In this study an attempt was firstly made to define, describe and explicate the phenomenon of HIV/AIDS providing a basis for understanding the multidimensional nature, key characteristics and impact of HIV/AIDS in terms of its background, the current status as well as the future of the epidemic. Literature concerning HIV/AIDS in general, global and in particular the South African situation was discussed. Secondly the concept AIDS orphans was investigated after which grounding, description and explanation of the problems and needs of AIDS orphans were presented in order to give a clear picture of challenges faced by these children. Problems of orphan-hood such as legal and ethical issues, socio-emotional issues, educational issues, financial issues and child-headed households were identified. The study focused on early adolescent AIDS orphans therefore adolescence, as a life phase with specific emphasis on early adolescence was reviewed. Hereafter, the researcher presented a newly self-developed life skills programme for early adolescent AIDS orphans (i.e. AIDS ORPHANS LIFE SKILLS PROGRAMME) followed by all the empirical research findings, a general summary, conclusions and recommendations. The broad aim of the study was to develop and empirically test the effectiveness of a life-skills programme for early adolescent AIDS orphans. Two research questions and a hypothesis were formulated for the study. The research questions included: (a) what is the nature and prevalence of socio-emotional needs and problems of early adolescent AIDS orphans? (b) What are the life skills needed by early adolescent AIDS orphans? Accordingly the hypothesis of the study read: If early adolescent AIDS orphans undergo a life-skills programme then their skills will be enhanced in order to cope better with their socio-emotional needs and problems. In the context of applied research the type of research conducted in this study was intervention research. This type of research was relevant for this particular study because it is a problem-solving process seeking an effective intervention programme for the promotion of life skills for early adolescent AIDS orphans. In view of the fact that the AIDS orphan situation is a crises for the whole nation innovative preventative positive educational programmes for children orphaned by AIDS are deemed pivotal. The focus of this research study was two-folded using a combination of quantitative and qualitative methods. The first phase of the study was qualitative and explorative in nature. The aim of the researcher was to have a broader understanding of the phenomenon HIV/AIDS, the socio-emotional needs and problems of and life skills needed by early adolescent AIDS orphans in South Africa. The focus of the second phase was to develop a life skills programme for early adolescent AIDS orphans, based on the information collected in the first phase of the study and then to empirically test the effectiveness of the newly developed life skills programme. The researcher used semi-structured interviews with a schedule to collect qualitative data during the first phase of the research. During the second phase, the researcher utilised a self-constructed group administered questionnaire to collect quantitative data before and after implementation of the life skills programme (pre-test and post-test). In order to explore the socio-emotional needs and problems of and life skills needed by early adolescent AIDS orphans, a phenomenological design seemed appropriate. The research design was selected to reach the first three objectives of the study, namely: To conceptualise theoretically the phenomenon of HIV/AIDS and AIDS orphans, the specific characteristics, needs and problems of early adolescents as well as life skills for early adolescents; a) To explore and identify the nature and prevalence of socio-emotional needs and problems of early adolescent AIDS orphans; b) To explore and identify the life skills which AIDS orphans, in their early adolescent phase need to improve their coping capabilities; Qualitative data through semi-structured interviews with a schedule was collected. The sample thus included 40 respondents i.e. 10 social workers, 10 caregivers and 20 AIDS orphans. The empirical research findings based on the first part of the study confirmed that HIV/AIDS has forced vast numbers of children into precarious circumstances, putting them at high risk of becoming infected with HIV. AIDS orphans are especially vulnerable to HIV infection for a host of social and economic reasons including poverty, sexual exploitation, violence, and lack of access to HIV information and prevention services. The consequence of this is that children are often socially isolated and deprived of basic social services. The findings further confirmed that there are currently no life skills programmes specifically designed for early adolescent AIDS orphans in South Africa. Deficiencies in life skills contribute to the vulnerability and exploitation of these children. Life skills were viewed as crucial in improving the quality of life of AIDS orphans. Life skills can enable adolescents to develop sound and positive view of life. The researcher also applied the comparison group pretest-posttest design (i.e. a quasi-experimental comparison group pretest-posttest design) with respondents to reach the last three objectives of the study, namely: a) To develop a life-skills programme for early adolescent AIDS orphans; b) To empirically test the effectiveness of the developed life skills programme for early adolescent AIDS orphans; and c) To suggest practical recommendations for further utilisation of the newly developed life skills programme for early adolescent AIDS orphans. The researcher developed a life skills programme for early adolescent AIDS orphans namely AIDS Orphans Life Skills Programme. The evaluation of the self-developed life skills programme for early adolescent AIDS orphans was done by a self-constructed group administered questionnaire in the pre-test i.e. before implementation of AIDS orphans life skill programme, and post-test with both the experimental (30 respondents) and comparison group (30 respondents). The sample thus included a total of 60 early adolescent AIDS orphans and the empirical data was collected to include 2 measurements once before and once after the intervention (AIDS orphans life skills programme). The findings confirmed that there was a statistical significance difference in the experimental groups life skills (i.e. sense of identity and self-esteem, communication, assertiveness, self-awareness, coping and stress management, decision making, problem solving, conflict management and a healthy life style) with a 95% chance that the results were due to AIDS Orphans Life Skills. There was not statistical difference in the experimental groups critical and creative thinking skills. Nine out of ten key elements of AIDS orphans life skills programme were thus successful in that they promoted life skills amongst early adolescent AIDS orphans. AIDS orphans life skills programme is perceived as having had the impact that was hoped for. / Thesis (DPhil (Social Work))--University of Pretoria, 2007. / Social Work / unrestricted

