Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2007. / The study explored the potential of rugby as a developmental experience, not only in terms of the motor skills that lead to competence in rugby, but also in terms of learning more about the life-skill of goal setting. A 10 session pre-season programme entitled “More than Rugby” was designed and implemented in order to determine whether combining skill instruction with activities specifically designed to increase an understanding of goal setting had an impact on either the development of rugby competence or understanding about goal setting and perceptions of its use. A repeated measures experimental design was followed, with two groups of high school rugby players from similar sporting backgrounds involved: An experimental group who received pre-season rugby training as well as an intervention programme dealing with goal setting, and a control group who received only the pre-season rugby training, but no special goal setting activities. Both groups were pre tested and post tested on their rugby competence (through an individual rugby skill test circuit) and their understanding of goal setting The self reported use of goal setting perceptions, the relationship between goals and performance and the effects of goals on players was measured by means of a questionnaire (adapted GSI). The results revealed a significant improvement in the quality of rugby skills of the experimental group, but no significant improvement was found in the quality of the rugby skills of the control group. Both groups showed improvement in the speed at which rugby skills were performed, but in neither case was the improvement significant. The understanding of goal setting and the knowledge of setting goals did not improve significantly for either group. It can be concluded that the inclusion of life skills content and activities, such as goal setting in rugby development programmes will not detract from skill development outcomes. Although it can be noted that the greater improvement in skill levels was achieved by the group who received goal setting, more research is recommended to explain the positive link between life skills development and sport skills development.

Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Historical disadvantaged learners do not necessarily acquire the necessary skills that are essential for successful enrolling in a school in the primary educational environment. Certain factors in the problematic situation of the historical disadvantaged play an important role in the readiness of the child to learn. Due to the vicious circle of poverty, young children are caught in a web of insufficient education, lack of involvement and illiteracy of parents and are often left emotionally, socially and intellectually deprived. A case study was used in a qualitative research design, which involved a focused study of the Grade 1 class at Vlottenburg Primary, outside Stellenbosch. It was found that factors within the learner's immediate environment frequently inhibit his or her development, but that it can not be separated from the effect of socio-economic factors which filter through to the wider community, family, the school and everyday existence of the learner. Teachers are often not capable to educate and take care of overcrowded classes with learners that are on different levels of readiness and development and to handle the class situation in historical disadvantaged areas. Learning support guidelines, which are based on the research findings, were drawn up to empower teachers from historical disadvantaged communities to work with learners from disadvantaged environments and to give them the opportunity to development to their full potential. In future, there should be a focus on the empowerment of parents to break free from poverty and illiteracy. This will have a positive effect on the education of the child. / AFRIKAANSE OPSOMMING: Historiesbenadeelde leerders leer nie noodwendig die nodige vaardighede, wat noodsaaklik is vir suksesvolle skooltoetrede in die primere opvoedingsituasie, aan nie. Bepaalde faktore in die problematiese situasie van die historiesbenadeelde speel 'n groot rol in die leergereedheid van die kind: Weens die bose kringloop van armoede is kleuters vasgevang in ontoereikende opvoeding, onbetrokkenheid en ongeletterdheid van ouers en word dikwels emosioneel, sosiaal en intellektueel gedepriveerd gelaat. In 'n kwalitatiewe navorsingsontwerp is gebruik gemaak van 'n gevallestudie wat 'n gefokusde studie van die Graad l-klas by Vlottenburg Primer, in die Stellenboschomgewing, behels het. Daar is gevind dat faktore binne die leerder se onmiddellike omgewing dikwels sy of haar ontwikkeling inhibeer, maar nie losgemaak kan word van die effek van sosio-ekonomiese faktore wat deursyfer na die wye samelewing, gemeenskap, gesin, die skool en alledaagse bestaan van die leerder nie. Die leerkrag se bevoegdheid verleen hom of haar dikwels nie daartoe om 'n groot aantal leerders met verskillende vlakke van gereedheid te onderrig en die klassituasie uit 'n historiesbenadeelde omgewing te kan hanteer nie. Leerondersteuningsriglyne, wat gebaseer is op die navorsingsbevindings, is opgestel om die leerkragte uit historiesbenadeelde omgewings te bemagtig om leerders uit hierdie benadeelde omstandighede te hanteer en aan hulle die geleentheid te gee om optimaal te ontwikkel. Daar behoort in die toekoms gefokus te word op die bemagtiging van die ouers om te breek van armoede en ongeletterdheid, wat weer 'n positiewe effek op die opvoeding van die kind sal he.

