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Faith, values and social learning in a German intermediate secondary school : an evaluation of the Lions-Quest programme "Skills for Adolescence" from an empirical religious educational perspective / Galuben, Werte und soziales Lernen in der Sekundarstufe I : eine empirisch-religionspädagogische Auswertung des Lions-Quest Programms "Erwachsen werden"Stängle, Gabriel 07 February 2014 (has links)
In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an
intermediate secondary school level is examined qualitatively. It is investigated how pupils
at a German intermediate secondary school perceive the social skills training and how that
training affects the social competencies of the pupils. It is also explored if the pupils can
relate their acquired competencies with their values and beliefs.
Based on the empirical-theological praxis cycle, the planning, carrying out and the results
of thirteen one-to-one interviews and three group interviews are presented. Five types of
adolescents can be distinguished in terms of knowing and applying social skills as result of
different grounded theory coding strategies: the power-conscious, the autonomous, the
ambivalent, the self-confident and the competent.
This study wants to contribute to a better evaluation of the implementation of social skills
programmes at schools and particularly in religious education. / Practical Theology / M. Th. (Practical Theology)
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A life-skills intervention programme addressing the selfconcept of Afrikaans-speaking youth offendersWicomb, Priscilla Zenobia 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills
education and training forms part of life orientation and helps to address the abovementioned
aspect. Life-skills education and training falls under the most recent and powerful
approaches in handling psychological problems. It strives to adapt the principles of
psychology and social science into teachable skills to ensure intra-personal effectiveness
and improve the general quality of peoples' lives.
The aim of this pilot study was to alter The Path programme to design and develop an intrapersonal
life-skills programme aimed at enhancing the self-concept of youth offenders. The
intervention research model of Rothman and Thomas (1994) was employed as foundation
for the design and development of The Altered Path programme. The intervention research
model was chosen as it aimed at creating a means to address problems experienced by
individuals and society. It strives to improve the life, health and well-being of individuals and
society.
This purposeful sampling consisted of six Afrikaans-speaking, male youth offenders from the
Drakenstein Juvenile Centre. The Altered Path programme was implemented in three
stages. The first stage consisted of sessions one to seven. The following topics were
covered during this stage: introduction and programme orientation, conceptualisation of
mission statements and elements, past personality influences and Cup of Sorrow, the
Positive Prophecy and Talent Shield, the mission statement, the vision statement and goal
setting. The second stage, which consisted of sessions eight and nine, entailed the training
of the participants for service learning. The third stage entailed the implementation of the
service learning process.
The study found that The Altered Path programme could contribute towards a growth in
intra-personal skills with regard to self-awareness, personal goal setting, spirituality, morals
and values, self-esteem and self-regulation (both emotional and cognitive). The result of the
intra-personal growth was that the interpersonal skills with regard to communication and
helping skills of participants improved. In answer to the research question the finding was
made that the intra-personal development positively affected the following dimensions of
their self-concept: personal, ideal, cognitive, spiritual, social self and psychological self. In
the light hereof the statement can be made that The Altered Path programme seems to have
a positive effect on the overall self-concept of the participants. Conscious development of
self-knowledge was identified as an element of the programme that could be refined to
ensure that all participants develop self-knowledge in the same way during the field study.
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A comparative study of two programme designs in skills training for mentally retarded adults in day activity centreChu, Wai-kin., 朱偉健. January 1989 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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Falling through the cracks: A look at factors contributing to non-participation in independent living program servicesBabb, Cheryl Joy, Ninneman, Holly Sue 01 January 2006 (has links)
The purpose of this study was to identify the youth who do not participate in Independent Living Program (ILP) services and, if possible, to ascertain if any characteristics or factors appear to affect participation in ILP services. The study utilized a quantitative research method to assess ILP participation by extracting data from existing case records via a data extraction form created in conjunction with the San Bernardino County Legislation, Research and Quality Support Services Unit.
