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The perceptions and experiences of out-of-school youth regarding youth services in KwaZakheleMpini, Buyiswa Sylvia January 2008 (has links)
This research study has been conducted to explore and describe the perceptions and experiences of out-of-school youth regarding their access to the youth services available to them. A qualitative approach is followed and an exploratory, descriptive and contextual research design is utilized. The sample of the study was procured by means of purposive sampling. Data were collected by means of focus group discussions which were conducted using a questioning guide. Data were analysed according to the steps for qualitative data analysis provided by Tesch in Creswell (1994). To ensure the trustworthiness of the research findings, Guba’s model in Krefting (1991) was employed. The research findings were verified against the existing body of knowledge in order to compare and contrast the themes and sub-themes that emerged from the process of data analysis. The main themes that emerged from the study are lack of knowledge regarding available services, Needs or desires of out-of-school youth, hindrances or obstacles to access available youth services, suggestions for services relevant to needs of out-of-school youth and suggestions to make out-of-school youth aware of available services.
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Lived experiences of migrant female youth : the case of refugees in a selected church in Musina, South AfricaMamadi, Khutso January 2021 (has links)
Thesis ( M.A.( Social Work)) -- University of Limpopo, 2021 / This study presents qualitative findings on lived experiences of migrant female youth in Musina, Limpopo Province, South Africa. Studies reveal that young females, more especially those from the African continent, migrate to foreign countries in large numbers for better livelihoods. A growing number of women, African women in particular, migrate more than ever to meet their own or their families’ economic needs. Some, of course, flee from wars and mostly migrate for better living conditions. Several studies show that many of these women migrate to South Africa. This is because South Africa is amongst the continent’s most popular destinations for Africa’s female migrants. Upon their arrival in South Africa, studies reveal that migrant female youth are faced with a vast number of challenges such as poverty and exclusion from accessing basic services. It is from this background that this study sought to explore lived experiences of migrant female youth in Musina. Nine female migrant youth accommodated by a church shelter in Musina were purposively and conveniently selected to participate in the study. Semi-structured face to face interviews were used to purposefully collect data that saturated at participant number 9. Thematic data analysis was used with the assistance of the Nvivo software to manage and organise data. The narrative theory was used in the study as it allowed the researcher insight and understanding when migrant female youth narrated their experiences and challenges they encounter as migrants in a foreign country. Findings reveal that many female migrant youths illegally migrate to South Africa in search of better livelihoods that are unavailable in their countries of origin. Furthermore, findings indicated that migrant female youth find themselves living in extreme poverty in the host country. However, the female youth employ various coping strategies for their sustainable livelihoods. They also experience exclusion from accessing healthcare services and face blatant xenophobia in the hands of local South Africans. It can therefore be concluded that migrant female youth face a number of challenges in their everyday lives as migrants in South Africa. It could also be helpful to integrate South Africa’s basic service delivery to include services for female migrant youth. / National Research Foundation (NRF)
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Young men's accounts of living with oculocutaneous albinism in relation to identity and masculinityVan der Walt, James Alexander January 2018 (has links)
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts (Clinical Psychology), 2018 / The current research arose from a particular interest in the ways in which different
subgroups of men form and navigate their male identities and their masculinities. The
decision to focus on the experiences of men living with oculocutaneous albinism
stemmed from two inter-related premises: firstly, there is a dearth of research around
this particular minority group; and secondly, there has been a call for the life
experiences of this particular population to receive greater attention and
understanding. Four participants were interviewed using a semi-structured interview
schedule. The transcribed data gathered from these interviews was subject to a
computer-aided thematic analysis. The findings of the current research suggest that
the experiences of being stigmatized due to oculocutaneous albinism were highly
injurious to the participants and lead them to internalize a strong sense of shame. This
in turn affected the ways in which the participants experienced themselves in the world
