Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: Dept. of Psychology. Bibliography: leaves 100 - 111. Available online via the internet.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 200 p.; also includes graphics Includes bibliographical references (p. 117-123). Available online via OhioLINK's ETD Center

The aim of this study was to investigate possible relationships between psychological strengths, temperament and choice of coping strategy. The study was based on the assumption that a positive life orientation possibly has biological roots. Temperament was defined as a biological factor that influences a positive life orientation and psychological strength. Psychological strength was conceptualised as the presence of a sense of coherence and locus of control. Coping was defined as the choice of coping strategy. A secondary aim of this study was to determine if there are any gender differences between adolescents regarding psychological strengths, temperament and choice of coping strategy. Although there are telling indicators of the influence of temperament on negative life outcomes, the influence of temperament in positive life outcomes are not as clearly delineated. This is especially true regarding adolescents. Even though younger children and adults have been extensively studied regarding salutogenesis and temperament, few studies reported on adolescent salutogenesis and temperament. It was postulated that temperament would have a significant influence on a salutogenic view of life in adolescence and that this would in turn influence the typical ways in which adolescents cope or their choice of coping strategy. The research questions were concerned with the relationship between psychological strength measured as sense of coherence and locus of control, temperament and choice of coping strategy respectively, as well as the ways in which temperament could predict a salutogenic life orientation and ways of coping. A dearth was noted in the literature regarding salutogenesis, temperament and the developmental aspects related to salutogenesis in adolescence. Few studies include adolescents as participants and few concentrate on biologically based variables related to salutogenesis. Few studies report on positive outcomes specifically as it relates to temperament. Lastly a lack of integrative thought in psychology regarding divergent fields like biology and psychology and how it relates to salutogenic functioning, are in evidence. Research questions were explored in a sample of 141 pupils completing Grade 11 at two multi-racial schools in the east of Johannesburg. This sample was taken from a population of urban adolescents with average socio-economic status, completing public schooling in either English or Afrikaans. The average age of participants was 17 years. The sample consisted of 65.2% girls and 34.8% boys. The sample further consisted of 12.8% Black English speaking participants, 77.3% White Afrikaans speaking participants and 9.9% Coloured Afrikaans speaking participants. Four self-report measures were used to measure sense of coherence, temperament and choice of coping strategy. These were the Orientation to Life Questionnaire (Antonovsky, 1987), the Locus of Control Inventory (Schepers, 1999), the Zuckerman-Kuhlman Personality Questionnaire (Zuckerman et al., 1993) and the Adolescent Coping Scale (Frydenberg & Lewis, 1993). The Orientation to Life Questionnaire measures Comprehensibility, Manageability and Meaningfulness. The Locus of Control Inventory measures Internal locus of control, External locus of control and Autonomy. The Zuckerman-Kuhlman Personality Questionnaire measures Impulsive sensation seeking, Neuroticism-anxiety, Aggression-hostility, Activity and Sociability. The Adolescent Coping Scale measures eighteen coping strategies. Four subscales were removed due to low levels of internal reliability. Choice of coping strategy was therefore only measured by fourteen of the original subscales which were Seek social support, Focus on solving the problem, Work hard and achieve, Worry, Invest in close friends, Wishful thinking, Tension reduction, Social action, Ignore the problem, Self-blame, Keep to self, Seek spiritual support, Seek professional help and Physical recreation. Data collected from the completed questionnaires were tested for normality of subscale distributions. T-tests for independent samples were used to determine whether adolescent boys and girls differed significantly on the mean test scores for sense of coherence, locus of control, choice of coping strategy and temperament. Pearson’s correlation analysis and canonical correlation analyses were conducted to ascertain whether there were any meaningful patterns of relationships between the two sets of variables, i.e. salutogenic functioning and temperament. Finally logistical regression analyses were used to predict salutogenic outcomes based on a set of independent temperament variables. Results indicated gender differences regarding psychological strengths, temperament and coping behaviour. Adolescent boys presented with higher levels of Comprehensibility and Manageability than girls. Adolescent girls generally displayed higher levels of Internal locus of control and Neuroticism-anxiety. They tended to make use of Social support, Worry, Tension reduction and Self-blame as coping strategies. There are strong relationships between the dimensions of psychological strength, temperament and choice of coping strategy. Certain temperament traits like Neuroticism-anxiety and Aggression-hostility contributed to low levels of coherence and external locus of control, as well as the use of dysfunctional coping strategies. Temperament traits like Activity and Sociability contributed to high coherence, Autonomy and a choice of adaptive coping strategies. These results indicate possible links between biological functioning and perception as well as coping behaviour. It may be concluded that there are links between psychological strengths like sense of coherence and locus of control, temperament and coping. The dynamics of the interaction between these variables are complex but becoming increasingly clear. Temperament traits contribute separately and in combination to perceptions of Comprehensibility, Manageability, Meaningfulness, control attributions and coping. It would therefore seem that constellations of traits exist that predict life orientation and behavioural outcomes. The ability to regulate emotion and attention, social adeptness and activity seem to be of particular importance in salutogenic perceptions and adaptive coping. The results of this study pertain to a particular sample of adolescents that cannot necessarily be generalised to other populations. It is recommended that this study should be replicated in more diverse samples especially from other cultures and communities. Care should be taken to develop and use measuring instruments applicable in a multi-cultural South African context and other indexes of biological functioning, salutogenesis and coping could be used. The findings of this study should be integrated to applicatory models when working with youths. / Professor Anita Stuart