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)

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.

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. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

Philosophiae Doctor - PhD / The school environment presents a valuable opportunity for the identification, monitoring and support of children made vulnerable by HIV/AIDS and poverty. Many children are caring for parents suffering from AIDS-related illnesses and/or they are the main breadwinner of the household. As a result of HIV/AIDS and poverty therefore, children might be dropping out of school, or their ability to perform adequately at school might be significantly reduced. The aim of this study was to use a case study approach to explore and describe support provision in a South African formal school, examining, in particular, the relative significance of leadership, organisational development and gender-related matters in addressing the needs of children made vulnerable by HIV/AIDS and poverty. The availability and quality of this support is analysed within the context of the Western Cape Education Department (WCED) transforming itself from a system focused on controlling schools to a system focused on supporting schools. The reflexive qualitative research approach was decided upon m order to describe and understand how, and to what extent, the teachers and the principal of a poverty-stricken primary school might benefit from the WCED's systemic change processes when addressing issues related to HIV/AIDS and poverty. The methodological rationale for this qualitative research approach forms part of a search for meaning within the cultural context(s) of the school in an effort to understand issues related to HIV/AIDS in schools. The research's second aim was to establish principles for an approach to educational support, which would be applicable in similar situations elsewhere. In the case study, the focus is on the WCED supporting the principal and teachers at a poverty-stricken primary school in carrying out their roles as leaders, teachers and caregivers. In order for the principal and teachers to provide quality support to the learners, they themselves need to receive appropriate forms of support from the education system. For this research to be contextually grounded, questions around HIV/AIDS and the growing number of orphans and vulnerable children in many communities were considered. One of the central questions was: How are the challenges of daily life in the running of a school met where issues related to poverty and health are dominant? Gender-based sexual violence and sexual abuse of children, as well as other social problems affecting learners in the school investigated for this thesis were included in the addressing of the main questions The complexity of the issues involved when exploring the research questions became increasingly more apparent during the research journey of this thesis. I experienced fully the potential of the case study to provide a 'thick' description and contribute significantly to an in-depth understanding of a complex phenomenon from a local and holistic perspective. I was able to focus on how the macro-narratives of support policy connected to the micro-narratives of teachers in primary schools. Based on the findings of the research, I concluded that the problems of HIV/AIDS-affected children, families and communities do not only overlap considerably with the problems related to poverty - a widely held view among researchers - but that poverty-related problems may, indeed, conceal the very existence of HIV/AIDS. The investigation shows that the wide-spread poverty affecting the case school learners, seems to have 'blinded' teachers in terms of 'seeing' the learner in a context of HIV/AIDS. This phenomenon in the case school was observed in spite of the HIV/AIDS Programme Coordinator claiming that the district's teachers had learned to 'see' the learner in ways which they had not prior to the introduction of the WCED's HIV/AIDS Life Skills Programme I trust that the different stakeholders within the field of education and HIV/AIDS will benefit from the findings and recommendations flowing from this investigation. First and foremost, I believe that the lessons learnt from the fieldwork, could be of use to South African stakeholders generally, and, in particular, to the Western Cape Education Department and those working as school support staff at district level (the EMDCs). The findings of the study may provide valuable feedback to the current practices of the school support structures, including the voluntary HIV/AIDS support structure, and form a basis for informed further action by the relevant government departments and other stakeholders in education. In this way, the thesis could contribute to improved formal school support provision in the context of HIV/AIDS, and therefore, serve to enhance the quality of education for all children.

