Magister Curationis - MCur / Adolescents account for 20% of the world’s population, and the majority of them are inhabitants of developing countries. Increasing sexual activity amongst adolescents is a public health concern because it can lead to teenage pregnancy which in turn leads to an increase in relative poverty, unemployment, poorer educational achievements (for the adolescent) and poor health of unborn children. Contraceptive use gives females the ability to make informed decisions about their fertility as well as greatly reduce female morbidity and mortality. Despite freely available contraception and accessible reproductive health policies and facilities, a majority of adolescents still report unintended, unplanned pregnancies. The aim of the present study was to describe knowledge, attitudes and practices associated with contraceptives, and the facilitators and barriers that influence contraceptive use amongst adolescent girls in selected public secondary schools in a low-socio-economic community in Cape Town, South Africa. The researcher adopted a quantitative cross-sectional descriptive design – more specifically, a knowledge, attitudes and practices (KAP) survey. The study used a multistage sampling method. The sample size was calculated to be N = 371 (5% confidence interval and a confidence level of 95%).The data collection instrument was a survey in the form of a selfadministered questionnaire with 4 sections that had been adapted for the South African context, from a previously validated instrument. The questionnaire was then pretested and finalised. All data was captured in Microsoft Excel and analysed using SPSS 25.0. The study found that 97% of respondents had knowledge of contraceptives. The 3 most commonly known contraceptives were injection (81.1%), the pill (65.0%) and condoms (61.7%). Their main source of accessing contraceptives was a clinic (86.8%) and the biggest source of contraceptive knowledge was identified as school (82.7%). Their attitudes comprised positive and negative aspects. The respondents did not believe that it was difficult

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This qualitative research project focused on the interviews of 27 low socio-economic students at a research university in the southwestern United States. The students had already withdrawn from the university or were in the process of withdrawing. The study seeks to provide increased understanding of how students negotiate the decision-making process to withdraw from the first university they attended after high school. The theoretical lenses of student departure theories (Astin, 1993; Bean, 1983; Tierney, 1992; and Tinto, 1993) and decision-making theories (Becker, 1976; Frank, 1987; Kahneman, 2003; March, 1994; Scott, 2000) were combined. The Decision-Making Process Model of Student Departure is offered as a new theoretical framework that combines decision-making theories and student retention theories. This conceptualization is unlike other student departure models because it includes the proposition that forces push at the student from within the institution and forces pull them from outside the institution. In addition, it is different from other student departure models because it includes the discussion about how students think about their process to withdraw - it is not meant to describe their behaviors. Financial, academic and psychological stresses (from both within and outside the institution) influenced how the students negotiated the decision-making process to leave the institution. The students did not seek out institutional agents (advisors or faculty members) for advice when they were struggling academically. They developed their own strategies or went to their family members for advice, many of whom had never been to college.

The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.

The purpose of this study was to explore and understand the resilience processes employed by families from a low socio-economic background living in a predominantly black township (Mamelodi). The study further aimed to assess how the participants’ experiences have shaped their perceptions of their society. Walsh’s family resilience framework (2003) served as a conceptual framework for the study. Two grandparent-headed households were selected from an ongoing study at a nongovernmental organisation and drop-in centre in Mamelodi. A qualitative methodology was suitable for this study, because it aims to understand how the participants derive meaning from the social and cultural contexts within which they live. The two focus group discussions were conducted in isiZulu, with a translator present during the grandmothers’ focus group discussion, because one of the grandmothers spoke Xitsonga. The sessions were audio-recorded and later transcribed. The transcripts were analysed using thematic analysis in order to deduce themes that emerged from the participants’ experiences. Based on the results, a better understanding of how families from low socio-economic backbackgrounds develop their resilience was established through the themes that emerged, which were as follows: belief system, flexibility of roles and connectedness, unsupportive environment, and self-empowerment. The results were related to existing literature and Walsh’s family resilience framework. / Dissertation (MEd)--University of Pretoria, 2015. / Educational Psychology / MEd

Raising children is a highly demanding job for any family; the demands are even higher when the child has a disability. The cost of raising a child with a disability is said to be three times higher than that of raising a non-disabled child. Unfortunately, children with disabilities could be born into any family, including the poorest of the poor, who, due to their low socio-economic status, already have less than what is necessary to meet the needs of the non-disabled members. There is limited research into the coping strategies of families raising the children with disabilities in Lesotho, for this reason, the researcher decided to undertake this particular study to feed the curiosity on how families with low socio-economic status managed to raise the children with physical disabilities in this poverty stricken country. Following the Qualitative methodology, the researcher utilised both the purposive and the simple random sampling techniques to select participants from a list provided by the Department of Social Development. A total of ten (10) interviews were conducted with representatives of low socio-economic status families raising children with physical disabilities in the Makaota E12 community council of the Mafeteng district. The study revealed that the majority of families were coping well and that they were generally happy despite the presence of a child with a disability in their homes. The study further revealed a number of factors that played a role in determining the coping ability of each family; these include availability of the support structures and the severity of the child's disability. Finally, the study raised a need for post diagnosis counselling and educational campaigns intended to equip the families of children with physical disabilities with relevant skills and information they require to assist the children to develop to their full potential. The study further raised a need for broader research into the lives of children living with disabilities and their families, for better understanding of the area and for improved service delivery. / Mini Dissertation (MSW)--University of Pretoria, 2016. / Social Work and Criminology / MSW / Unrestricted