No description available.

The aim of the research was to investigate the needs of adolescents and to determine their attitude, knowledge and skills regarding HIV/AIDS and life skills. The next step was to develop an empowering program to teach them life skills and to educate them with regard to the HIV/AIDS epidemic. To meet this aim, the following objectives were formulated: -To identify the needs of adolescents and extend their knowledge, skills and attitude regarding HIV/AIDS and life skills through empirical research and literature study. -To design a life skills program through a literature study and empirical research in order to improve the social functioning of the adolescents. The objectives were achieved by studying the relevant literature and through empirical research. The available literature on the subject was consulted to determine whether any research has been conducted in this field, and whether the subject could be researched. The empirical research was conducted to confirm the previous research findings. The literature study and empirical research were vital for formulating a social work empowering program. In this research, the survey method was used as a systematic fact-gathering procedure. Data was gathered through a structured questionnaire. The data was used to describe the study sample, since socio-economic status could possibly have an effect on the general health and development of children. The research data were collected from the adolescents and their families to estimate the prevalence of their living standards, habits and lifestyle, knowledge, attitude and behaviour regarding HIV/AIDS . The findings of this research reflected that adolescents had an urgent need for more knowledge and information concerning HIV/AIDS and life skills. In order to address this problem an empowering program was developed and will be presented. In this research the group work method will be used as an effective intervention strategy in empowering young people. Education is crucial; therefore it seems important to educate young people in certain life skills to empower them to cope with the challenges and demands of life. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.

Objective: To assess the impact of North American transition programs for youth emerging to adulthood on education, housing, relationship, identity formation, youth engagement, life skills, mental health, and financial outcomes. Methods: Electronic databases, grey literature sites, and research articles were searched to identify randomized control trials and quasi-experimental designed studies examining the effectiveness of transition programs for foster youth. Cochrane Collaboration criteria were used to conduct, identify and assess potential studies. Whenever possible data was extracted and synthesized with random effect, inverse variance meta-analyses. Results: A total of eight studies including 1560 participants were included in this review. Data suggests that interventions focusing on teaching independent living skills are no more effective at improving outcomes for youth when compared with services “as usual.” Youth who participated in school-based self-determination programs showed improved outcomes in transition planning, quality of life, and self-determination. Conclusion: These results are preliminary and should be interpreted with caution. The studies examined here had small sample sizes, and may not have had enough power to detect a real difference. More research is needed. / Graduate