and interacted with others relationally, including in relation to friendships and more
intimate partnerships. All of the participants feared that their albinism would make
them less desirable to prospective life partners and were concerned that close others
might be stigmatized by association with them. Their experiences appeared to
influence the participants’ positioning of themselves in relation to other men and were
also implicated in the complex nature of their racial identity. Participants demonstrated
a capacity to be reflective about their life experiences and about the responses of
others towards them in respect of their condition. / XL2018
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An exploration on the challenges faced by youth in lesbians, gays, bisexuals, transgender and intersex relationships at Mkhuhlu Location, Mpumalanga Province, South AfricaMohale, Robert 18 May 2018 (has links)
MGS / Institute for Gender and Youth Studies / This study seek to explore the challenges that are faced by youth in lesbians, gays, bisexuals, transgender and intersex (LGBTI) relationships at Mkhuhlu location. The study argues that this cohort, just like any other, should be afforded human rights, and the choice to be in lesbians, gays, bisexual, transgender and intersex relationships. Research has shown that those who believe sexual orientation is inborn are more likely to have tolerant attitudes towards lesbians, gays, bisexuals, transgender and intersex people, whereas those who believe it is a choice have less tolerant attitudes. The study was undertaken at Mkhuhlu location and the respondents were males and females in lesbians, gays, bisexuals, transgender and intersex relationships. A feminist epistemological approach to doing research guided the process of data collection while also employing a qualitative approach in interpreting the data. An exploratory design was used to gain a broader understanding in the challenges that youth in lesbians, gays, bisexual, transgender and intersex relationships are faced with every day. A Sample of 10 respondents from Mkhuhlu location was selected. Non-probability sampling was used and snow-ball sampling method was also used to draw the required sample. The data was collected through the use of guided unstructured interviews.
The findings in this study reveal that LGBTI youth have faced various challenges in their daily lives. LGBTI people face considerable levels of stigmatization, discrimination and harassment in their daily lives. These challenges have negative impact in the lives of LGBTI youth and also bring various emotions, which include intense sadness, anxiety, loneliness, discomfort in social situations, and feeling overwhelmed. The study also found that there are strategies that can be employed in order to alleviate the challenges of LGBTI youth, through education the misperception that LGBTI sexual interest is uncommon and sinful may be corrected if realistic, developmentally appropriate sex education is made accessible to the public. / NRF
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Participatory research in programme formulation with a youth groupRamphele, Christine Morongwe 11 1900 (has links)
Social Science / M.A.(Social Science: Mental Health)
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Participatory research in programme formulation with a youth groupRamphele, Christine Morongwe 11 1900 (has links)
Social Science / M.A.(Social Science: Mental Health)
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Hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool / A support programme for the gifted boy who underachieves in the secondary schoolRoos, Christina Alida 01 1900 (has links)
Summaries in Afrikaans and Engish / Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in
die sekondere skool.
Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik
word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram
in die brandpunt van die studie gestel.
Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op
primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is.
Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering
aan die adolessente begaafde seun wat onderpresteer.
Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die
kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle
word in die Akkumulatiewe BINGO-Plantabel vervat.
Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en
ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot
noukeurige evaluering van die leerder, asook van die hulpverleningsprogram / This study deals with a support programme for the gifted boy who underachieves in the
secondary school
Research shows that more boys than girls experience these problems and consequently their full
potential is not realised. Hence the focus on an effective assistance and support programme.
Literary studies show that many existing support programmes target the primary school pupils
and that South Afiican support programmes are limited.
The aim of the study focuses on assistance to the gifted adolescent boy who underachieves,
through an interdisciplinary team approach.
The two questionnaires facilitate identification of the unique problems and needs of the child
and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for
assistance.
