Die studie het deel van die Flourishing Learning Youth (FLY)-vennootskap tussen ? plattelandse skool en die Sentrum vir Veerkragtigheidstudies, Universiteit van Pretoria, gevorm. Die doel was om tot veerkragtigheidsteorie in ? Suid-Afrikaanse konteks by te dra deur jongmense se uitdrukkings van beskikbare beskermende hulpbronne, soos dit in bestaande opvoedkundige sielkundige intervensiedata vergestalt is, te beskryf. Die nie-eksperimentele, sekondêre data-analise studie is gedoen uit ? kwalitatiewe raamwerk en met fenomenologie as metateoretiese paradigma. Databronne van jongmense (n=48: manlike=26; vroulik=22) is doelgerig, uit ? twee-jaar datastel, vir deduktiewe analise aan die hand van a-priori kategorieë (individuele beskermende hulpbronne, verhoudings as beskermende hulpbron, skool as beskermende hulpbron en gemeenskapshulpbronne), geselekteer. “Persoonlikheid” is deur beide seuns en meisies in die plattelandse konteks uitgelig. Meisies het veral die volgende as relevante beskermende hulpbronne uitgewys: Individuele beskermende hulpbronne (kognitiewe bekwaamhede, sosio-emosionele bekwaamhede, normatiewe bekwaamhede, liggaamlike bekwaamhede, vaardighede en belangstellings), verhoudings (verhoudings met familie), skool (infrastruktuur by skool, onderwysers, skool as plek van opvoeding), en gemeenskap (dienste en infrastruktuur, ontspanning en sosiokulturele aktiwiteite en sosio-ekonomiese hulpbronne). Daarteen is drome en aspirasies, verhoudings (portuurgroep en betekenisvolle ander) en gemeenskap as plek van waarde gereeld deur seuns aangedui. Opvoedkundige sielkundige groepsgebaseerde aktiwiteite het dit vir jongmense in ? plattelandse skool moontlik gemaak om beskermende hulpbronne aan te dui wat vir verskillende jongmense oor die twee jaar standvastig vertoon het. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

Drug dependence is a reality in South Africa, and adolescents are often admitted to treatment centres for rehabilitation. However, it seems that adolescents admitted to treatment centres sometime show resistance, which may lead to the underutilisation of the therapeutic programme. In addition, social workers in the drug dependence field do not have sufficient knowledge to handle the resistance shown by the adolescent drug dependant during therapeutic intervention. The researcher is not aware of any current strategies to identify and utilise resistance. The purpose of this study is to formulate a handling strategy for social workers, which will enable them to identify and utilise the resistance that adolescent drug dependants manifest during the therapeutic intervention in order to allow adolescents to make optimal use of their treatment programmes. To achieve this goal, the Design and Development Model of Rothman and Thomas were used in the intervention research. This study made use of qualitative research in order to work in an exploratory and descriptive way. During Phase 1, i.e. the problem analysis and project planning phase, data was collected through semi-structured interviews conducted with five social workers. These interviews were transcribed and analysed using Creswell’s data analysis spiral. Data has also been collected during Phase 2, which consists of data collection and synthesis by utilising existing sources of information, studying natural examples and identifying the functional elements of successful models. During Phase 3, which is the design phase, an observation system has been designed in the form of a questionnaire aimed at identifying resistance in adolescent drug dependants and at determining procedures for the intervention. A prototype handling strategy was development during Phase 4 (early design and development). This strategy may help social workers working in the field of drug dependence to identify and utilise resistance that appears in adolescent drug dependants during therapeutic intervention. / MSW, North-West University, Potchefstroom Campus, 2014

Drug dependence is a reality in South Africa, and adolescents are often admitted to treatment centres for rehabilitation. However, it seems that adolescents admitted to treatment centres sometime show resistance, which may lead to the underutilisation of the therapeutic programme. In addition, social workers in the drug dependence field do not have sufficient knowledge to handle the resistance shown by the adolescent drug dependant during therapeutic intervention. The researcher is not aware of any current strategies to identify and utilise resistance. The purpose of this study is to formulate a handling strategy for social workers, which will enable them to identify and utilise the resistance that adolescent drug dependants manifest during the therapeutic intervention in order to allow adolescents to make optimal use of their treatment programmes. To achieve this goal, the Design and Development Model of Rothman and Thomas were used in the intervention research. This study made use of qualitative research in order to work in an exploratory and descriptive way. During Phase 1, i.e. the problem analysis and project planning phase, data was collected through semi-structured interviews conducted with five social workers. These interviews were transcribed and analysed using Creswell’s data analysis spiral. Data has also been collected during Phase 2, which consists of data collection and synthesis by utilising existing sources of information, studying natural examples and identifying the functional elements of successful models. During Phase 3, which is the design phase, an observation system has been designed in the form of a questionnaire aimed at identifying resistance in adolescent drug dependants and at determining procedures for the intervention. A prototype handling strategy was development during Phase 4 (early design and development). This strategy may help social workers working in the field of drug dependence to identify and utilise resistance that appears in adolescent drug dependants during therapeutic intervention. / MSW, North-West University, Potchefstroom Campus, 2014

