In recent years there has been an increase in the number of children committing extreme acts of violence prompting many schools to adopt and implement character education programs. Character education has been defined as educating students to understand, act upon, and care about universal virtues like respect, truthfulness, responsibility, and caring. There are many character education programs available from which a school's staff can choose. The LIFESKILLS and Lifelong Guidelines program is one that focuses on producing a caring community of responsible citizens for life. The purpose of this qualitative case study was to evaluate the perceptions of students, teachers, and parents regarding the value of a character education program that was implemented in 2003 at a public elementary school located in a small urban area in East Tennessee. In order to gather data, teachers and students participated in one-on-one interviews and parents completed openended surveys. The findings from this study suggested that the LIFESKILLS and Lifelong Guidelines program has had a positive effect on the school participating in the study. Students explained that the program has helped them and that they use the LIFESKILLS and Lifelong Guidelines at home and school. Teachers perceived the program to be a beneficial addition to the school’s curriculum. Parents perceived the program as valuable and reported their children discussing the LIFESKILLS and Lifelong Guidelines at home. The teacher and parent participants gave several 3 suggestions for improving the program including: further staff development, additional information being sent to parents, and meeting the goal of having consistent use and implementation of the program on a school-wide basis.

The study comprehensively analysed the impact of primary prevention services for reproductive health in the environment within which the adolescents grow towards life skills ecquisition and positive behavior patterning. The availability, accessibility and the effectiveness of adolescents' accompaniment in Soshanguve Township by certain caregivers were assessed. Unstructured observations, review of documents, questionnaire and semi-structured interviews were used for data collection. The results revealed the least support by parents and churches to accompany the adolescents and the inaccessibility of specialised center to the disadvantaged. The continued lack of knowledge and life-skills perpetuated the onset of reproductive problems. The lack of programmes to equip care providers on how to improve communication during care provision was a major setback. There is a great need for the erection of special care centers for adolescents. / Health Studies / M.A. (Nursing Science)

Summaries in English and Afrikaans / In elke samelewing kan die jeug as 'n opsigselfstaande groep geldentifiseer word. Die unieke eienskappe van die jeugfase lei tot die ontstaan· van konstruktiewe of subkulturele jeuggroeperinge en destruktiewe of kontrakulturele jeuggroeperinge. Sub- en kontrakulturele jeuggroeperinge oefen 'n direkte invloed op die onderwys en opvoeding van die jeug uit. 'n Ondersoek na die faktore wat aanleiding gee tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge is in die lig daarvan van dwingende belang. 'n Analise van die stambegrippe kultuur, subkultuur en kontrakultuur is 'n voorvereiste vir die begryp en verstaan van die tema ter sprake. Kultuur is die somtotaal van menslike betrokkenheid in sy materiele en nie-materiele wereld. Hierdie betrokkenheid lei tot kultuurvorming. Die vorming, oordrag en verandering van kultuur bet 'n bepaalde gesindheidsverandering by individue tot gevolg. Die nie-konfonnering met kultuurverandering het die fonnulering van 'n altematiewe of subkulturele stel waardes en nonne tot gevolg. 'n Subkultuur kan beskryf word as enige segment van die dominante kultuur waarvan die waarde en normstruktuur van die dominante kultuur verskil, maar nie in konflik daarmee is nie. Die algehele afwysing of pogings tot die omverwerp van dominante waardes en nonne het kontrakulturele waardes en norme tot gevolg. Sub- en kontrakulturele jeuggroeperinge is eiesoortig van aard. Subkulturele jeuggroeperinge funksioneer met gemak in die dominante kultuur. Kontrakulturele jeuggroeperinge word deur die dominante kultuur as 'n bedreiging beskou. Die faktore wat tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge in Suid-Afrika aanleiding gee, kan kortliks saamgevat word as: politieke omstandighede, ideologiese invloede, ekonomiese, demografiese, sosiale (waaronder 'n gedepriveerde sosiale omgewing en huislike faktore, gesinsgrootte, enkelouergesinne, gesagskrisis, generasiekonflik en religieuse faktore), kulturele vervreemding en onderwyskundige faktore. Kontrakulturele jeuggroeperinge wat op geweld uitloop, bet 'n destruktiewe invloed op die fisiese en psigiese omgewing van die skool, die medeleerlinge, die gesagsdraers en die leeromgewing. Desnieteenstaande staan die skool in 'n ideate posisie ten opsigte van die identifisering, rehabilitering en akkommodering van kontrakulturele jeuggroeperinge en die onderrig van lewensvaardighede waardeur anti-normatiewe gedrag afgewys kan word. / In every society the youth can be identified as a