Support is intensive on a one-to-one basis and must be according to orthodidactic and
orthopedagogical principles. Continuous involvement with the educand leads to an accurate
evaluation of the learner and the support programme. / Educational Studies / M. Ed. (Orthopedagogiek)
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Reviving a forgotten custom : an evaluation of a community based mentoring intervention - the Jamestown USIKO Youth ProjectFabrik, Carmen Janine 03 1900 (has links)
Thesis (MA (Psychology))--University of Stellenbosch, 2007. / While children are young, they look to their parents for all their needs; they expect them to have the answers to all their questions. When they enter adolescence they go in search of their own answers. If they do not find guidance at home or with other responsible adults within their community, they may start to look to their peers for advice, information, and direction.
“Earlier work on gangs in South Africa has suggested that the effects of poverty and Apartheid’s massive social engineering created social stress to which gangs were a teenage response. The result of this uprooting and neglect is that the solid core of contributing adult members crumbles, and the institutions that provide the foundations of community fall apart. The community safety net is left in tatters. Parents, exhausted by long hours required to make ends meet or demoralized by their inability to cope with the hardships of poverty, may turn to drugs and alcohol. Kids are left on their own in …. adultless communities.” (Sarah Van Gelder as cited in Pinnock, 1997, p.5)
To counteract these negative social patterns that prevail in disadvantaged communities, a community based intervention was conceptualised to provide youth at risk with a rites of passage diversion programme. In 2001, a programme called the Community Building Leadership Programme was developed and piloted by USIKO in partnership with the University of Stellenbosch and a peri-urban community in Jamestown, near Stellenbosch.
Twenty-one boys (mentees) and thirteen men (mentors) from Jamestown and the surrounding areas were selected to be pioneers in this process. This thesis expounds the experiences and recommendations of the thirteen men who were the entrepreneurs of the first Jamestown USIKO Youth Project.
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Accessibility and uptake of reproductive health education during earlier youth according to 18 and 19 year old college students in the Cape Town metropolitan areaMcMillan, Lauren 12 1900 (has links)
Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Reproductive health is the right of every person. The new Children’s Act (Act 38 of
2005) gives to children 12 years and older rights to reproductive health, which
includes contraceptive access as well as information on sexuality and reproduction.
They have the right to HIV/AIDS testing and treatment with only their own consent.
The aim of the study was to investigate the personal and contextual factors which
influence the accessibility and uptake of reproductive health education during early
youth (13 to 18 years). The study also aimed to identify contextually appropriate
recommendations toward improved reproductive health provision for these youths.
A descriptive, non-experimental, research design was employed with a primarily
quantitative approach. A sample of 270 participants, constituting 20% of the study
population (N=1373) was randomly selected from Northlink FET Colleges, Cape
Town. A self-completion structured questionnaire was used to collect the data.
Ethical approval was obtained from the Health Research Ethics Committee of the
Faculty of Health Sciences, Stellenbosch University. Permission to conduct the
research was obtained from the management of Northlink FET College.
A group of 30 participants, who met the inclusion criteria, constituting 11% of the
sample, participated in a pilot study. Reliability and validity were assured by means
of a pilot study and the use of experts in the field, nursing research and statistics.
Data was collected personally by the Principal Investigator.
The data analysis was primarily descriptive in nature and presented in frequency
tables, proportions and measures of relationships, using where indicated Chi-square
(x2) and Mann-Whitney U tests. A thematic approach was used to analyze the
qualitative data yielded from the open-ended question. Subsequently, in order to
strengthen the investigation, the qualitative data, within the identified themes, was
quantified based on a validated analytical approach.
The results show that 74.1% (n=195) of participants were sexually experienced by
the time of the study. Of the participants who reported having already had sexual
intercourse, 60.5% (n=115) indicated having made their sexual début by the age of
16. A third of participants (33.2%,n=77) received their first reproductive health
education by age 13. Only half of the participants (50.4%,n=116) indicated that the
reproductive health education they received always influenced them to make safer sex choices. Of the participants, 21.9% (n=59) stated that they felt that they were in
some way hindered in accessing contraceptives during age 13 to 18 years.
