The purpose of this study was to investigate the prevalence, severity, source and impact of psychological violence as work trauma on the health of teachers in Lesotho and to further develop guidelines for teacher support for the promotion of their health. In order to achieve this aim, the study focused on the following specific aims: firstly, it set out to investigate the prevalence of psychological violence against teachers, in the secondary and high schools in Lesotho. Secondly, to examine the severity of psychological violence experienced by teachers. Thirdly, to investigate the sources of psychological violence for teachers. Fourthly, establish the impact that psychological violence has as work trauma on teachers' health and finally on the basis of the findings to develop guidelines for teacher support in order to promote their health. The mixed method research design was used to gather data for the study. This involved the use of research methods from both qualitative and quantitative approaches. Mixed method research design was used because it allowed for a deeper investigation of the research problem and to reach a large number of respondents. Quantitative data was subjected to descriptive statistical analysis and factor analysis. On the other hand the qualitative methods involved the use of phenomenological interviews together with the symptoms checklist, and open ended question from the psychological violence scale. Data from these methods was organized into categories and sub-categories. The findings from this study indicate that psychological violence against teachers is highly prevalent. It further emerged that the psychological violence they experienced had a serious impact on all of the five contexts of their existence namely biological, psychological, spiritual, ecological and metaphysical contexts that can be regarded as work trauma. The sources of psychological violence experienced by teachers are the management of schools to a large extent, followed by colleagues of equal status and parents, community and the students to a lesser extent. The findings further indicate that the longer serving and older teachers experience more psychological violence than younger teachers who are coming into teaching service. It also emerged that there was no gender differences in terms of the experience of psychological violence, thus men and women experience psychological violence equally. Findings from both the qualitative and quantitative research methods were synthesized and on the basis of the conclusions drawn and the literature search, guidelines for teacher support were developed. The guidelines were categorised as follows, guidelines for teacher support based on the teachers' experiences of psychological violence and guidelines for teacher support based on the impact of psychological violence they experienced. In the light of the findings the study recommends that, teacher support programmes should be put in place in order to address issues of psychological violence and its impact on teachers' health. It further recommends that a holistic health promotion policy be implemented within the human resource management departments in the various ministries. Finally an in-depth research study of psychological violence and its impact should be undertaken at all levels of education in Lesotho, starting from early childhood care level up to the tertiary level. In conclusion the study established the prevalence, severity, source and impact of psychological violence against teachers. It further established the traumatic impact of their experiences. The study has revealed that due to their experiences of psychological violence teachers need support in order to promote their health. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

The purpose of this study was to determine, by means of a review of literature and empirical research, the impact of dietary interventions on the classroom health promotion of Foundation Phase learners with ADD. In order to reach this goal, it was imperative to illustrate the meaning of the concepts health, wellness, health promoting schools, nutrition and Attention Deficit Disorder (ADD). The objective of the empirical research was to determine whether dietary interventions would promote the health of Foundation Phase learners with ADD in the classroom by focusing on decreasing their levels of hyperactivity, increasing their concentration and improving their social behaviour. In conclusion, the following are some of the findings of this study. Dietary interventions impacted positively on: the hyperactivity level of participating foundation phase learners with ADD in the classroom; the ability of participating foundation phase learners with ADD to concentrate in the classroom; and the social behaviour of participating foundation phase learners with ADD in the classroom. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

This is a qualitative research centred on factors related to depressing and mental health among elderly Chinese immigrant women living in Ontario, Canada. The purpose of this qualitative research study was to examine those social factors that affect or contribute to depression or other forms of mental illness among elderly Chinese immigrant women. Qualitative content analysis was used. Reports of organisations concerned with elderly Chinese immigrants, qualitative research articles on elderly Chinese immigrant women, and government reports and publications were analysed based on their content. From the data, three main categories were developed. These are pre-migration, settlement experiences and health promotion. Some of the themes or sub –categories under these three main categories include the following: separation, isolation and loneliness, family and economic dependence, communication barriers, physical and psychological illness, transportation and food challenges, and empowerment. These themes or sub-categories were presented alongside the general conditions affecting elderly immigrant women as reported by other literature. From these findings several recommendations with regards to feminist health promotion were discussed. These include empowerment, making health social support accessible, family connectedness and others.

