The purpose of this study was to identify and describe factors that affect the utilisation of antenatal services by pregnant adolescents in Muheza district, Tanzania. Quantitative, descriptive study was used. The Andersen and Newman Framework of Health Services Utilisation were used as a conceptual framework. The study population consisted of 235 adolescents who delivered in the Muheza district while attending postnatal clinics and health centres providing reproductive health services between January 2012 and March 2012. The findings revealed a high percentage of under- utilisation of ANC due to low level of education, low individual and household income, inadequate knowledge about sexuality and poor attitudes towards reproductive health services as exemplified by low prevalence of contraceptive use. The distance from clinic, the use of family planning methods, source of antenatal care and having more than four children under 16 years were associated with adequate utilisation of antenatal services. Recommendations were made to promote antenatal services usage by pregnant adolescents in Tanzania. / Health Studies / M.A. (Public Health)

It is not an uncommon feature anymore to find young mothers in Venda secondary schools busy with their studies. These young mothers, referred to as schoolgirl mothers in this investigation, do however, battle in general with their studies and experience problems different from those of ordinary schoolgirls. It was, therefore, decided to launch an investigation into the problems related to the learning situation of such schoolgirl mothers. The formation of relationships by the adolescent has been used as a point of departure for this study. Contrary to expectations, the empirical investigation has revealed that schoolgirl mothers maintain basically good relationships with themselves, their studies and others. On the other hand, their academic achievements are significantly lower than those of ordinary schoolgirls. Further research is necessary to shed more light on the situatedness of schoolgirl mothers in general and in Venda secondary schools in particular. / Psychology of Education / M. Ed. (Psychology of Education)

The aim of this study was to explore the psychological effects of termination of pregnancy by choice amongst adolescents within the ages of 18 to 21 years. Exploratory, contextual, qualitative design was used to determine the psychological effects of termination of pregnancy by choice amongst adolescents. Purposive sampling method as well as snowballing were used to select participants for the study. Data collection was done through in-depth, one-on-one, face-to-face interviews, using a semi-structured interview guide. The study highlighted that adolescents who seek abortion are unmarried and mostly still studying. The results revealed that adolescents experience mental ill health after termination of pregnancy due to feelings of guilt. All participants stated that abortion is murder of a life person and that it is a bad thing to do. The study revealed that counselling that is done before TOP focuses on the procedure of TOP. There is need for a holistic approach to counselling. As a guide, policy makers need to specify the mandatory counselling in the Choice on Termination of Pregnancy Act (Act No 92 of 1996). / Health Studies / M.A. (Nursing Science)

As female adolescents go through the transition phase of adolescence, they respond to a variety of factors influencing their sexual development, for instance, cultural practices, socioeconomic status, media exposure, internet access, increased autonomy to explore their sexuality, as well as quality of care, guidance and supervision by primary caregivers. If they do not get enough guidance from caregivers, teachers or medical clinics, adolescents often fall pregnant. The consequences of unexpected pregnancies prove to be negative on intrapersonal as well as interpersonal levels. There is a need to reduce such pregnancies to give adolescents a better chance in life and to enhance optimal development on individual, social, emotional and moral levels. This study explored female adolescents’ experiences and perceptions of teenage pregnancy in Belfast, Mpumalanga, in South Africa. The researcher tried to make a positive contribution towards reducing the incidence of teenage pregnancy in South Africa, especially in rural, farm and semi-urban settings, through an inductive study of African female adolescents in selected secondary schools. Data were collected through individual in-depth audio-recorded semi-structured interviews with 20 African adolescent girls who were purposefully selected for the study. The researcher used Tesch’s method of analysis to analyse the data collected and to deduce themes and categories. Adolescents mostly fell pregnant, because of changes in sexual interest, emotional experiences, social development dynamics, adolescent thinking patterns and failure to use contraceptives. Teenage pregnancy affected the life-world of adolescents by influencing negatively on their physical health, psycho-emotional wellbeing, moral behaviour, social and school lives. The researcher established that the adolescents, their families, communities and society would continue to face the adverse outcomes of teenage pregnancy if the rates of teenage pregnancy remained unabated. The study therefore recommended collaborative efforts of adults in various governmental and private spheres for prevention of teenage pregnancy and for support of adolescent mothers and their babies during and after early-unexpected pregnancies. Some of the recommendations were: national awareness campaigns to curb teenage pregnancies; the review of the Life Orientation curriculum by the Department of Basic Education; the re-orientation of health delivery services; the positive inputs of teachers and schools; and a re-orientation of the responsibilities of primary caregivers and other adults / Psychology of Education / D. Ed. (Psychology of Education)