The vast majority of the participants (94.4%, n=255) indicated that they would prefer
reproductive health education to be provided by a professional healthcare provider at
a clinic (61.5%, n=166) or by a nurse at school (33%; n=89). Increased reproductive
health education within the schooling systems was requested by 52 (19.3%)
participants, with more than 30% (n=84) indicating their home as the preferred
source of such education.
Several recommendations, grounded in the study findings, were identified, including
the provision of reproductive health care and accessibility to contraceptives for
youths as young as 12 years within a school setting. This care should be provided by
healthcare professionals, such as nurses, on a similar operating basis as that which
is provided in primary health clinics. The findings reveal to the pressing need for the
development, implementation and evaluation of an alternative model for reproductive
health care provision in order to assure the complete deliverance of the rights and
care to youths as stipulated in the new Child Act (Act 38 of 2005). / AFRIKAANSE OPSOMMING: Voortplantings gesondheid is die reg van elke persoon. Die nuwe Kinderwet (Wet 38
van 2005) gee aan elke kind 12 jaar en ouer die reg tot voortplantings gesondheid,
wat insluit toegang tot swangerskap voorbehoeding en informasie aangaande
seksualiteit en voortplanting. Die jeug het ook die reg tot HIV/AIDS toetsing en
behandeling met net hulle eie toestemming. Die doelwitte daargestel is om te bepaal
watter persoonlike en kontekstuele faktore die toegang en gebruik van voortplantings
gesondheidsonderrig bevorder en/of benadeel by jonger tieners (13 tot 18 jaar). Die
studie sou ook vasstel wat die voorwaardes is vir n toeganklike voortplantings
gesondheidsorg diens vir hierdie tieners.
!n Beskrywende, nie-eksperimentele navorsingsontwerp was gebruik met n primer
kwantitatiewe benadering. !n Steekproef van 270 deelnemers, insluitende 20% van
die studie populasie (N=1373) was vanuit die Northlink Verdere Onderrig en
Opleidings Kolleges (Kaapstad) by die studie betrek. Die vraelys gebruik was
gestruktueerd en is self deur deelnemers voltooi. Etiese Komitee van die Mediese
Fakulteit te Universiteit Stellenbosch verkry asook die Bestuur van Northlink Kollege.
’n Loodstudie was gebruik, waarby 30 deelnemers wat inpas by die insluitings kriteria
(11% van die studie populasie) betrek is. Die betroubaarheid en geldigheid van die
studie is deur die loodstudie, die gebruik van ‘n statistikus, verpleegdeskundiges en
die navorser-metodoloog versterk. Die finale data is persoonlik deur die navorser
ingevorder.
Data was geannaliseer met die bystand van ’n statistikus en is as frekwensie tabelle
uitgebeeld met die gebruik van Chi-hoek (x2) en Mann-Whitney U toetse. ’n Tema
benadering is geneem om die kwalitatiewe data te annaliseer. Gevolgens is die data
van die kwalitatiewe studie gekwantifiseer.
Die bevindings van die studie het getoon dat 74.1% (n=195) van deelnemers
seksuele ondervinding voor die studie gehad het. Van die deelnemers het 60.5%
(n=115) hulle eerste seksuele ondervinding gehad voor die ouderdom van 16 jaar.
Van die deelnemers het 33.2% (n=77) hulle voortplantings onderrig teen 13 jarige
ouderdom ontvang. Net 50.4% (n=116) van deelnemers het bekend gemaak dat die
onderrig wat hulle ontvang het, hulle altyd gelei het tot veiliger seksuele keuses. Van
die deelnemers het 21.9% (n=59) het gevoel dat hulle op een of ander manier
verhoed was om voorbehoeding te bekom. Van die deelnemers, sou 94.4% (n=255) verkies het om alternatiewe voortplantings
gesondheidsonderrig van ’n professionele gesondheidsorg voorsiener te ontvang,
61.5% (n=166) in klinieke en 33% (n=89) deur ’n verpleegster by ’n skool. ’n
Toename in voortplantings onderrig binne die skoolsisteem is versoek deur 52
(19.3%) van die deelnemers, met 30% (n=84) van die deelnemers wat voortplantings
onderrig van die huis af sou verkies het.
