Today’s parents are raising adolescents in a world far removed from the era of ‘Ozzie and Hamet’, that is about thirty years ago. Young people are challenged with rapid social changes, shifting of moral and social values. There is an increasing shift of decision making responsibility from society to individual (Naude and Bodibe n.d: 4). The research presented in this mini dissertation reviews the middle adolescent stage as a challenging time, one of life’s fascinating and perhaps most complex stage, a time when they take on new responsibilities and experiment with independence. Often that result in a certain amount of rebellion and defiance as normally seen with females. The purpose of this research study is to explore and describe the lived-experience of the middle female adolescents against the background presented. It hopes to provide some base for developing guidelines to support the middle female adolescents during this challenging time. The participants in this research study were middle female adolescents from the Rustenburg District of Education, Bojanala West region. All the girls who participated were all fifteen (15) years old and in grade ten (10). The research design followed a qualitative pattern because of its explorative, descriptive and contextual nature. The qualitative researcher’s emphasis is on studying human action in its natural setting and through the eyes of the humans themselves, together with an emphasis on detailed description and understanding phenomena within the appropriate context (Babbie and Mouton 2004:278). This research was conducted in two phases. During phase one of the study, data was gathered through phenomenological interviews. Ethical measures were clearly laid out. A tape recorder was used for record purposes with each participant, and also field notes were used in support of the purposes. The central question was for each participant to tell of their experience as a middle female adolescent in a rural area. 6 Data was analyzed using Tesch’s method of data analysis (Tesch 1990:142-145 in Cresswell, 2003:192). The services of an independent coder were utilized and a consensus discussion was reached on the analysis of the data. The following categories and subcategories were identified after data analysis. The middle female adolescents described this life stage as ‘the most challenging time in life’. The experience is described throughout with double messages, such as ‘great but fun’. The following categories were identified:- • The middle female adolescents’ relationship with their parents was described as trying in related to lack of communication. • They also experienced challenges in relation to physical, emotional, self image and in the society. • The adolescents also demonstrated internal resources in terms of responsibility and a sense of hope about their future. The research findings indicate that middle adolescent girls lack effective communication with their parents, they feel not to be understood and trusted by their parents. A striking issue is the demonstration of internal resources by the middle adolescents. There is therefore a need for guidelines to support middle female adolescents and their parents. In phase two of the study, based on the categories, guidelines were described to support middle adolescent girls in their challenging time. Recommendations were made based on the pathway and the approach that would effectively improve the interpersonal relationships. The recommendations are measures for policy makers, service providers, community or youth organizations, and all those concerned with the well being of middle female adolescents. These would also be an intention to reduce the risks, involvement in risky behaviours and prevent misbehaviour in schools. / Prof. C.P.H. Myburgh Prof. M. Poggenpoel

This thesis is an exploratory qualitative study that seeks to capture some of the experiences and challenges faced by females who have been gang-involved, either directly or peripherally. A total of eleven interviews were completed with seven women who were either former members of a gang (directly involved) or knew and associated with male and female gang members (peripherally involved) in Canada. The thesis examines my participants’ views of why women enter, persist and desist from gangs. My participants reported that girls join and stay in a gang primarily because they have a significant other who is a male gang member. A sense of kinship, financial dependency, and a lack of alternatives were cited as reasons for girls to join and persist in gangs. The main motivators for desisting were pregnancy, physical separation, treatment and hitting “rock bottom”. The principal findings indicate that there is a gendered hierarchy within mixed gangs that enables males to maintain power and control over females, impacting girl’s expectations, roles and responsibilities in a mixed gang. The significant social, psychological, physical and financial barriers to desistance are outlined and should be considered when devising programming to facilitate gang desistance for females. Furthermore, my participants stressed the need for comprehensive intervention initiatives that account for gender in order to help women desist safely and successfully. The study highlights that desisting from a gang can be a lifelong process, requiring ongoing support structures. The findings speak to the need to make the ‘invisible’ female gang members visible.

M.Ed. / Depression of adolescents is often misunderstood or misjudged. Depression is an universal disorder worldwide and there are more than 300 million people who are suffering from it (Star, 11 April 1999). Approximately nine percent of all children experience symptoms of depression. It increases from twenty two to forty percent among adolescents (Offord, 1987:10). On any given point of time there are as much as one out of every thirty three children and as many as one out of every eight adolescents suffering from clinical depression (Dubuque, 1998:64). Unfortunately depression has become part of our society and we shall have to learn how to handle it in order to render assistance to people who are suffering from this disorder. It is a shocking fact that more and more adolescents are trying to commit suicide. This is one of the findings that came to light in September 1999 during a Symposium of the South African Council for Child and Family Care. The following question arises: what is the experience of adolescent girls who are in a place of caring and who are suffering from depression and which guidelines could be provided to psychological educationists to accompany girls and to promote their mental health?A qualitative, describing and conceptual design was used to collect data and describe the adolescent girl in a place of caring and who is suffering from depression. The research took place in two phases. In Phase One in depth phenomenological interviews were conducted. In Phase Two logical inference was used to generate guidelines to psychological educationists to provide accompaniment to adolescent girls who are in places of care and who are suffering from depression.From the research it appeared that the following themes continuously came to the front amongst girls who are in places of care and who are suffering from depression: • need of acceptance and fear of loneliness; • a lack of hope and purpose in life; and • psychological coping mechanisms as a way of handling situations. The following sub-themes of adolescent girls who are in places of care and who are suffering from depression are identified: • a negative self concept; • poor self acceptance; • poor interpersonal relationships; • fear which is related to the girls' own helplessness and inability to escape from situations; and • defence mechanisms: rationalisation to make depression more acceptable; and suppression to suppress emotions in this way. From the research certain needs were identified by adolescent girls who are in places of care and who are suffering from depression: • the need of acceptance and the need of the addressing the fear of loneliness; • the addressing of feelings of lack of hope and purpose in life; and • the need of healthy coping mechanisms as a way in which situations could be handled. Guidelines to psychological educationists for the accompaniment of adolescent girls who are in places of care and who are suffering from depression are set out as follows: • guidelines to address the need of acceptance and the fear for loneliness; • guidelines to address the lack of hope and purpose in life; and • guidelines to develop healthy coping mechanisms.

