A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Needs at the University Of Zululand, South Africa, 2016 / The present study examines the intervention strategies used by educators to reduce bullying behaviour in high schools in KwaDlangezwa. The objectives of the study include the following: • To determine educators’ intervention strategies to reduce bullying behaviour in high schools in KwaDlangezwa. • To determine educators’ perceptions concerning bullying behaviour in high schools in KwaDlangezwa • To determine learners’ perceptions of educators’ intervention strategies to reduce bullying behaviour in high schools in KwaDlangezwa. The study involved both quantitative and qualitative approach (mixed method approach). Data was collected using purposive sampling in selecting educators and learners. The study contained seventeen educators and twenty learners. To collect data, semi-structured interview schedule were formulated. Interview questions of both educators and learners consisted of open-ended and closed-ended questions. A descriptive and exploratory design was used in this research. Qualitative data analysis was utilised and quantitative frequency distribution. The findings of the study indicated that educators are doing enough to minimise bullying behaviour in schools and different strategies are being utilised to reduce the issue. Some of the positive strategies used include the following: reporting procedures, discipline, advocacy and supervision of learners. However, obstacles have been reported in the process of intervening such as gender related problem, un-reported bullying behaviour and outside school bullying. Ideal strategies which could be used in future to improve the interventions of educators in the issue of bullying behaviour suggested by learners include role playing, segregation of learners and strict security. The study concluded with suggestions on the avenue for further research and recommendations with regards to bullies and victim assistance when bullying behaviour occurs.

Achieving the carbon emission reductions necessary to address climate change is proving challenging. Voluntary behaviour change by individuals has the potential to make a substantial contribution to decreasing carbon emissions, but generally that potential is not being realised. Group-based interventions, however, may offer an effective method for promoting significant and durable changes in pro-environmental behaviour leading to carbon reductions. This thesis evaluates Footpaths, a group-based programme designed and implemented by Transition Leicester and consisting of seven sessions. The study investigates the effectiveness of the programme, using a longitudinal mixed-methods approach to facilitate understanding of both measurable results and the processes leading to those results. The Reasonable Person Model (RPM) is used as a theoretical framework to aid understanding of the way in which group-based interventions may promote pro-environmental behaviour. Data were collected from participants just before and immediately after involvement with the Footpaths programme, as well as a year after the sessions commenced. Questionnaires were administered at all three times and semi-structured interviews were conducted after the last session. Participants also completed a carbon footprint calculator at all three times and provided data on measured energy use. Findings show that Footpaths participants reduced their carbon footprints by 15 percent over the course of the sessions, and continued to reduce their carbon footprints resulting in a 20 percent reduction over the course of a year. Pro-environmental behaviour increased, including increases in harder to change behaviours, and measured energy use decreased. Increases in pro-environmental behaviour and reductions in carbon footprint were associated with increased understanding, greater feelings of competence, and reduced confusion; all considered to be elements of a supportive informational environment. Participants highlighted the importance of having an opportunity to examine their own behaviour coupled with active engagement with information over a period of time. Neither feedback nor a desire for social contact were related to increases in pro-environmental behaviour. Pro-environmental behaviour was more closely associated with both worldview and attitude after participation in Footpaths possibly indicating a closer alignment between attitude and behaviour after participation. This research suggests that group-based interventions are effective in promoting significant and durable changes in pro-environmental behaviour and it provides interesting insight into the design of successful interventions to encourage such behaviour. Findings highlight the potential value of the RPM as an integrative framework for understanding the characteristics of interventions that successfully promote durable sustainable behaviours.

Adventure sport participation numbers have significantly increased over the period of the past ten years; it has been suggested that the emergence of an experience economy, where experiences have more value than possessions, could be a key factor for this increase. Motivations for taking part in an adventure sport activity varies between participants, and perhaps even more so than those motivations that were expressed by participants’ pre-experience economy. There are a number of theories about increased participant numbers; for example, the type of demographic, how they approach participation, and approximate suggestions of how the trend for experiences rather than possessions will evolve in the future. However, there is little that explores the experiences of these newer participants, how they behave, and how they are being received by the adventure sport industry. Additionally, there is no evidence to suggest a definite understanding of the needs and requirements of these participants, nor has an investigation been conducted to measure how well the industry is meeting these. Likewise, the potential to adapt existing provision, to expose untapped opportunities, appears unconsidered, and therefore may have benefit for both providers and participants. This study took its lead from using a process of problematization, whereby the problem is explored, identified and defined by the designer(s), rather than presented to them to solve. Using this approach, a hybrid methodologies model was designed and tested to explore the perceptions and experiences of adventure sport participants, to identify any changes that may be occurring as a result of the experience economy and increased numbers of participants taking up an adventure sport activity. Immersive ethnographic and qualitative methods were implemented to better understand identified changes and issues, and quantitative methods were used to elaborate on, confirm and validate the findings. By doing this it was also possible to establish the efficacy of taking a lived experience approach to identifying and exploring emergent and currently unaddressed issues. The study identified three key themes of interest to adventure sport participants: provision of information, ability to accurately assess skill level and participate safely, and being a part of the adventure sport community. These emerging themes were problematizated, validated, and a process of co-design and ideation was used to establish and suggest a solution that could be implemented by the industry to solve the identified issues. This study highlights the potential of using lived experiences to identify a problem, and employs new mixed methodologies to develop a better understanding of critical factors occurring within a specific industry and its associated communities. The study uses this knowledge to generate a designed solution. The theories and methods discussed by the study have transferable values, and could be used within a wide range of other subject areas, being especially useful when a hypothesis proves difficult to identify and define at the outset of a study.

This paper describes a research through design project for reducing student’s food waste in a Swedish high school canteen. It was found that the design outcome is influenced by how a designer approaches the chosen problem space of sustainability. Building only on the existing perspectives of eco-feedback technologies and persuasive frameworks within interaction design, immensely constrains the role interaction design could take in working with sustainability issues. The complexities of sustainability related problems should be seen as a rich opportunity space to approach by design. Ethnographic research methods should be used when designing for sustainability. Found strengths of interaction design within design for sustainability were the data measurement of consumption and change. Together with the communication possibilities of digital and connected devices. The design outcome became a digital tool for kitchen staff to use when evaluating the lunch menu. The research also led to four suggestions for future design projects.