The goal of this thesis was to reposition individual preparedness within a social environmental context. First, a theoretical model was developed to more accurately represent the social environmental considerations neglected in current preparedness research and policy. A series of three studies tested this model using a mixed-methods approach: First, subjective conceptualizations of preparedness were explored in a qualitative analysis (N = 12). Findings revealed that participants evaluated their readiness not in terms of prescribed activities, but perceptions about their current resourcefulness as well as past local hazards. Participants’ had positive social environments which also reinforced their perceived coping ability in future emergency events. Subsequent thesis studies investigated the role social environment further, using quantitative data. The second study explicitly tested whether perceptions of risk and coping could explain differences in preparedness based on demographic attributes linked to variations in social environment. Data from a survey examining Canadians perceptions regarding terrorism threats (N = 1503) revealed that greater anticipated response was significantly associated with increased age, as well as female gender, higher education levels, and higher income levels. Statistically significant differences in threat appraisals were also reported based on these demographic groupings. However, mediation analyses demonstrated that with the exception of gender, differences in anticipated response could not be explained via risk perceptions or perceived coping efficacy, suggesting that social environment’s role in preparedness is not related to the internal processes often targeted in current campaigns. The third study used a multilevel design to investigate the contextual role of neighbourhood social environment in anticipated emergency response. Results demonstrated that a more deprived social neighbourhood context was related to lowered anticipated emergency response. This relationship was maintained after controlling for significant individual-level factors such as previous experience and sociodemographics, highlighting the importance of neighbourhood social context in facilitating emergency preparedness. Taken together, these findings provide novel evidence that focusing preparedness strategies to primarily target internal processes is misguided, and that future research and policy must position preparedness efforts in the context of existing social environmental resources and barriers in order to build capacity for effective emergency response.

The purpose of this study was to investigate the prevalence, severity, source and impact of psychological violence as work trauma on the health of teachers in Lesotho and to further develop guidelines for teacher support for the promotion of their health. In order to achieve this aim, the study focused on the following specific aims: firstly, it set out to investigate the prevalence of psychological violence against teachers, in the secondary and high schools in Lesotho. Secondly, to examine the severity of psychological violence experienced by teachers. Thirdly, to investigate the sources of psychological violence for teachers. Fourthly, establish the impact that psychological violence has as work trauma on teachers' health and finally on the basis of the findings to develop guidelines for teacher support in order to promote their health. The mixed method research design was used to gather data for the study. This involved the use of research methods from both qualitative and quantitative approaches. Mixed method research design was used because it allowed for a deeper investigation of the research problem and to reach a large number of respondents. Quantitative data was subjected to descriptive statistical analysis and factor analysis. On the other hand the qualitative methods involved the use of phenomenological interviews together with the symptoms checklist, and open ended question from the psychological violence scale. Data from these methods was organized into categories and sub-categories. The findings from this study indicate that psychological violence against teachers is highly prevalent. It further emerged that the psychological violence they experienced had a serious impact on all of the five contexts of their existence namely biological, psychological, spiritual, ecological and metaphysical contexts that can be regarded as work trauma. The sources of psychological violence experienced by teachers are the management of schools to a large extent, followed by colleagues of equal status and parents, community and the students to a lesser extent. The findings further indicate that the longer serving and older teachers experience more psychological violence than younger teachers who are coming into teaching service. It also emerged that there was no gender differences in terms of the experience of psychological violence, thus men and women experience psychological violence equally. Findings from both the qualitative and quantitative research methods were synthesized and on the basis of the conclusions drawn and the literature search, guidelines for teacher support were developed. The guidelines were categorised as follows, guidelines for teacher support based on the teachers' experiences of psychological violence and guidelines for teacher support based on the impact of psychological violence they experienced. In the light of the findings the study recommends that, teacher support programmes should be put in place in order to address issues of psychological violence and its impact on teachers' health. It further recommends that a holistic health promotion policy be implemented within the human resource management departments in the various ministries. Finally an in-depth research study of psychological violence and its impact should be undertaken at all levels of education in Lesotho, starting from early childhood care level up to the tertiary level. In conclusion the study established the prevalence, severity, source and impact of psychological violence against teachers. It further established the traumatic impact of their experiences. The study has revealed that due to their experiences of psychological violence teachers need support in order to promote their health. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

