有關「正面正少年發展」的文獻中，對計劃的設計者、推行者及訓練導師的努力是肯定的。但學生的聲音卻往往不被重視，尤見於發展計劃的初期及計劃進行時的評估。本研究旨在發掘參與學生的聲音，以及探討在學習過程中所產生的「亮點」怎樣協助年青人茁壯成長，尤其是面對生命逆境的時候。 / 「共創成長路」的第一層培育計劃是本研究計劃的特選焦點。是次研究採用「焦點小組」為初步蒐集資料的方法，參與「焦點小組」共有二十人，參與者為中六及中七學生。另外，從「焦點小組」選出六位學生，以深入訪談中的「對談合作」模式探討其學習獨特之處。「對談合作」模式同時用於研究策略及蒐集資料兩方面。此模式尊重年輕人的聲音，切合本研究的主題。本研究通過特定的編碼過程將資料編整，學生將「過去」所學與「現在」連結，並演進其學習。當中的「亮點」以學習理論貫穿，是較新討論在「正面正少年發展」計劃所得的方法。 / 本研究具有理論及實際生活上的價值。本研究是首個對學生參與「共創成長路」計劃後的發展的質性研究。在研究過程中，嘗試整合「學習概念」與「正向青少年發展計劃」，提出「關係知識」及「完型學習」的概念，以凸顯師生關係之可教導、可學習及可持續的特點。從實際生活的層次而言，本研究的重要結果「關係知識」，能協助本地中學發展校本的正向青少年發展計劃，以及協助學者在培訓老師或青少年工作者時，可以加強「關係知識」部分，增強老師對「正向青少年發展計劃」的擁有權。 / In the existing literature of the positive youth development, tributes are often given to the "adults", who are the program designers, frontline implementers and program trainers. However, students’ voices are often excluded from the initial planning and ongoing program assessments of the positive youth development programs.The present study intends to articulate youth’s voice in their learning journeys in the local positive youth development program and investigates how their learning “sparks assist them to thrive along their life growth pathways, especially in times of life critical events. / Among the youth programs implemented in Hong Kong, the Tier 1 program of the Project P.A.T.H.S. (“Positive Adolescent Training through Holistic Social Programs)is the purposive choice as the platform for discussion of the present study. Two focus groups compiling 20 students from Secondary 6 and Secondary 7 were conducted as the preliminary data collection process. Six purposive participants from the focus groups were invitedfor the in-depth interviews. Conversational partnership in Responsive Interviewing is adopted as the key research strategy and method of data analysis in order to maintain the equal partnership between the adult interviewer and the adolescent participant. The data collected were analyzed according to descriptive coding and analytic coding in thematic analysis. As a result of the coding procedure, the adolescent participants evolved their learning by linking the “there-and-past learnt knowledge in their junior secondary school years to the here-and-now application when they encounter critical life events. The “sparks were discussed with learning concepts and theories, which is a novice attempt in discussing the learning happened in positive youth development programs. / This research study is significant in both the theoretical and practical sense. The present study is the first qualitative research focusing on students' post-program development.The integration of the learning conceptions with positive youth development program is advocated in the present study. Novice ideas of "relational knowledge" and "Gestalt view of learning" are introduced to indicate the teachable, learnable and sustainable features of student-teacher relationships. On the practical level, the findings--meaningful engagements with the adults in the learning process--of the present study can serve as the rationale to sustain school-based youth development curricula. With the ideation of "pedagogy of relationships", it is also hoped that the teacher educators would adopt this “pedagogy of relationships into their training elements to “challenge the deep-rooted “side-dish-belief of the pre-service and in-service teachers.This visionary “owned thought lets frontline youth workers, especially teachers, value every opportunity for our youth to explore their growth in an accepted environment. Implications for further studies are also recommended and discussed in the thesis to conclude the whole research. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Wu, Ka Yu Florence. / Thesis (Ed.D) Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 172-188). / Abstracts also in Chinese.

This project entails a curriculum targeted at helping improve the parenting skills of single parents that have children who are considered "at risk" by societal standards. This curriculum is the survival kit for the single parent. Learning the skills provided in this curriculum, the single parent will discover that parenting their "at risk" youth on a positive realm will become a fundamental standard for their lives.

