study, twenty-eight students between the ages of 17 -19 years from different culture groups in South Africa participated. The youths were enrolled in an adventure program at Beyond Adventure School, which is situated near Alexandria in the Eastern Cape Province. To compile a profile that can be used to develop an AEP, the assessment of the youths were done with the use of two questionnaires: The Comprehensive Functioning Inventory: Post - Matric (CFI - Post) and a general-reasons questionnaire, which gathered information about the reasons why the youths went to Beyond Adventure School. The CFI-Post measures the following components related to the functioning of the youth: positive functioning, self-perception, trauma dynamics, relationships and decision making. The results of the first test showed a negative profile of the youths personal functioning with the following problem areas: positive functioning, self-perception, trauma dynamics and decision making. This results showed a need to implement an AEP as intervention. The second test results after the AEP was implemented concluded that the AEP had a positive impact (with a effect size of p>0,5) on the personal functioning (the positive functioning, self-perception, trauma dynamics and decision making) of the youths. The conclusion this study has is that scientifically developed and implemented AEP has a direct impact on the personal functioning of youths and thus can be used as an intervention. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.

The Youth for EcoAction (YEA) Program is a project of the Boys and Girls Clubs of Winnipeg involving youth at risk in after-school programming. The program focuses on urban agriculture and gardening projects and was developed using the circle of courage model of youth empowerment. This research used participatory methods, including participatory video to analyze the program and its benefits. The YEA program creates positive change in the lives of participants and at a community-wide level. These benefits include skill building and job training, improved self esteem, nutrition and food security, increased environmental awareness and behaviour, and greater community strength. Youth serving agencies, community development organizations and government policy makers should look to the YEA program as a model for youth empowerment and community revitalization. This thesis also explores benefits of participatory research, specifically participatory video, and documents the personal learnings and journey of the author from researcher to practitioner.

This study focus on the developing of an adventure-based experiential learning program (AEP) to address the personal functioning (positive functioning, self perception, trauma dynamics, relationships and decision making) of youths in the society. The methodology based on experiential learning, wilderness and adventure programming were investigated to research the impact of the AEP on the youths. This information was used to develop an AEP to implement, as an intervention, to enhance the personal functioning of the youths. For the purpose of this study, twenty-eight students between the ages of 17 -19 years from different culture groups in South Africa participated. The youths were enrolled in an adventure program at Beyond Adventure School, which is situated near Alexandria in the Eastern Cape Province. To compile a profile that can be used to develop an AEP, the assessment of the youths were done with the use of two questionnaires: The Comprehensive Functioning Inventory: Post - Matric (CFI - Post) and a general-reasons questionnaire, which gathered information about the reasons why the youths went to Beyond Adventure School. The CFI-Post measures the following components related to the functioning of the youth: positive functioning, self-perception, trauma dynamics, relationships and decision making. The results of the first test showed a negative profile of the youths personal functioning with the following problem areas: positive functioning, self-perception, trauma dynamics and decision making. This results showed a need to implement an AEP as intervention. The second test results after the AEP was implemented concluded that the AEP had a positive impact (with a effect size of p>0,5) on the personal functioning (the positive functioning, self-perception, trauma dynamics and decision making) of the youths. The conclusion this study has is that scientifically developed and implemented AEP has a direct impact on the personal functioning of youths and thus can be used as an intervention. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.

The Youth for EcoAction (YEA) Program is a project of the Boys and Girls Clubs of Winnipeg involving youth at risk in after-school programming. The program focuses on urban agriculture and gardening projects and was developed using the circle of courage model of youth empowerment. This research used participatory methods, including participatory video to analyze the program and its benefits. The YEA program creates positive change in the lives of participants and at a community-wide level. These benefits include skill building and job training, improved self esteem, nutrition and food security, increased environmental awareness and behaviour, and greater community strength. Youth serving agencies, community development organizations and government policy makers should look to the YEA program as a model for youth empowerment and community revitalization. This thesis also explores benefits of participatory research, specifically participatory video, and documents the personal learnings and journey of the author from researcher to practitioner.

The research, on which this account is based, took place within the context of Blooming Acres, my home, and the learning community that I co-founded with my wife Sherri-Ann. In the first chapters, I tell the story of how I came to home-educate learners with complex special needs at my farm north of Toronto, Canada. I describe the neurological disorders that the children in my care are diagnosed with and map out the main literature that guides how I think about and practice education. The aim of this section is to paint a picture of the context in which the research takes place and describe my role in this community. The second section consists of my research with two of the children who lived and learned at Blooming Acres. This includes their stories as told by them, their parent(s), and the educators at Blooming Acres. As I juxtaposed the life experiences of these learners with each other, and wove together aspects of these stories, significant themes emerged relating to their academic and medical histories, as well as their social, extracurricular, and family life, and finally, their experience at Blooming Acres. I employed a life history methodology; one that honours the meaning and knowledge that exists in the storied lives of individuals. As I applied this methodology and engaged in the storied lives of these learners I learned more about what it is like to live and learn with neurological disorders. Four major themes emerged. The first, Pathology for Support / Support for Pathology, relates to learning issues, referral, assessment, diagnosis, medications and “school battles”. Second, Parent Stress includes behavioural issues, judgment, stressful calls from teachers and principals and school failure. Third, Oasis Teachers / Mentors is an expression of care, support, social competence, self-esteem and relationships. Finally, Strengths and Coping is a culmination of issues such as advocacy for support, strategies for success, identifying and coping with stress, understanding diagnosis and becoming well. These emergent themes are articulated within the context of neurology and school failure (risk) and the context of transformation and getting well (resilience). This work contributes to parenting, education, social work, disabilities, medical and risk / resiliency literature.