separate group. The unique characteristics of the youth phase results in constructive or subcultural youth groupings, as well as destructive or countercultural youth groupings. Sub- and countercultural groupings exert a direct influence on the instruction and education of the youth. An investigation of the factors giving rise to the development of sub- and countercultural youth groupings is therefore imperative. An analysis of the key concepts of culture, subculture and counterculture is a prerequisite for the comprehension of the theme at issue. Culture is the sum total of people's involvement in their material and nonmaterial world. This involvement generates culture. Culture, and the forming, transmission and change of culture results in a change of mindset in individuals. Nonconformity with cultural change results in the formulation of an alternative or subcultural set of values and norms. A subculture can be defined as any segment of the dominant culture that subscribes to a set of values and norms that differ from, but are not in conflict with, those of the dominant culture. Complete rejection of, or attempts to overthrow dominant values and norms result in the formation of countercultural values and norms. Sub- and countercultural youth groupings are unique. Subcultural youth groupings function with ease in the context of the dominant culture. Countercultural youth groupings are perceived as a threat by the dominant culture. The factors leading to the origin and development of sub- and countercultural youth groupings in South Africa can be briefly summarised as: political circumstances, ideological influences, economic, demographic and social influences (including a deprived social environment and domestic factors, family size, single-parent families, authority crises, generation conflict and religious factors), cultural alienation and educational factors. Countercultural youth groupings that resort to violence have a destructive influence on the physical and psychic school environment, on fellow pupils, on office-bearers and on the learning environment. Despite all this, however, the school is ideally placed to identify, rehabilitate and accommodate countercultural youth groupings and to provide instruction in life skills with a view to expelling antinormative behaviour. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Multikulturele onderwys is die uitkoms van demokratiseringstendense wereldwyd. Die Verenigde State van Amerika, Zimbabwe en die Republiek van Suid-Afrika is as eksemplare geselekteer om die wordingsgang van multikulturele onderwys te ondersoek. Die wordingsgang toon duidelike ooreenkomste met die wordingsgang van gesegregeerde, monokulturele onderwysstelsels. Weerstand teen die eksklusiewe aard van monokulturele onderwys het uitgeloop op die ontwikkeling en implementering van multikulturele onderwys. In die Verenigde State van Amerika word die implementering van multikulturele onderwys wetlik afgedwing. Multikulturele onderwys in Zimbabwe word nie s6 intensiefverreken nie. In die onderwys van Zimbabwe val die klem oorwegend op Afrikanisering en lewensvoorbereiding en daarna op die optimale hantering van kultuurdiversiteit. Onderwys in die Republiek van Suid-Afrika is steeds gesegregeer en hoofsaaklik monokultureel. Dit blyk uit die beleidsdokumente van onderwysbelanghebbendes dat 'n toekomstige onderwysbedeling dieselfde weg as die in Zimbabwe gaan volg. Die onderrig van samelewingsvaardighede word as prioriteit gestel. / Multicultural education is the consequence of universal trends towards democratisation. The United States of America, Zimbabwe and the Republic of South Africa were selected as exemplars to investigate the emergence of multicultural education. There are distinct similarities between this process and that of the development of segregated monocultural education systems. Opposition to the exclusive nature of monocultural education resulted in the establishment and implementation of multicultural education. In the United States of America multicultural education is enforced by legislation. Multicultural education in Zimbabwe is not applied as stringently. Zimbabwe's educational model emphasises Africanisation and the preparation for life, also proficiency in dealing with cultural diversity. Education in the Republic of South Africa remains segregated and predominately monocultural. From the policy documents of those parties interested in education it seems that any future educational dispensation will follow a course similar to that of Zimbabwe. The teaching of societal skills enjoys precedence. / Educational Studies / M. Ed. (Historical Education)

The study comprehensively analysed the impact of primary prevention services for reproductive health in the environment within which the adolescents grow towards life skills ecquisition and positive behavior patterning. The availability, accessibility and the effectiveness of adolescents' accompaniment in Soshanguve Township by certain caregivers were assessed. Unstructured observations, review of documents, questionnaire and semi-structured interviews were used for data collection. The results revealed the least support by parents and churches to accompany the adolescents and the inaccessibility of specialised center to the disadvantaged. The continued lack of knowledge and life-skills perpetuated the onset of reproductive problems. The lack of programmes to equip care providers on how to improve communication during care provision was a major setback. There is a great need for the erection of special care centers for adolescents. / Health Studies / M.A. (Nursing Science)