The purpose of the study was to explore and understand how orphaned adolescents in grandparent-headed households achieve healthy functioning and how they rise above unfavourable circumstances. In exploring and gaining understanding, the research was approached from an interpertivist stance as it entails an inductive qualitative enquiry suitable to gaining a better understanding of the experiences and perceptions of orphaned adolescents. A qualitative methodological design was followed to ensure that the research questions could be answered. Purposive sample selection was used to select participants for this research study. The sample included nine adolescent orphans who reside in grandparent-headed households and are affiliated with Stanza Bopape Community Centre. Data collection included biographical questions, focus group interview and semi-structured interviews. Five of the nine participants took part in a focus group interview and the remaining four participated in individual semi-structured interviews. All interviews were conducted and transcribed by the researcher. Inductive thematic analyses was utilised to identify themes which emerged from the data. The themes which emerged were: the person I am, the supportive roles in parenting, role models in my life, things that are important to me, the future in me. These themes reflect the factors which contribute to the participants’ resilience and can be deduced as the mediating factors which assist them in achieving healthy functioning. The risks identified are aligned with residing in a township and attending a township school, however these risks were not experienced as demotivating adversities for the participants. They rather viewed them as motivating factors to achieve a better future. Bronfenbrenner’s bio-ecological theory served as the theoretical foundation for the study and it emerged that factors which contribute to the orphaned adolescents’ resilience (maintaining factors) come from various systems. Based on the findings of the study it can be concluded that orphaned adolescents residing in grandparent-headed households, although generally of low socio-economic status, are aware of their challenges and utilise certain processes to strengthen their resilience and overcome their challenges. / Dissertation (MEd)--University of Pretoria, 2018. / Educational Psychology / MEd / Unrestricted

Caregivers of children with Complex Communication Needs from low socio-economic  backgrounds are deprived of facilities for communication training. As a result, they struggle to communicate with their children even for activities of daily living. This study focuses on how professionals help such parents to communicate with their non-verbal children. Also, it looks into the condition of parents and the facilitators and the barriers professionals face while working in such situations. To conduct the study qualitative study design with an interview method was chosen. Data were collected from seven participants who are special educators. The results revolves around various themes related to the aim. The main results deal with the burden of caregivers, their motivation level, issues related to lack of training, building rapport with parents, the role of parents, and teaching basics. Studying the barriers and facilitators of professionals identified changes in children, parents' positive attitude, regular follow-up, mother as a caregiver, and other support services as facilitators. Barriers were focused on lack of changes, negative attitudes, grandparents as caregivers, hygiene, transportation, and workload. The results indicate that issues were rooted in low socio-economic backgrounds and the need to provide extra support for caregivers to communicate effectively with their children.

The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work to increase student performance in all academic areas, educators must identify the needs of each sub-group of students they services and determine which instructional practices meet their unique needs. Students living in poverty enter school with a distinctive set of needs and therefore require instructional practices that meet these needs. The researcher in this study strived to identify instructional practices that were being used in high and low performing Title I schools and compared the similarities and differences between the practices. Data reported from the study might inform school leaders regarding what instructional practices are effective when working in schools with high concentrations of students living in poverty. This qualitative study of four Title I eligible schools in an urban district in southeastern Virginia, involved interviews and focus groups. Interviews and focus groups focused on instructional practices (strategies, programs, and other factors) that influence academic achievement of students in high and low performing Title I eligible schools. Findings revealed that high performing Title I schools used student performance data to drive instruction; focused on teaching students enriching vocabulary; used the strategies of note taking, explicit instruction, similarities and differences, nonlinguistic representation, graphic organizers, and cooperative learning; conducted mentorship programs for teachers and students; utilized computer based instructional programs with fidelity; believed in their students and cared about their students; provided professional development to teachers; and implemented student reward/recognition programs. / Ed. D.

This thesis examines the ways in which public sector organisations communicate with people from lower socio-economic communities. The study is guided by the research question: Do the existing communication strategies of public sector organisations serve the needs of low decile communities in New Zealand? The study looks at the communication strategies used by three public sector organisations - Ministry of Social Development, Inland Revenue and Hamilton City Council - to interact with residents of a low-decile neighbourhood in Hamilton. Positioned within the critical theoretical paradigm (e.g., Deetz, 2005; Mumby, 2000) which looks at issues of power, domination and asymmetry in terms of communication practices, the research shows how social policy is socially constructed in order to serve the political aims of the public sector but is not necessarily constructed in terms of the target publics of that organisation. The study uses a three dimensional discourse analysis - text, context, and social practices (Fairclough, 1992) - to analyse the formal communication and information dissemination structures, processes, and texts of these organisations and to examine the ways in which some of the intended target publics of these organisations make sense of them and respond to them. The study includes an analysis of public documents put out by the organisations as well as interviews with youth workers, social workers, and representatives of the specific neighbourhood community. Juxtaposing the textual analysis with the analysis of the interviews facilitates an evaluation of whether the communication strategies of the organisations relate to the context of the socio-cultural practices of lowdecile neighbourhoods.