The positive diagnosis of HIV impacts the lives and the relationships of both people living and HIV and AIDS (PLHA) and their partners. This could be the result of the PLHA experiencing stigmatisation from the side of his or her partner, or associated stigmatisation experienced by the partner due to living with the PLHA. The literature review makes it clear that limited research has been conducted on interventions to reduce HIV stigma in PLHA and their partners and this subsequently forms the focus of this study. The study describes the effect of a community-based HIV stigma reduction intervention on PLHA and their partners through a case study method. In addition, it explores and describes the lived experiences of these two groups during and after an intervention in both an urban and a rural setting of the North West Province, South Africa. A qualitative holistic multiple case study design and interpretive descriptive approach through in-depth interviews was used to implement and evaluate the intervention. Purposive voluntary sampling was conducted to access PLHA, and snowball sampling to reach their partners. The case record included multiple sources. Document analysis and open coding was used for analysis of the case records and open coding for the in-depth interviews. No real differences were noted between the urban and rural groups. It was evident from both the case study and the expressed experiences of participants that the intervention was successful. Follow-up interventions with PLHA and partners are suggested, as well as implementations that involve other cultural groups in other provinces of South-Africa. Such implementations could be useful to evaluate the sustainability of the intervention in various cultural groups. The intervention could further be included in educational programmes offered in health care settings or NGO‘s to nurses, health care workers and volunteers to train people in HIV-stigma reduction programmes. / MCur, North-West University, Potchefstroom Campus, 2014

Several interventions have been developed and implemented to reduce the stigma attached to mental illness. However people who experience mental illness are still stigmatised in the communities in which they live, as well as in the healthcare centres where they receive treatment. The objective of this study was to critically synthesize the best available evidence regarding interventions to reduce stigma attached to mental illness. This study aimed to provide clinical practitioners with accessible information on interventions to reduce stigma attached to mental illness. Systematic review was chosen as a design method to identify primary studies that answer the following research question: What best evidence is available regarding interventions to reduce the stigma attached to mental illness? A thorough search was done on selected electronic databases: EBSCOhost; Science Direct; Web of knowledge; Scopus; Sabinet; ProQuest; SA Nexus; Cochrane; Google Advance Scholar were searched for primary studies that were published from 2001-2011, including the available 2012 literature and reference lists. The following key words were used in the search: Intervention, stigma, program, mental illness, mental disorder, psychiatric patients. During the selection of studies pre-determined inclusion and exclusion criteria were applied. Seventeen studies (n=17) were included for critical appraisal of methodology and quality using standard instruments from the Critical Appraisal Skills Program (CASP) the John Hopkins Nursing Evidence-Based Practice (JHNEBP) Research Evidence Appraisal Tool and Evidence Analysis Manual; Academy of Nutrition and Dietetics. All seventeen studies (n=17) were identified as evidence that answers the research question. Extraction of evidence, analysis and synthesis were conducted by means of the evidence class rating and grading of strength prescribed in the Evidence Analysis Manual (EAM, 2012:70). Findings indicated some interventions that reduce the stigma attached to mental illness. Using Web-based approaches and reading printed educational materials, documentary films and anti-stigma films, live and video performances, and humanising and traditional, naturalistic educational methods are effective in reducing stigma attached to mental illness for health professionals because there were no stigmatising attitude and social distance towards individuals with mental disorders. The German WPA (World Psychiatric Association) “Program against stigma and discrimination because of Schizo-phrenia – Open the doors” is effective in reducing stigma attached to mental illness for the general population. Combining education and video-based contact, in vivo contact and videotaped education, Active Minds and documentary films are effective in reducing stigma of mental illness for students. The use of puppets, psycho-education and contact (via DVD) and public education programs are effective in reducing stigma attached to mental illness for adolescents. The research was evaluated, a conclusion was given, limitations were identified and recommendations were formulated for nursing practice, nursing education and nursing research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