MEdPsych--Stellenbosch University, 2005. / ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. http://scholar.sun.ac.za/ IV The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development. / AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

Thesis (MEdPsyc)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development. / AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

published_or_final_version / abstract / Education / Master / Master of Education

The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.

Submitted in fulfillment of the requirements for the degree of Masters of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2016. / Introduction: Food and Agriculture Organisation (FAO 2015a) estimated that 220 million people (23.2%) in Sub-Saharan Africa were undernourished. Parallel to hunger, obesity rates have more than doubled globally since 1980; in 2014, 1.9 billion adults in the world were overweight and 600 million were obese (FAO 2015a). Obesity is a serious concern facing the world today and a major contributor to chronic disease such as diabetes and cardiovascular disease, which are often fatal (Bray, Frühbeck, Ryan and Wilding 2016: 1947). In South Africa, overweight and obesity have reached unacceptable numbers as over 60% of South Africans are overweight or obese. Furthermore, in 2015 South Africa was declared the fattest nation in Sub-Saharan Africa, adding another burden to the HIV epidemic (Ng, Fleming, Robinson, Thomson, Graetz, Margono, Mullany, Biryukov, Abbafati and Abera 2014: 777). Unemployment is one of the major factors that drive household food insecurity due to the fact that most people access food commercially. Therefore, income is a significant factor in ensuring that a healthy and nutritious diet is consumed regularly. The study community was at Umbilo, Durban, KwaZulu-Natal in a government owned estate called Kenneth Gardens. The estate has 286 units and accommodates approximately 1500–1800 residents. It formed part of an extensive network of cluster housing schemes developed by the apartheid government as a protectionist strategy to provide safe and affordable housing for poor and working class whites. Kenneth Gardens is currently managed by KwaZulu-Natal (KZN) Province and offers subsidized housing to residents from diverse background. Residents are low income bracket earners and many rely on state disability and pension grants for survival. Kenneth Gardens faces a wide range of social problems such as alcohol, drug abuse, domestic violence, unemployment and limited access to education (Marks 2013:26). Aim: The aim of the study was to determine the food security status, coping strategies, food intake and the nutritional status of the Kenneth Gardens community, which is situated in an urban area in KwaZulu-Natal. Methodology: One hundred and fifty (n=150) randomly selected caregivers participated in the study. The sample size was calculated using a power calculation indicating that 150 participants represent a reliable sample. The sampling procedure was simply random sampling. This study was quantitative and partly qualitative and descriptive in nature therefore, different measuring instruments were used to collect relevant data. The research tools for various variables measurements included; food security questionnaire, anthropometric measurements, a socio-demographic questionnaire, a food frequency questionnaire, and 24-hour recall questionnaires conducted in triplicate. Food security coping strategies were documented through a focus group interview with the Kenneth Gardens community members to determine strategies used to address food scarcity. All participants were weighed and measured to determine body mass index (BMI), classified according to the World Health Organisation (WHO) cut-off points. Data for socio demographic, FFQ, anthropometric measurements, and coping strategies was captured by the researcher on Excel® Spread sheets and analysed by a statistician for descriptive statistics using the Statistical Package for the Social Science (SPSS) version 17.0. Data for the 24-hour recall was captured and analysed by a nutrition professional using the MRC Food Finder® version 3.0 software, based on the South African composition tables. Results: The study population consisted of 150 households, including women (n=122) and men (n=28). The results revealed that the majority of households (52.7%, n=79) were headed by a mother, and only 40% (n=60) of households were headed by a father. Majority (47.3%, n=71) of the participants had completed matric and 7.3% (n=11) had tertiary education. English, (52%, n=78), was the most spoken home language, followed closely by Zulu, (43.3%, n=65). Thirty six percent (n=54) of the participants were unemployed and 26.7% (n=40) were employed; however over, 50% (n=40) of the employed participants were temporary. Twenty eight percent (n=42) of the participants earned less than R3000.00 per month and 31.3% (n=47) earned between R3000.00 and R6000.00 per month. Pensioners were 17.3% (n=26), who therefore received a government grant that ranges between R1500 and R1520 per month depending on the claimant’s age. The average household income was reported as R4429.20. The average number of people in the household was five, which equates to R6.00 per person per day. The results also revealed that 38% (n=57) of the household had a sole contributor to the household income; other households had two contributors (42.7, n=64) and 11.3% (n=17) had three contributors. Urban South Africans tend to purchase food as opposed to growing their own food. A lack of purchasing power results in food insecurity that eventually leads to malnutrition. The majority (56.6%, n=85) of the participants indicated a shortage of money to buy food and this inevitably leads and drive utilisation of coping strategies with high severity rate during periods of food scarcity. Bulk food was purchased once a month by the majority (68%, n=102) of the participants. The most commonly used coping strategy during periods of food scarcity was “Rely on less expensive and preferred food” with the mean score of 4.56 (±SD 2.772). The second used coping strategy was “Reduce the number of meals eaten in a day” with a mean score of 3.85 (±8.163), followed by “Contribute to a food stokvel in order to ensure food over a scarce period” (3.31, ±7.505) and “Restrict consumption by adults in order for small children to eat” (2.24, ±5.333). Utilisation of these food coping indicate a degree of food insecurity. The Body Mass Index (BMI) classification indicated that women had a higher (31.46 ±8.474) BMI than men (26.00±5.445). A total of 26.2% (n =32) women were overweight and 51.7% were obese category I, II and III. The mean BMI for the whole group was (30.44±8.261) which clearly demonstrated obesity. Nonetheless, men were not overweight; however 25% (n=7) were obese category I. Collectively, underweight was prevalent in women (3.3%, n=4) and men (3.6%, n= 1). The Food Variety Score was medium (31.91, ±10.573), which indicated a consumption of 30- 60 individual foods from four to five food groups during the seven day period; however the top 20 foods consumed from the 24-hour recall revealed that the diet was energy dense and the most consumed foods were primarily from the carbohydrate and fat group and a low consumption of fruits and vegetables was reported; hence the nutrient analysis showed a deficient intake of several nutrients, such as: calcium, vitamin A, zinc, vitamin D, vitamin E, vitamin K, zinc, magnesium, phosphorus, selenium and thiamine by both men and women. According to the WHO dietary factor goals, the acceptable macronutrient distribution ranges (AMDRs) and fruit and vegetable intake based on the 24-hour recalls, fat and protein intake exceeded the recommended 15-30 percent goal. Fruit and vegetable intake was very low in comparison to the minimum recommended intake of >400g. Carbohydrates intake for women were within the recommended 55-75 percent; however, men aged 19-50 years (50.70%) and >50 years (53.74%) did not meet the recommended intake. Conclusion: The results of this study reveal that the nutrition status of this community was compromised. The top 20 food intake indicated inadequate eating patterns and that diets comprised of energy dense foods, such as carbohydrates and fats, which could directly be responsible for the high obesity levels of >50% in women and >25% in men. Furthermore, there was low income and a high unemployment rate that proliferates the prevalence of food insecurity, hence the coping strategies reported. Malnutrition exists in communities as a result of food and nutrition insecurity which is affected by a significant number of factors that need to be considered and addressed. Nutrition interventions and nutrition education on a balanced diet, healthier methods of preparing food, and physical activity are required to ensure and improve health status, quality of life and better and sustainable coping strategies for our communities. / M