Abstract in English, Venda and Sotho / Within the last decade, the level of teenage pregnancy in Southern Africa has been on the increase and as a result, is being seen as a major social problem. This study, which is a dissertation of limited scope, investigates the teaching and learning challenges of teenage mother learners at secondary schools in the Vhembe District in Limpopo. This study is classified as qualitative research within a case study design. A convenience sampling method was applied in order to select teachers and teenage mother learners for participation in the study resulting in five teachers and five teenage mother learners participating in the study Participants were interviewed using in-depth interviews. Participant observation and document analysis were other research methodologies included in the data collection process. Participant observation assisted in gathering data in relation to how mother learners interacted with teachers and other peers in class and in the school environment and document analysis was conducted by means of perusing formal records, such as attendance registers, class tests and examination results, medical records, and involvement in extramural activities. Qualitative data analysis was used in order to analyse data collected which resulted in themes and sub-themes emerging. The findings revealed that teenage pregnancy has a detrimental effect on girls’ schooling with school attendance and absenteeism affecting performance resulting in poor results and even drop out. Additional factors such as lack of financial support, physical and emotional support from family and friends as well as stigmatisation, discrimination and exclusion have a negative effect on learning. Teachers tend to lack the necessary knowledge and skills in dealing with teenage mother learners and are not supported with counselling programmes. Recommendations suggest that teachers are equipped with special skills to deal with teenage mother learners and that learners at school are made more aware of the dangers of early pregnancy and its effects on their education through various programmes. / Ngudo iyi, ya desithesheni ya tshikoupu tsho pimiwaho, i khou ṱoḓisisa nga ha khaedu dza u funza na u guda kha vhagudi vha vhana vha re vho mme zwikoloni zwa sekondari Masipalani wa Tshiṱiriki tsha Vhembe, Limpopo. Ngudo iyi yo khethekanywa sa ṱhoḓisiso ya khwaḽithathivi. Kha pulane na nzudzanyo ya ṱhoḓisiso, ngudo iyi yo itwa zwikoloni zwa sekondari kha Masipala wa Tshiṱiriki tsha Vhembe, tshine tsha wanala kha vundu ḽa Limpopo. Kuitele kwa vhukhethatsumbonanguludzwa kwo teaho kwo shumiswa u itela u nanga vhadededzi na vhagudi vha vhana vha re vho mme u itela u dzhenelela kha inthaviwu. U dzhenelela nga u tou sedza na u saukanya ḽiṅwalo o vha maṅwe maitele a ṱhoḓisiso o katelwaho kha kuitele kwa u kuvhanganya data. Vhadededzi na vhagudi vha vhana vha re vho mme vho inthaviwiwa hu tshi khou shumiswa inthaviwu dzo fhelelaho. Ṱhoḓisiso ya khwaḽithethivi kha u dzhenelela nga vhusedzi yo itwa u itela u kuvhanganya data zwi tshi elana na uri vhagudi vha vhana vha re vho mme vha shumisana hani na vhadededzi na dziṅwe thangana dza murole kiḽasini na kha vhupo ha tshikolo Tsha u fhedzisela. U saukanywa ha ḽiṅwalo ho itwa nga nḓila ya u ṱola rekhodo dza fomaḽa, dzi ngaho ridzhisiṱara ya maḓele tshikoloni, mulingo wa kiḽasini na mvelelo dza mulingo, rekhodo dza mutakalo, na u dzhenelela kha nyitelwannḓa na thandela dza mveledziso ya tshitshavha. Vhadededzi vhaṱanu na vhagudi vha vhana vha re vho mme vhaṱanu vho dzhenelela kha ngudo iyi. Musaukanyo wa data wa khwaḽithithathivi wo shumiswa u itela u saukanya data yo kuvhanganyiwaho nga tshifhinga tsha inthaviwu dzo fhelelaho na data ya u sedza ya mudzheneli / Nyakišišo ye, yeo e lego disetheišene ya sekoupu se se lekantšwego, e nyakišiša ditlhohlo tša go ruta le go ithuta tša baswa ba baithuti ba e lego bommago bana dikolong tša sekontari ka Mmasepaleng wa Selete sa Vhembe, Limpopo. Nyakišišo ye e hlophilwe bjalo ka nyakišišo ya khwalithethifi. Ka gare ga peakanyo ya kheisesetati, nyakišišo ye e dirilwe dikolong tša sekontari ka gare ga Mmasepala wa Selete sa Vhembe, wo o lego profentsheng ya Limpopo. Mokgwa wa maleba wa go dira sampole o dirišitšwe go kgetha barutiši le baswa ba baithuti ba e lego bommago bana go kgathatema dipoledišanong. Tlhokomelo ya mokgathatema le tshekatsheko ya tokomane e be e le mekgwa ye mengwe ya dinyakišišo ye e akareditšwego ka gare ga tshepetšo ya kgoboketšo ya datha. Barutiši le baswa ba baithuti ba e lego bommago bana ba boledišane ka go šomiša dipoledišano tše di tseneletšego. Nyakišišo ya khwalithethifi ka gare ga tlhokomelo ya mokgathatema e dirilwe go kgoboketša datha mabapi le ka fao baswa ba baithuti ba e lego bommago bana ba bego ba amana le barutiši le dithaka tša bona ka phapošing le ka tikologong ya sekolo. Sa mafelelo, tshekatsheko ya tokomane e dirilwe ka go šomiša direkote tša semmušo go hlahloba, go swana le diretšistara ya batlasekolong, diteko tša ka phapošing le dipoelo tša tlhahlobo, direkote tša kalafo, le kgathotema dipapading tsa sekolo le diprotšeke tša tlhabollo ya setšhaba. Barutiši ba bahlano le baswa ba baithuti ba e lego bommago bana ba bahlano ba kgathile tema ka nyakišišong ye. Tshekatsheko ya datha ya khwalithethifi e šomišitšwe go sekaseka datha ye e kgobokeditšwego nakong ya dipoledišano tše di tseneletšeng le datha ya tlhokomelo ya mokgathatema. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Teenage pregnancy in South African schools poses a serious management and leadership challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province. A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy. / Educational Management and Leadership / M. Ed. (Education Management)

Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.

Text in English / Learner pregnancy in secondary schools of South Africa is a public health problem that requires the involvement of parents, teachers and health workers in order to promote maternal and child health and retain learners in school. The aim of this study was to explore and describe the experiences of teachers, parents and pregnant learners regarding facilitation of health for pregnant learners and then develop a model to facilitate social support for pregnant learners attending secondary schools in order to attain and maintain health for the mother and her newborn baby and prevent school dropout. A qualitative, exploratory, descriptive and contextual theory generating study was conducted using semi-structured interviews to collect data from ten pregnant learners, ten teachers and five parents who were purposely selected and voluntarily participated. Data was analysed using Tesch’s open coding method where six themes emerged. The themes were then discussed with literature control. The findings revealed that pregnancy amongst secondary school learners in Limpopo Province is a challenge to teachers, parents and pregnant learners regarding social support for pregnant learners to continue attending school and remaining healthy. A concept analysis was performed and revealed facilitation of social support as the main concept, and then other concepts related to it were identified and classified. The model was developed through the steps of theory generation and was then submitted to a panel of experts for evaluation who found it useful to nursing practice and society in general. The model promotes interaction between the role players in education to address learner pregnancy and can also be useful in addressing other challenges in the schools. It is facilitated by a school health nurse but can also be facilitated by a teacher or a social worker in cases where a school health nurse is not available. The guidelines for the implementation of the model were formulated and described. Pregnant learners, as recipient of social support, should submit themselves to the support offered by the social network and communicate their needs openly to the professional nurse, their parents and teachers, so that they can receive adequate social support. / Health Studies / D. Litt. et Phil. (Health Studies) / 1 online resource (xv, 206 pages) : illustrations (some color), maps (some color)

Teenage pregnancy in South African schools poses a serious management and leadership challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province. A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy. / Educational Leadership and Management / M. Ed. (Education Management)

Teenage pregnancy is a global problem and its prevalence in South Africa poses a serious concern to the government, health workers, parents, teachers, communities, and social workers in particular. As such, social work services are crucial in assisting pregnant teenagers to be self-reliant. Social workers employ three primary methods of social work practice when providing services to pregnant teenagers, namely casework, group work, and community work. This study sought to explore social work services for pregnant teenagers. A qualitative research method using an exploratory, descriptive, and contextual research design was employed to gather data from 12 social workers working in both rural and urban settings in the Capricorn District, Limpopo Province. A non-probability, purposive sampling method was used to select a sample. Data was collected by means of semi-structured interviews, consisting of a list of open-ended questions included in an interview guide. Data was also analysed following Tesch eight steps while Lincoln and Guba’s model was used for data verification. There are several stumbling blocks to effective service delivery, such as complex social problems experienced by pregnant teenagers, lack of formal and informal support, high caseloads, lack of resources, and little cooperation from other disciplines and agencies. Based on these findings, recommendations are made for education, practice, policy, and further research in an attempt to provide solutions to these challenges. / Social Work / M.A. (Social Science)