The problem of this study was to determine the relationship between self-concept, expressed sexual knowledge, and attitude toward sex education of a group of experienced elementary teachers. A second dimension of the problem was to investigate the relationship of the three variables above with certain other factors that could possibly influence the effectiveness of the elementary teacher of sex education. These factors were age of the teacher, sex of the teacher ,grade level of teaching, educational level of the teacher, teaching experience, marital status of the teacher, number of siblings of the teacher, and church preference or affiliation of the teacher.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Zero new infections, zero AIDS related death and an HIV free generation is an attainable reality. But it is an attainable reality that requires the involvement of every member of the society. This is because the pandemic is touching every sector of human life. Without cure thirty years later, this calls for the world to identify their strong areas and utilize it to reach to the ultimate goal. Young people, have the power in their hands to take the world to the next level of an HIV free world. All they need is proper guidance, accurate information, enhancement of their skills for manage the pandemic. Life skills education (LSE) is an adult-led, educational platform created for young minds to get them involved in the management of the disease. LSE, focus mainly on HIV education and skills development. Some of the major skills are communication skills, negotiation skills, self esteem and interpersonal skills. These skills and others are necessary for young people in postponing the age their first sexual debut. They also come handy when negotiating safe sex, assessing their vulnerability and most importantly in decision making. Other skills such as empathy, anger management and other focus more addressing issues such as discrimination and stigmatization. Despite all the merits of this program LSE there has been a decline in the number of schools offering the approach. Most schools have been removing it from the school curriculum. This is where the research problem identified: What are the barriers of teaching LSE among teachers in the Leribe District? The research establishes the causes that have led to the exclusion of LSE. It looked into attitudes and opinions, the influence of the community on LSE. Based on the nature of the study, the mixed approach was used. This method, a combination of the qualitative and quantitative method has an advantage over the two as it has a combined effect of their strengths. Simple random selection was used for the research. The study found that lack of training and others were the major challenge faced by the LSE teachers. Recommendations were made which would help in successful re-implementation of the program. / AFRIKAANSE OPSOMMING: Geen nuwe infeksies, geen vigsverwante sterftes en ’n MIV-vrye generasie is ’n haalbare realiteit. Dit is egter ’n haalbare realiteit wat die betrokkenheid van elke lid van die samelewing verg, aangesien die pandemie elke sektor van menslike lewe raak.By gebrek aan ’n middel teen dié siekte 30 jaar sedert dit die eerste keer aan die lig gekom het, rus die verantwoordelikheid nou op die internasionale gemeenskap om hul sterkpunte te bepaal en aan te wend om die einddoel te bereik. Jongmense hét wat dit verg om ons na die volgende vlak van ’n MIV-vrye wêreld te neem. Ál wat kortkom, is behoorlike leiding, akkurate inligting en die versterking van hul vaardighede om die pandemie te bestuur. Lewensvaardigheidsopvoeding (LVO) is ’n opvoedkundige platform onder volwasse leiding wat geskep is om jongmense by die bestuur van die siekte te betrek. LVO konsentreer hoofsaaklik op MIV-opvoeding en vaardigheidsontwikkeling. Van die belangrikste vaardighede is kommunikasie, onderhandeling, selfvertroue en interpersoonlike skakeling. Met hierdie én ander vaardighede kan jongmense hul eerste seksuele ervaring tot ’n latere ouderdom uitstel. Dit is ook nuttig in die onderhandeling van veilige sekspraktyke, die bepaling van hul eie kwesbaarheid en, bowenal, besluitneming. Ander vaardighede, soos empatie, woedebestuur, ensovoorts, konsentreer weer op kwessies soos diskriminasie en stigmatisasie. Ondanks die meriete van die LVO-program, is daar egter ’n afname in die aantal skole wat dit aanbied. Trouens, die meeste skole skrap dit uit die skoolkurrikulum. Vandaar die navorsingsprobleem wat in hierdie tesis aan bod kom: Wat verhinder onderwysers in die Leribe-distrik om LVO te onderrig? Die navorsing bepaal die oorsake vir die uitsluiting van LVO. Dit verken houdings en menings sowel as die invloed van die gemeenskap op LVO. As gevolg van die aard van die studie is ’n gemengde navorsingsbenadering gevolg. Hierdie benadering hou die voordeel in dat dit oor die sterkpunte van sowel die kwalitatiewe as kwantitatiewe metode beskik. Eenvoudige ewekansige seleksie is vir die navorsing gebruik. Die studie bevind dat ’n gebrek aan opleiding een van die hoofuitdagings is waarvoor die LVO-onderwysers te staan kom. Aanbevelings word gedoen wat sal help om die program met welslae weer in te stel.