Thesis (MPH)--University of Limpopo, 2010. / The primary purpose of Youth Centers is to provide adolescent reproductive health services, which includes equipping the youth with life-skills and knowledge that has potential to prevent the spread of HIV infections. The Adolescent Reproductive Health program of the Y centers includes information on sexual health, teenage pregnancy (including CTOP) and STI’s. These Youth Centers are located in various locations in South Africa, Mabopane being one. Y centers operates from the premise that, because information alone is not enough to make young people change behavior, young people also need the attitudes, motivation and negotiating capacity to put what they know into practice. Life Skills, a program that focuses on enabling young individuals to deal effectively with the demands and challenges of everyday life, is a key aspect of the program in youth centers. The program deals with building skills such as self-esteem, problem solving, assertiveness, and negotiation skills that are useful to young people in their everyday lives. This study evaluated the implementation of the youth program at the Odi Youth Center, which is in Mabopane, as well as the impact of the center on the lives of young people who utilize these services. The positive findings of the study were that young people in the area value the services offered at the centre and are grateful to this facility, crediting it with having provided them with knowledge and skills that enable them to deal with sexual and other social matters. However, they stated that the impact would be greater if the centre could open for longer periods during the week and also on Saturdays. HIV and AIDS education, which is a significant component of Youth Center programs, is provided by professional nurses who are employed by the Department of Health (North West Province). The centre also offers HIV counseling and testing, access to contraceptives including provision of condoms, diagnosis and treatment of STI’s. Young people reported that their knowledge of HIV is good because of the lessons they get from the centre. The study found the following areas of concerns, a. that the program implementation and activities do not follow a specific structure and occur haphazardly b. record keeping is poor c. the clinic staff who have been mandated to run the program have not been trained on the loveLife principles and youth friendly clinics d. the hours of operation for the Y center limits participation by the youth

The aim of this study was to establish the differences in perception of competence in processes practised in Home Economics education as expressed by students of Home Economics and those who have not studied Home Economics. The research method consisted of applying a questionnaire to five hundred senior students enrolled in high schools in Brisbane, Queensland. The survey items were designed to test students perception and source of competence and the value they place on Home Economics knowledge expressed in terms of life skills. To augment the study, teachers of Home Economics were surveyed to establish the emphasis they place on processes during teaching, their perception of sources of students' skills and the value they place on life skills taught during Home Economics classes. The questions focused upon management and design skills and interpersonal interaction competence. Results indicated that students of Home Economics perceived an enhanced level of competence in life skills at all stages of the design and management processes. Home Economics students also perceived competence in practices of caring and a significant number of behaviours implicit in interpersonal interaction when compared with non Home Economics students. Students of Home Economics perceived the school, the home and their friends as positive sources for skill development in management, design and interpersonal interaction. Non Home Economics perceived the home as the only resource for management skills, but they do not perceive school, home or friends as resources for acquiring design skills. However, they target the school, their friends and home as sources for interpersonal skill development. Teachers of Home Economics perceived the school, home and student's friends as a source of management and interpersonal skills but responded negatively to the home as a source of design skills. Home Economics students, non Home Economics students and teachers of Home Economics placed a high value on Home Economics knowledge expressed as life skills. This study provides useful insights for curriculum design in Home Economics education.

<p>The paper will clear out the student perspective in order to examine students' attitude towards what would be important to touch on a matter of life. The essay will explore what is important for students to discuss and respond to their environment in schools and perceived to be relevant to talk about in life skills. There is an object which deals with gender and masculinity in the study. The study would examine whether a student perspective on life can affect the current knowledge of gender structures in the school. Qualitative research interviews were carried out in seven students in grade 9 at a school located in inner suburbs of Stockholm. In-terviews were of semi-structured nature and after transcription analyzed with hermeneutic and phe-nomenological method. A theoretical background of theories on life skills and other core subjects has also been behind the thesis conclusions.</p>

I have in my thesis examined what a leisure pedagogue does in school. I have asked the questions how it is with interaction between leisure pedagogues and teachers according to policy documents and according to the interviews I did with three professionals. In the literature part I began by describing the historical background to the after-school and leisure pedagogue profession until the new teacher education in 2011th.  My theory section, in previous research and theory, focuses on interaction between leisure pedagogue and teacher. In the research part I describe the interviews I did with three leisure pedagogue on three separate occasions. The results show that there are variations in the profession and that the interaction takes place if the teacher and the principal want. Also that reality is not as it is written in all policy documents. In my conclusion and discussion I talk about the leisure pedagogue’s competence, interaction and life skills for a discussion on how it looks according to the leisure pedagogues I interviewed, but also based on previous literature that I have also mentioned. I am here writing about the answer to my questions that I partly have been able to answer based on my investigation.