PhDPH / Department of Public Health / There is a growing concern over the rising cases of adolescent pregnancy, drug and substance abuse, poor academic performance, violence, high school dropout rate and HIV/AIDS prevalence among secondary school students. The grounds of these problems are considered to be related to inadequate Life Orientation Education which should equip the learners with psychosocial competencies, but the ability to make informed decision, solve problems, think creatively and critically, communicate effectively, build healthy interpersonal relationships is lacking among the youths (Dash, 2018). The purpose of the study was to develop strategies to facilitate the implementation of existing Life orientation curriculum in secondary schools of Limpopo province, South Africa. An exploratory sequential design was used in this study. This research design had three stages. In the first stage (1a) the researcher collected and analysed quantitative data. Based on the quantitative results, the researcher will then engage a second stage (1b), the qualitative phase, to test and make the general view of the initial findings. This was followed by phase 3, which was the development of the coping strategies and validation of the strategies as outlined. Purposive sampling was employed to select two districts and then four circuits. Phase 1a identified factors influencing implementation of existing Life Orientation curriculum. Eight schools were selected using stratified random sampling. Simple random sampling was used to select 521 grade 10, 11 and 12 adolescent girls. Data was collected through a self-designed and self-administered questionnaire. Data was analysed descriptively using statistical software Stata/IC version 15.0. of the computer program. Validity and reliability were ensured. Phase 1b identified the predisposing, enabling, and reinforcing factors that can affect the behaviours, attitudes, and environmental factors contributing to the implementation of Life skills programmes in schools. A qualitative approach, and explorative, descriptive and contextual designs were applied. The population were all guardians and school teachers. Purposive sampling was used to select guardians for the focus groups discussions and teachers for in-depth interviews. Data analysis employed Tesch open coding method. Phase 2 was the development strategies to facilitate the implementation of existing LO programme in Limpopo province. Results from Structured Interviews, Focused group, Questionnaires were fused together with the use of the Precede Proceed Model. Phase 3 was to validate the developed strategies. The aim of validation was to collect and evaluate data, from the process design stage, the consistency and quality of the product or outcome of the strategies. The objectives to validate the strategies were to: determine the credibility of the strategies. The researcher used the non–experimental, intervention validation design to validated the credibility of the developed strategies. The developed strategies were given to the learners, guardians and Life Orientation teachers Vhembe and Mopani district. To collect data, the researcher used a checklist with 6 questions as outlined by Chin and Kramer (refer to table 6.4). Simple descriptive statistics was use where the data was summarized using the frequency distribution. / NRF