Die hoop word dus uitgespreek dat die voorsiening van voortplantings
gesondheidsorg aan kinders so jonk as 12 jaar binne die skool sisteem voorsien kan
word, deur ’n professionele gesondheidsorg verpleegster op ’n soortgelyke basis as
in publieke gesondheids klinieke. Die studie se bevindinge lei die navorser tot die
voorstel om n alternatiewe model te ontwikkel en beplan. Hierdeur moet die
voorsiening van voortplantings gesondheidsorg geskied wat sou verseker dat die
volledige regte en sorgvoorwaardes aan die heug toegestaan deur die nuwe Kinder
Wet (Wet 38 van 2005), aan voldoen word.
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A phenomenographical study of the qualitative variation of adventure / wilderness programme experiences among adolscent high school participants in the Western CapeZygmont, Conrad Stanislaw 04 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: South African adolescents live in a transitional society during a life stage in which they seek to
stabilise their identity. They face a heritage of widespread violence and poverty, the lived impact of
HIV/AIDS and substance abuse, incessant bombardment by media modelling leisure and vice, an
erratic education system, and strained family and social bonds. Noting these challenges South
African psychology seeks to become more socially relevant and provide formalised opportunities
for positive youth development, supporting the growth of strengths and virtues, and making high
human potential actual. Psychologists should seek to provide interventions that can turn the tide of
social degeneration towards individual and community flourishing. Schools provide an optimal
context for such interventions, with adventure programmes providing a valuable mechanisms by
which holistic development, flow, interdependence, competence, and modelling of pro-social values
can be experienced. This study sought to investigate the different ways in which one such school-based
wilderness adventure programme was experienced and the specific aspects of the programme
responsible for variation in outcomes using the methodology of phenomenography.
Phenomenography is a research method used to map the qualitatively different ways in which
people understand, perceive, or experience various aspects of a specific phenomenon. By
understanding the different ways a phenomenon can be experienced, and identifying the critical
aspects responsible for more or less powerful ways of experiencing the phenomenon,
phenomenography provides a powerful tool for improving educational delivery but had yet to be
used as a method to study psychological interventions. Phenomenographic analysis of the
descriptions of the 27 day adventure programme, in which participants covered 360km on foot,
bicycle and canoe, and engaged in group debriefs, journalling, and a 30 hour solo, revealed four
conceptions of the programme: (a) long gruelling school hike, (b) school initiation / rites of passage programme, (c) once-in-a-lifetime group adventure, or (d) multifaceted learning and development
opportunity. These categories of description are structured hierarchically, from least to most
powerful, and are directly related to the perceived outcomes of the programme. At the lowest level,
perceived processes and outcomes are largely physical, whereas at the highest level participants
descriptions are more complex, and focused more on learning and developmental change that was
accrued during the programme and could be transferred to the participant's home and social context.