M.Ed. (Environmental Education) / Please refer to full text to view abstract

Autism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a multiple probe design across participants to examine the effectiveness of a video modeling intervention with in situ video prompting feedback to teach five individuals with ASD to safely navigate a parking lot. Results of the study revealed that all five participants rapidly acquired the targeted skills and the skills were maintained in the absence of the video intervention at one week and two week intervals. Suggestions for further applications of the intervention package and implications for safety instruction are also offered. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

A adolescência é um período de vulnerabilidade para comportamentos de risco. Devido às mudanças físicas e psicológicas da puberdade, a necessidade de experimentar o novo e início do comportamento sexual, o adolescente está mais vulnerável a aquisição de comportamentos como fumar, beber e ter comportamento sexual desprotegido. Para promover a saúde e aumentar a competência psicossocial dos adolescentes, a Organização Mundial de Saúde preconiza o Ensino de Habilidades de Vida. Este programa consiste no ensino de dez habilidades (emocionais, cognitivas e sociais) que aumentam a capacidade dos jovens adotarem comportamentos positivos e adaptativos no cotidiano. São elas: autoconhecimento, lidar com emoções e estresse, comunicação eficaz, relacionamento interpessoal, empatia, pensamento crítico, pensamento criativo, tomada de decisão e resolução de problemas. A literatura aponta que o conjunto dessas habilidades promove a saúde dos adolescentes e previne comportamentos de risco. Este estudo tem o objetivo é avaliar os efeitos do programa Ensino de Habilidades de Vida entre adolescentes vinculados a instituições profissionalizantes, sobre os comportamentos de risco e o locus de controle. Participaram 45 adolescentes de duas instituições no município de Ribeirão Preto, com 24 e 21 participantes em cada uma delas. A faixa etária situava-se entre 14 e 17 anos e 11 meses, a população era predominantemente do sexo masculino e a maioria estudante. Formaram-se oito grupos, quatro por instituição, durante os anos de 2003 e 2004, com média de seis participantes cada. Foram realizados 16 encontros, com freqüência semanal e duração de uma hora e meia em uma, e uma hora na outra instituição. Para avaliar a intervenção, no 4º e 15º encontros foram aplicados dois questionários, um sobre comportamentos de risco para a saúde e a escala de Locus de Controle de Levenson. No 16º encontro, foi realizada uma entrevista em grupo. Do 5º ao 14º encontros foram desenvolvidas as habilidades de vida, uma por encontro. A metodologia utilizada foi interativa e participativa, através de jogos, dramatizações e discussões. As variáveis dependentes eram: comportamentos de risco para o tabaco, álcool, drogas ilícitas, sexo desprotegido, locus de controle e o relato dos participantes sobre os efeitos do programa no cotidiano. Os resultados quantitativos, em ambas as instituições, não demonstraram diferenças estatisticamente significativas entre pré e pós intervenção nos dois instrumentos. A prevalência de uso na vida para o beber e fumar apresentaram-se acima da média nacional. Diminuíram os episódios de beber excessivo e aumentaram as respostas sobre o beber moderado, de 1 a 2 doses por ocasião. Os resultados qualitativos demonstraram que as habilidades de vida relacionadas ao autocontrole ajudam diante de situações de estresse na família, com amigos, na escola e com parceiros. Com relação aos comportamentos de risco, as habilidades mais frequentemente associadas foram tomada de decisão e pensamento crítico. Conclui-se que a aprendizagem cognitiva sobre como utilizar as habilidades de vida pode facilitar respostas mais ajustadas em situações futuras. Nos relatos observa-se mudanças de comportamento como pausar antes de agir, refletir antes de decidir, ouvir com atenção e adotar comportamentos saudáveis para lidar com o estresse. / Adolescence is a period of vulnerabilities for risk behaviors. Because of the physical and psychological changes in puberty, the need to seek novelties and the beginning of sexual behavior, the adolescent is left more vulnerable to begin behaviors like smoking, drinking and having unprotected sex. To promote health and increase the adolescent psychosocial competence, the World Health Organization recommends a program of Life Skills Training. This program consists of ten skills (emotional, cognitive and social) that increase the ability of the youth to adopt positive and adaptive behaviors when confronted with quotidian situations. They are: self-knowledge, dealing with emotions and with stress, effective communication, interpersonal relationships, empathy, critical thought, creative thought, taking decisions and problem resolutions. The literature shows that this group of skills promotes health among adolescents and prevents risk behaviors. The aim of this study is to evaluate the effects of a program of Life Skills Training on risk behavior and Locus of Control among adolescents who attend a professionalizing institution. Forty five adolescents from two institutions in the city of Ribeirão Preto participated in this study, the institutions having 24 and 21 participants respectively. Their ages were between 14 and 17 and 11 months, the population was mostly masculine and the majority was students. They were divided into 8 groups, 4 from each institution, during the years 2003 and 2004, with the mean of 6 participants per group. Sixteen meetings were held, one per week, with durations of one and half hours at one institution and one hour at the other. To evaluate the intervention, at the 4th and 15th meeting two questionnaires were used, one about risk behavior for health and the other a scale of Locus of Control from Levenson. At the 16th meeting a group interview was conducted. Between the 5th and the 14th meeting the Life Skills were developed at the rate of one per meeting. The methodology used was interactive and participative, using games, role-plays and discussions. The dependent variables were: risk behavior for tobacco use, alcohol use, illicit drugs, unprotected sex, Locus of Control and the report of the participants about the effects of the program in their quotidian. The quantitative outcomes, in both institutions, didnt show statistical significant difference between pre and post intervention for any of the instruments. The prevalence of life use for drinking and smoking were above the national mean. Episodes of excessive drinking decreased while responses to moderate drinking increased, about 1 to 2 per occasion. The qualitative results showed that the Life Skills related to self control helped when confronted with stress situations within the family, between friends, in the school and between partners. With relation to risk behaviors, the skills more associated were decision making and critical thought. It was concluded that cognitive learning about how to use the life skills can facilitate responses more adjusted in future situations. In the reports it is possible to observe changes in behaviors such as pausing before acting, reflecting before deciding, an increase in attention span and the adopting of healthy behavior in dealing with stress.