A call for parents to be involved in the education of their children is not a modern phenomenon at all. It is increasingly a call which invites parents to be involved in every sphere of their children‟s lives, including their health. Children of South Africa, like many other children in Africa, are engulfed with health issues. These problems range from drug abuse, teenage pregnancy, obesity, violence, suicide, alcohol, etc. Therefore, it is crucial to engage parents in an effort to promote the health of their children in school and together with schools. Various parental roles were established during the early part of the century when parents were obliged to raise their children according to the set standard. As time went by, schools clearly drew a line to distinguish their role from parents‟ roles. Later on a need for parental involvement in schools arose again and a call for parents to attend to their obligations was a necessity, although parents were seen as problems by teachers. This allowed a space for barriers to grow between parents and teachers to such an extent that there was no collaboration in addressing problems affecting children in schools. To investigate the issue of parental roles and health promotion in schools thoroughly, qualitative measures were applied. The analysis indicated that there is indeed a great need for parents to be involved in promoting the health of their children in schools. However, a lack of knowledge amongst parents and a lack of skills to work with parents amongst teachers hamper the possibility of preventing most of the health issues affecting many children of South Africa. Indeed parental participation in schools and health promoting schools can yield positive results not only for the children, but for the schools and parents as well. Therefore, the government must employ practical strategies to involve parents in promoting the health of children in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

Background: Insufficient physical activity is a public health problem. Nordic healthcare professionals use physical activity on prescription (PaP) to increase physical activity. Purpose: This study aimed to evaluate the effectiveness of PaP that includes organized exercise. Method: Prospective data was obtained from four Swedish counties during fall 2009 and spring 2010. The study population comprised 98 patients whose healthcare professional prescribed PaP to prevent or treat disease. Questionnaires administered at baseline, three and six months after initiating PaP evaluated self-reported physical activity levels, adherence, factors influencing adherence, and experience of PaP. Results: Although the majority of patients receiving PaP including organized exercise are middle-age women, there are a wide distribution regarding e.g., age, socioeconomic status and reason of receiving PaP. Most participants received initial support from healthcare providers and activity organizers, and most were satisfied with the support they got. Approximately 70% participated in several activities at all measuring points. Although PaP including organized exercise increased activity levels only marginally, sedentary behavior decreased significantly. Six months after initiating PaP including organized exercise, 68% adhered to the prescribed physical activity level. Most participants deemed PaP including organized exercise a good method for becoming physically active. However, there is a need for regularly and longer support. Importantly, individualized instruction, adjusted exercise regimens, and support from other participants provide positive reinforcement. On the other hand, PaP with organized exercise imposes additional costs and decreases flexibility including both time commitment and scheduling constraints. Conclusion: Adherence levels to PaP with organized exercise are similar to those achieved by other chronic disease treatments. PaP including organized exercise can decrease sedentary behavior, an important factor in promoting public health in the Nordic countries. / <p>ISBN 978-91-86739-16-4</p>