The positive diagnosis of HIV impacts the lives and the relationships of both people living and HIV and AIDS (PLHA) and their partners. This could be the result of the PLHA experiencing stigmatisation from the side of his or her partner, or associated stigmatisation experienced by the partner due to living with the PLHA. The literature review makes it clear that limited research has been conducted on interventions to reduce HIV stigma in PLHA and their partners and this subsequently forms the focus of this study. The study describes the effect of a community-based HIV stigma reduction intervention on PLHA and their partners through a case study method. In addition, it explores and describes the lived experiences of these two groups during and after an intervention in both an urban and a rural setting of the North West Province, South Africa. A qualitative holistic multiple case study design and interpretive descriptive approach through in-depth interviews was used to implement and evaluate the intervention. Purposive voluntary sampling was conducted to access PLHA, and snowball sampling to reach their partners. The case record included multiple sources. Document analysis and open coding was used for analysis of the case records and open coding for the in-depth interviews. No real differences were noted between the urban and rural groups. It was evident from both the case study and the expressed experiences of participants that the intervention was successful. Follow-up interventions with PLHA and partners are suggested, as well as implementations that involve other cultural groups in other provinces of South-Africa. Such implementations could be useful to evaluate the sustainability of the intervention in various cultural groups. The intervention could further be included in educational programmes offered in health care settings or NGO‘s to nurses, health care workers and volunteers to train people in HIV-stigma reduction programmes. / MCur, North-West University, Potchefstroom Campus, 2014

Several interventions have been developed and implemented to reduce the stigma attached to mental illness. However people who experience mental illness are still stigmatised in the communities in which they live, as well as in the healthcare centres where they receive treatment. The objective of this study was to critically synthesize the best available evidence regarding interventions to reduce stigma attached to mental illness. This study aimed to provide clinical practitioners with accessible information on interventions to reduce stigma attached to mental illness. Systematic review was chosen as a design method to identify primary studies that answer the following research question: What best evidence is available regarding interventions to reduce the stigma attached to mental illness? A thorough search was done on selected electronic databases: EBSCOhost; Science Direct; Web of knowledge; Scopus; Sabinet; ProQuest; SA Nexus; Cochrane; Google Advance Scholar were searched for primary studies that were published from 2001-2011, including the available 2012 literature and reference lists. The following key words were used in the search: Intervention, stigma, program, mental illness, mental disorder, psychiatric patients. During the selection of studies pre-determined inclusion and exclusion criteria were applied. Seventeen studies (n=17) were included for critical appraisal of methodology and quality using standard instruments from the Critical Appraisal Skills Program (CASP) the John Hopkins Nursing Evidence-Based Practice (JHNEBP) Research Evidence Appraisal Tool and Evidence Analysis Manual; Academy of Nutrition and Dietetics. All seventeen studies (n=17) were identified as evidence that answers the research question. Extraction of evidence, analysis and synthesis were conducted by means of the evidence class rating and grading of strength prescribed in the Evidence Analysis Manual (EAM, 2012:70). Findings indicated some interventions that reduce the stigma attached to mental illness. Using Web-based approaches and reading printed educational materials, documentary films and anti-stigma films, live and video performances, and humanising and traditional, naturalistic educational methods are effective in reducing stigma attached to mental illness for health professionals because there were no stigmatising attitude and social distance towards individuals with mental disorders. The German WPA (World Psychiatric Association) “Program against stigma and discrimination because of Schizo-phrenia – Open the doors” is effective in reducing stigma attached to mental illness for the general population. Combining education and video-based contact, in vivo contact and videotaped education, Active Minds and documentary films are effective in reducing stigma of mental illness for students. The use of puppets, psycho-education and contact (via DVD) and public education programs are effective in reducing stigma attached to mental illness for adolescents. The research was evaluated, a conclusion was given, limitations were identified and recommendations were formulated for nursing practice, nursing education and nursing research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail due to the fact that they do not understand the subnet masking part of it. In an attempt to increase the students' pass rate, this study will make additional study material available to them, complying with their learning style preferences. This material will be available as elearning material on the Internet. The usage and success of elearning material implies a holistic approach towards learning styles. Learning styles consist of different interrelated learning elements. This study will make use of an action research approach comprising four phases. In the first phase, different learning styles are diagnosed by means of a literature study. The information obtained is applied to compile an interpretive questionnaire for completion by students. This questionnaire will enable the researcher to do an empirical study with regard to their learning preferences. The data obtained from the questionnaires will be analysed and information obtained will be applied to make additional module related elearning material available on the Internet. During the second phase, results obtained from the empirical investigation will be used to develop elearning material on subnetting, while also addressing the identified learning styles of participants. The elearning material is provided on the Moodle learning management system, enabling students to use it according to their own preferences. In the third phase, the success of the intervention on the elearning material is investigated. In this phase, the activities of students using the elearning material are analysed and tests and examination results processed to determine whether there is any correlation between time spent on elearning material and these results. The usage of elearning material is tested by means of an interpretive questionnaire to the students. The last part of the action research approach deals with the question of whether the research was conducted successfully. A second iteration of the process proved the results to be satisfactory. The elearning material was positively received by students participating in the research, while a growing interest in this material was noticed from the last semester in 2007 to the first semester in 2008. / Thesis (M.Sc. (Computer Science))--North-West University, Potchefstroom Campus, 2011.