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Evaluation on training programs of day activity centres for mentally handicapped adultsWong, Kin-on, Leo., 王健安. January 1991 (has links)
published_or_final_version / Applied Statistics / Master / Master of Social Sciences
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Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey KlopperKlopper, Audrey January 2004 (has links)
The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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A revision of the CHAMPS/Life Skills Program content : academic commitmentRasmussen, Kathryn L. January 2007 (has links)
In 1991, the NCAA created Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills (NCAA, 2005). The CHAMPS/Life Skills program concentrates on five areas: Academic Commitment, Athletic Commitment, Personal Development Commitment, Career Development Commitment, and Service Commitment (NCAA, 2005). Very few amendments and modifications have been made to the CHAMPS/Life Skills educational material since the program was developed. In the present creative thesis project, revisions and updates were implemented to the current material to satisfy the needs of collegiate student-athletes. Hence, the purpose of this creative thesis project was to update the Academic Commitment module within the CHAMPS/Life Skills manual. Specifically, the Time Management and Study Skills components were revised. These revisions were evaluated by three university professors. In conclusion, the present creative thesis project will assist in presenting CHAMPS/Life Skills material to student-athletes. / School of Physical Education, Sport, and Exercise Science
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Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey KlopperKlopper, Audrey January 2004 (has links)
The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
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Therapeutic techniques for treatment of adolescents with rebellious behaviourMathye, Lethabo Violet 25 August 2009 (has links)
This study focuses on the therapeutic interventions by mental health practitioners when faced with rebellious youths.
Rebelliousness refers to the act of defying lawful authority or a resistant way of relating to authority or convention. It is manifested in, amongst others, withdrawal, deviance, delinquency, antisocial behaviour, and suicide.
To date there are no interventions for rebellious youths per sé. Rebellious youths are often treated with traditional strategies which are often ineffective and show little promise for eliminating rebellious behaviour. Research has revealed that teen problem behaviours stem from "life-problems" such as psychosocial stressors. Therefore treating the adolescent for substance abuse, for example, is treating him/her for the wrong reasons. It is no surprise that many adolescents who have undergone intervention programmes for specific behaviour problems relapse soon after they are released from the programmes.
The study focuses on integrating different strategies in order to combat rebelliousness in adolescence and beyond. This holistic approach argues that all treatments share certain curative processes. Therefore each treatment works best when it is combined with other aspects of treatment. For this reason, individual, family and group therapy were combined together with school strategies.
The results of this study indicate that combining procedures that are designed to improve problematic behaviour in teenagers are viable forms of treatment. / Educational Studies / D.Ed.(Psychology of Education)
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Personlichkeitstraining fur junge erwachsene-eine aufgabe der evangelischen ortsgemeinde : ein gemeindepadagogisches experiment / Personality training for young adults - a challenge for the local protestant church : an experiment in Christian educationMuller, Petra Johanna 11 1900 (has links)
As youngsters become adults, the development of their personality becomes the focus of their attention. However, neither Christian youthwork nor adult education within the Protestant Church in Germany is geared towards accompanying and advising them in the midst of their religious questions and changes. There is virtually no scholarly or church literature that would focus on the age group of 18 to 30 year olds. Thus far, the Protestant Church has not yet published non-commercial programs for personality development.
This dissertation focuses on evaluating a personality training program that was specially developed for young adults. The structures and the content are analyzed in order to gain insights into how such a training can be implemented in the local church. The empirical results will be complemented by insights from different studies on youth, theological and anthropological perspectives on personality and personhood, and two popular models of courses on the Christian faith. / An der Schwelle zum Erwachsenwerden steht die Entwicklung der eigenen Persönlichkeit im Mittelpunkt des Denkens von jungen Menschen. Aber weder die Jugendarbeit noch die Erwachsenenbildung sieht eine Aufgabe darin, junge Erwachsene in ihren religiösen Fragen und Veränderungen zu begleiten und zu beraten. Wissenschaftliche und gemeindepädagogische Literatur, speziell für die Altersgruppe der 18- bis 30-Jährigen, liegt kaum vor und innerhalb der evangelischen Kirche gibt es bislang keine nichtkommerziellen Persönlichkeitsprogramme für diese Personengruppe.
Der Fokus dieser Arbeit ist auf die Dokumentation und die qualitative Evaluation eines Persönlichkeitstrainings gerichtet, das speziell für junge Erwachsene entwickelt wurde. Untersucht werden die Strukturen und die Inhalte des Programms, um konkrete Gestaltungshinweise für die Durchführung in einer örtlichen Kirchengemeinde zu gewinnen. Die empirischen Ergebnisse werden durch Exzerpte aus verschiedenen Jugendstudien, aus theologisch-anthropologischen Erörterungen zu Persönlichkeit und Person sein und die Bewertung von zwei christlich populären Glaubenskursen ergänzt. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)
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