Health promotion interventions are a key public health strategy aimed at improving population health and reducing health inequities. It is paramount that societies be able to assess whether investments in health promotion strategies are effective. However, the traditional or orthodox, evidence-based medicine approach to assessing the effectiveness of medical interventions has not proved to be appropriate for assessing health promotion interventions. Thus, there is a desperate need for workable, alternative approaches to assessing health promotion effectiveness. This study reviews current work in the field aimed at developing such alternatives and provides a critical analysis of some of the deep methodological challenges that confront this work. Through the use of a specific case study of a project aimed at implementing one of these alternative approaches ('realist synthesis'), this dissertation offers an original, empirically based analysis of the types of emerging issues that one particular attempt at developing an alternative approach must deal with. This study offers an ethnomethodological analysis of video-recorded 'work sessions', where the research team is working through specific aspects of the 'realist synthesis' project; particularly the conceptualization and categorization of 'contextual factors', and the identification and specification of `outcomes'. Through this analysis, it is demonstrated that alternative approaches to synthesizing evidence for health promotion interventions must rely upon the mundane, practical, everyday competencies of 'abstraction' and 'objectification' as they are carried out, for all practical purposes, by a research team, as it goes about solving problems and completing normal research tasks. The study concludes that much more attention needs to be paid to developing skills, representational tools and training research assistants, if alternative approaches are to be successful in completing reviews and sustaining credibility for end-users.

Emergency department (ED) registered nurses (RNs) can help empower patients toward greater wellbeing through health promotion and patient education (HPPE). The ED is often an individual's first and only access to the health care system, and is seen as an underused setting for HPPE. To investigate RNs' current attitudes and activites about educating patients in the ED, 223 Canadian ED RNs were surveyed using an adapted web-based questionnaire. The attitudes of ED RNs and their current HPPE activities were examined, as was the relationship between level of nursing education and these attitudes. Results showed that perceived importance is the major variable to explain HPPE. A relationship also exists between fewer barriers and feeling more comfortable providing HPPE to patients. More comfortable ED RNS are more likely to see the importance of HPPE. A relationship between perceived effectiveness of HPPE and the frequency of HPPE was found. In general, ED RNs believe that HPPE is important, but need to perceive that what they are providing is effective.

The focus of this research relates to physical activity (PA) among populations at risk for inactivity. Two studies were completed. Study 1 was an exploratory study examining the relationship between health literacy (HL) and PA as they relate to the Theory of Planned Behaviour (TPB) constructs. Study 2 was an action research-based project in partnership with the staff and students of an alternative school. In Study 1 participants (N=65) completed measurements including the REALM to assess HL, and accelerometers to establish PA levels. The results of this study showed that even after controlling for covariates HL and PA are significantly linked (r = 0.37, p < 0.01), however, the TPB constructs were not found to mediate this relationship. However, Perceived Behavioural Control (r = 0.29, p < 0.05) and Intention to Exercise (r = 0.29, p < 0.05) were significantly linked to HL. Of particular interest, Difficulty Reading was cited as a significant barrier to PA for those with lower levels of HL (r = 0.37, p < 0.01). Finally, HL was found to be a significant moderator of the Education-PA relationship. Study 2 contained two components. First, focus groups with community partner organization (CPO) members to establish issues of relevance to them related to PA, to gather suggestions for incorporating PA into CPO programs, to gain an understanding of the barriers experienced by the community members, and to receive input regarding their current feelings and knowledge surrounding PA. Second, a process evaluation was conducted with administration to gauge how the CPO had progressed over the first academic year, using the TRACE process evaluation tool. The findings from the focus groups were organized by socio ecological level into PA facilitators and inhibitors, and were used to plan a new PA program for the school year. A repeated measures survey and process evaluation tool were used to assess these program objectives for the initial year. Perceived HL scores increased from baseline (M = 20.71,SD = 4.29) to follow-up (M = 22.58, SD = 5.15 ); t(-2.44), p < 0.05, as did perceived understanding of the importance of PA from September (M = 4.46 , SD = 1.60) to June (M = 5.54 , SD = 1.67); t(-3.06), p < 0.01. There was an increase in total minutes of MVPA among students as well, although this trend merely approached significance, from September (M = 526.60, SD = 557.63) to June (M=817.0, SD = 674.69), t(-1.97), p = 0.06. The evaluation tool revealed that the community was “Half Way There”, and identified areas where improvements could be made. These findings are relevant to creating equitable and comprehensive promotion and education of physical activity in the future and to understanding the mechanisms involved in PA disparities. These findings also support the need for health promoters and researchers to work with communities known to be at risk for low HL, and using action research methods to create locally relevant program development and research. / Graduate