The purpose of this research is to make a study of the recreation program for girls served by the South Junior High School in Waco, Texas, to determine the extent to which the community meets the recreational needs of these girls.

The investigator became interested in the status of basketball goal shooting in modern girls' basketball as compared to that of boys' goal shooting. Types of shots, their frequency and accuracy, and the zones on the court from which they were taken, were all considered as components of the status of basketball goal shooting. It was on the basis of this interest that the present study was undertaken.

The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.

A review of preceding studies reveals a number of factors which influence junior- and senior-high-school girls to elect homemaking. The present study proposes to discover additional factors. It, furthermore, proposes to determine whether any relationships exist between the expressed interests of students who elect homemaking and their vocational preferences and general aptitudes.

Background: Childhood overweight and obesity remains high, contributing to cardiometabolic risk factors at younger ages. It is unclear which measures of adiposity serve as the best proxies for identifying children at metabolic risk. This study assessed whether DXA-derived direct measures of adiposity are more strongly related to cardiometabolic risk factors in children than indirect measures. Methods: Anthropometric and DXA measures of adiposity and a comprehensive assessment of cardiometabolic risk factors were obtained in 288, 9-12 year old girls, most being of Hispanic ethnicity. Multiple regression models for each metabolic parameter were run against each adiposity measure while controlling for maturation and ethnicity. In addition, regression models including both indirect and direct measures were developed to assess whether using direct measures of adiposity could provide a better prediction of the cardiometabolic risk factors beyond that of using indirect measures alone. Results: Measures of adiposity were significantly correlated with cardiometabolic risk factors (p < 0.05) except fasting glucose. After adjusting for maturation and ethnicity, indirect measures of adiposity accounted for 29-34% in HOMA-IR, 10-13% in TG, 14-17% in HDL-C, and 5-8% in LDL-C while direct measures accounted for 29-34% in HOMA-IR, 10-12% in TG, 13-16% in HDL-C, and 5-6% in LDL-C. The addition of direct measures of adiposity to indirect measures added significantly to the variance explained for HOMA-IR (p = 0.04). Conclusion: Anthropometric measures may perform as well as the more precise direct DXA-derived measures of adiposity for assessing most CVD risk factors in preadolescent girls. The use of DXA-derived adiposity measures together with indirect measures may be advantageous for predicting insulin resistance risk.

The period 1650 to 1750 in England saw the development of small but positive changes in the education of women and girls. Increasingly, various writers began to argue that more attention and resources needed to be devoted to the way in which girls were taught. Although the accepted curriculum of religion, various kinds of needlework, reading, household management, music, dancing, history and French was not seriously questioned, there were attempts by authors such as Charles Rollin and Archbishop Fenelon of Cambrai to write schemes of study that taught these skills and topics in a more rigorous and interesting manner. A key development was the entry of women into the discussion, with writers such as Mary Astell and Bathusa Makin arguing for the need of better schools and a richer, more serious curriculum for girls. As this thesis is focused as much as possible on actual teaching practices as well as shifts in ideology, changes in the way Primers and Spelling books, which were used by mothers and governesses as aids to teach young children to read are also examined. Increasingly, there was a recognition of the need for intelligent girls to be stretched and of the danger to the household of badly educated mothers and wives. Female authors expressed their frustration with the limited education offered to girls. This thesis examines a range of authors and texts, including the fictional work of Sarah Fielding, the personal records left by eighteenth- century governess Nelly Weeton and discussions which took place in newspapers such as the Spectator, in order to tease out and illustrate the development of these changes.

The period 1650 to 1750 in England saw the development of small but positive changes in the education of women and girls. Increasingly, various writers began to argue that more attention and resources needed to be devoted to the way in which girls were taught. Although the accepted curriculum of religion, various kinds of needlework, reading, household management, music, dancing, history and French was not seriously questioned, there were attempts by authors such as Charles Rollin and Archbishop Fenelon of Cambrai to write schemes of study that taught these skills and topics in a more rigorous and interesting manner. A key development was the entry of women into the discussion, with writers such as Mary Astell and Bathusa Makin arguing for the need of better schools and a richer, more serious curriculum for girls. As this thesis is focused as much as possible on actual teaching practices as well as shifts in ideology, changes in the way Primers and Spelling books, which were used by mothers and governesses as aids to teach young children to read are also examined. Increasingly, there was a recognition of the need for intelligent girls to be stretched and of the danger to the household of badly educated mothers and wives. Female authors expressed their frustration with the limited education offered to girls. This thesis examines a range of authors and texts, including the fictional work of Sarah Fielding, the personal records left by eighteenth- century governess Nelly Weeton and discussions which took place in newspapers such as the Spectator, in order to tease out and illustrate the development of these changes.