Summaries in English and Afrikaans / In elke samelewing kan die jeug as 'n opsigselfstaande groep geldentifiseer word. Die unieke eienskappe van die jeugfase lei tot die ontstaan· van konstruktiewe of subkulturele jeuggroeperinge en destruktiewe of kontrakulturele jeuggroeperinge. Sub- en kontrakulturele jeuggroeperinge oefen 'n direkte invloed op die onderwys en opvoeding van die jeug uit. 'n Ondersoek na die faktore wat aanleiding gee tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge is in die lig daarvan van dwingende belang. 'n Analise van die stambegrippe kultuur, subkultuur en kontrakultuur is 'n voorvereiste vir die begryp en verstaan van die tema ter sprake. Kultuur is die somtotaal van menslike betrokkenheid in sy materiele en nie-materiele wereld. Hierdie betrokkenheid lei tot kultuurvorming. Die vorming, oordrag en verandering van kultuur bet 'n bepaalde gesindheidsverandering by individue tot gevolg. Die nie-konfonnering met kultuurverandering het die fonnulering van 'n altematiewe of subkulturele stel waardes en nonne tot gevolg. 'n Subkultuur kan beskryf word as enige segment van die dominante kultuur waarvan die waarde en normstruktuur van die dominante kultuur verskil, maar nie in konflik daarmee is nie. Die algehele afwysing of pogings tot die omverwerp van dominante waardes en nonne het kontrakulturele waardes en norme tot gevolg. Sub- en kontrakulturele jeuggroeperinge is eiesoortig van aard. Subkulturele jeuggroeperinge funksioneer met gemak in die dominante kultuur. Kontrakulturele jeuggroeperinge word deur die dominante kultuur as 'n bedreiging beskou. Die faktore wat tot die ontstaan en ontwikkeling van sub- en kontrakulturele jeuggroeperinge in Suid-Afrika aanleiding gee, kan kortliks saamgevat word as: politieke omstandighede, ideologiese invloede, ekonomiese, demografiese, sosiale (waaronder 'n gedepriveerde sosiale omgewing en huislike faktore, gesinsgrootte, enkelouergesinne, gesagskrisis, generasiekonflik en religieuse faktore), kulturele vervreemding en onderwyskundige faktore. Kontrakulturele jeuggroeperinge wat op geweld uitloop, bet 'n destruktiewe invloed op die fisiese en psigiese omgewing van die skool, die medeleerlinge, die gesagsdraers en die leeromgewing. Desnieteenstaande staan die skool in 'n ideate posisie ten opsigte van die identifisering, rehabilitering en akkommodering van kontrakulturele jeuggroeperinge en die onderrig van lewensvaardighede waardeur anti-normatiewe gedrag afgewys kan word. / In every society the youth can be identified as a separate group. The unique characteristics of the youth phase results in constructive or subcultural youth groupings, as well as destructive or countercultural youth groupings. Sub- and countercultural groupings exert a direct influence on the instruction and education of the youth. An investigation of the factors giving rise to the development of sub- and countercultural youth groupings is therefore imperative. An analysis of the key concepts of culture, subculture and counterculture is a prerequisite for the comprehension of the theme at issue. Culture is the sum total of people's involvement in their material and nonmaterial world. This involvement generates culture. Culture, and the forming, transmission and change of culture results in a change of mindset in individuals. Nonconformity with cultural change results in the formulation of an alternative or subcultural set of values and norms. A subculture can be defined as any segment of the dominant culture that subscribes to a set of values and norms that differ from, but are not in conflict with, those of the dominant culture. Complete rejection of, or attempts to overthrow dominant values and norms result in the formation of countercultural values and norms. Sub- and countercultural youth groupings are unique. Subcultural youth groupings function with ease in the context of the dominant culture. Countercultural youth groupings are perceived as a threat by the dominant culture. The factors leading to the origin and development of sub- and countercultural youth groupings in South Africa can be briefly summarised as: political circumstances, ideological influences, economic, demographic and social influences (including a deprived social environment and domestic factors, family size, single-parent families, authority crises, generation conflict and religious factors), cultural alienation and educational factors. Countercultural youth groupings that resort to violence have a destructive influence on the physical and psychic school environment, on fellow pupils, on office-bearers and on the learning environment. Despite all this, however, the school is ideally placed to identify, rehabilitate and accommodate countercultural youth groupings and to provide instruction in life skills with a view to expelling antinormative behaviour. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Multikulturele onderwys is die uitkoms van demokratiseringstendense wereldwyd. Die Verenigde State van Amerika, Zimbabwe en die Republiek van Suid-Afrika is as eksemplare geselekteer om die wordingsgang van multikulturele onderwys te ondersoek. Die wordingsgang toon duidelike ooreenkomste met die wordingsgang van gesegregeerde, monokulturele onderwysstelsels. Weerstand teen die eksklusiewe aard van monokulturele onderwys het uitgeloop op die ontwikkeling en implementering van multikulturele onderwys. In die Verenigde State van Amerika word die implementering van multikulturele onderwys wetlik afgedwing. Multikulturele onderwys in Zimbabwe word nie s6 intensiefverreken nie. In die onderwys van Zimbabwe val die klem oorwegend op Afrikanisering en lewensvoorbereiding en daarna op die optimale hantering van kultuurdiversiteit. Onderwys in die Republiek van Suid-Afrika is steeds gesegregeer en hoofsaaklik monokultureel. Dit blyk uit die beleidsdokumente van onderwysbelanghebbendes dat 'n toekomstige onderwysbedeling dieselfde weg as die in Zimbabwe gaan volg. Die onderrig van samelewingsvaardighede word as prioriteit gestel. / Multicultural education is the consequence of universal trends towards democratisation. The United States of America, Zimbabwe and the Republic of South Africa were selected as exemplars to investigate the emergence of multicultural education. There are distinct similarities between this process and that of the development of segregated monocultural education systems. Opposition to the exclusive nature of monocultural education resulted in the establishment and implementation of multicultural education. In the United States of America multicultural education is enforced by legislation. Multicultural education in Zimbabwe is not applied as stringently. Zimbabwe's educational model emphasises Africanisation and the preparation for life, also proficiency in dealing with cultural diversity. Education in the Republic of South Africa remains segregated and predominately monocultural. From the policy documents of those parties interested in education it seems that any future educational dispensation will follow a course similar to that of Zimbabwe. The teaching of societal skills enjoys precedence. / Educational Studies / M. Ed. (Historical Education)

All adolescents are vulnerable to get involved in risky sexual behavior but the adolescent in a children’s home is more vulnerable due to excessive pressure from the peer group, dysfunctional family involvement and the high occurrence of sexual abuse. A high number of children in children’s homes were exposed to serious trauma before being admitted to a children’s home and this influences their view of the world and the frame of reference through which problems and challenges are approached. In the children’s home sex education form part of lifeskills programmes that are presented by the social workers. Lifeskills programmes are usually presented to groups and sex education includes information on reproduction and sexually transmitted diseases. The sex education programmes presented by the children’s home and schools do not seem to change the adolescent’s attitude and behavior in terms of sexual aspects. It is necessary to take the adolescent’s needs in terms of sex education into consideration since the adolescent’s search for independence also creates a need to be able to have input in decisions that influences her life. The goal of this research project was to determine the needs of adolescent girls in a children’s home regarding sex education. To achieve this goal a thorough literature study was performed with regard to the developmental needs of adolescents and specifically the developmental needs of adolescents in a children’s home. An investigation was also done on the history of sex education in South Africa and the need for sex education today. The current programmes and sources regarding sex education in South Africa were investigated and information was obtained on the sex education of the child in the children’s home. The researcher attempted to fill the gaps in the literature regarding the needs of adolescents regarding sex education by means of an empirical study. Qualitative information collection techniques were used, namely semi-structured interviews. The empirical study took the form of one-on-one interviews with the assistance of a semi-structured interview schedule with 11 adolescent girls in a children’s home. The respondents were selected by using purposive sampling. The collective case study was utilised as the research strategy since the study focused on understanding a specific social issue (sex education) in a specific population (adolescent girls in the Abraham Kriel Maria Kloppers Children’s Home). Through this the researcher came to the conclusion that adolescent girls in a children’s home have many needs regarding sex education and these needs were identified. Recommendations were made with reference to the conclusions formed that would enable professionals to develop programmes on sex education that are based on the needs of adolescent girls in a children’s home. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / MSD (Play Therapy) / unrestricted