There are six major dimensions of variations that were identified in the data that help to understand
the hierarchical relationships between the four identified categories of description. These include (a)
the overall characterisation of the programme, (b) the nature of group interactions and processes, (c)
the nature of the interactions and emotional connection participants had with their adult leaders, (d)
the depth with which participants engaged with their experiences on the programme, (e) the
personal relevance that trials, interactions and accomplishments had for participants, and (f) the
type of growth and learning that was perceived to have accrued as a result of the wilderness
adventure programme. These findings have important implications for both adventure programming
design and implementation, and for research on psychological interventions. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse adolessente leef in ‘n oorgang samelewing gedurende ‘n lewensstadium waarin
hulle poog om hul identiteit te stabiliseer. Hulle staar ‘n erfenis van wydverspreide geweld en
armoede in die gesig, die geleefde impak van MIV/VIGS en dwelmverslawing, die aanhoudende
bombardement deur die media wat ontspanning en onsedelikheid modelleer, ‘n wisselvallige
onderwyssisteem, en gespanne gesins- en sosiale verbintenisse. Suid-Afrikaanse sielkunde het
kennis geneem van hierdie uitdagings en poog om meer sosiaal relevant te word, en om
geformaliseerde geleenthede te verskaf vir positiewe jeugontwikkeling wat die ontwikkeling van
sterktes en deugde ondersteun, sowel as om hoë menslike potensiaal te aktualiseer. Sielkundiges
behoort te streef om intervensies te verskaf wat sosiale agteruitgang kan verander in individuele- en
gemeenskapsflorering. Skole verskaf ‘n optimale konteks vir so ‘n intervensie, met avontuur
programme wat ‘n waardevolle meganisme verskaf deur middel waardeur holistiese ontwikkeling,
vloei, interafhanklikheid, bevoegdheid, en die modellering van pro-sosiale waardes ondervind kan
word. Hierdie studie het gepoog om die verskillende maniere te ondersoek van hoe so ‘n skoolgebaseerde
wildernis avontuur program ondervind was, asook die spesifieke aspekte van die
program wat verantwoordelik was vir die variasie in uitkomste deur middel van die gebruik van
fenomenografiese metodologie. Fenomenografie is ‘n navorsingsmetode wat gebruik word om
kwalitatief verskillende maniere te karteer van hoe mense verskillende aspekte van ‘n spesifieke
fenomeen begryp, waarneem, of ondervind. Deur die verskillende maniere te verstaan van hoe ‘n
fenomeen ondervind kan word, en deur die kritiese aspekte te identifiseer wat verantwoordelik is vir
die òf meer òf minder kragtige maniere van hoe die fenomeen ondervind kan word, verskaf
fenomenografie ‘n kragtige instrument wat aangewend kan word vir verbeterde onderwyslewering
alhoewel die metode tot dusver nog nie aangewend is om sielkundige intervensies te bestudeer nie. Fenomenografiese analise van die beskrywings van ‘n 27-dag avontuur program, waarin deelnemers
360 km te voet, per fiets en kanoe gedek het, en deelgeneem het aan groepontlontings, dagboekhou,
en ‘n 30-uur solo, het vier opvattings van die program onthul: (a) ‘n lang, uitmergelende skool
staproete, (b) ‘n skool inwyding- / passasierite program, (c) ‘n eenmalige groep avontuur, of (d) ‘n
veelsydige leer- en ontwikkelingsgeleentheid. Hierdie beskrywingskategorieë is hierargies
gestruktureerd, van die mins tot die mees kragtig, en is direk verwant aan die waargenome
uitkomste van die program. Op die laagste vlak is waargenome prosesse en uitkomste grootliks
fisies, teenoor die hoogste vlak waar die beskrywings van deelnemers meer kompleks is, en meer
gefokus is op leer- en ontwikkelingsverandering wat oploop tydens die program, en oorgedra kan
word tot die deelnemer se huis- en sosiale konteks. Daar is ses hoof variasie dimensies wat
geïdentifiseer is in die data wat lei tot ‘n beter begrip van die hierargiese verhoudings tussen die
vier geïdentifiseerde beskrywingskategorieë. Hierdie sluit in (a) die algehele karakterisering van die
program, (b) die aard van die groep interaksies en prosesse, (c) die aard van die interaksies en
emosionele verband wat deelnemers gehad het met hulle volwasse leiers, (d) die diepte waarmee deelnemers geskakel het met hul ondervindings van die program, (e) die persoonlike relevansie wat
beproewings, interaksies en prestasies gehad het vir die deelnemers, en (f) die tipe groei en leer wat
ervaar is en vermeerder het as gevolg van die wildernis avontuur program. Hierdie bevindings het
belangrike implikasies vir beide die ontwerp van avontuur programmering, die implementering
daarvan, en vir navorsing op sielkundige intervensies.
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