This study investigated the causes and manifestation of aggression among secondary school learners. Aggression was defined. Various theories of aggression were discussed. From the literature study, nine hypotheses were developed. The study used a quantitative approach by means of a survey design. The research site was a rural, secondary school. A closed-ended questionnaire was used as data collection tool. Only learners were involved as respondents. The impact of various moderator variables was considered. The study discovered that aggressive behaviour is not confined to a specific gender. Above all, female aggression is on the rise. Possible causative factors were confirmed and risk factors were identified. Recommendations were made in line with the findings based on the empirical results. Limitations of the study were also pointed out. / Education Studies / M. Ed. (Inclusive Education)

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: “… education must seek to help pupils become morally just individuals” (Waghid, 2004b:535). South Africa, as a fairly young democracy, faces many challenges. Education of its youth into adults that can fulfil their obligations in a democratic society is but one of these challenges. A democracy can only be successful when a country’s citizens internalise basic values such as mutual respect and responsibility. Newspapers and news reports unfortunately tell of increasing moral decay amongst the youth of South Africa. In this research, various models of value education are critically evaluated in order to determine the best model for establishing values in the youth. Character education is discussed as a balanced and comprehensive approach to value education, and critical comments on the Manifesto on Values, Education and Democracy attempt to show its relevance for value education in practice. The increase in social problems such as poverty, single-parent families and AIDS orphans, leads to an increase in “at-riskchildren” in South Africa. This study therefore also investigates possible ways in which teachers can contribute to instilling positive values in at-risk learners. The establishment, development and internalisation of values are a long and intricate process in which schools, parents and society are all important stakeholders. This research shows the importance of cooperation between all role players to instil values in South Africa’s young people and that the process of value education slowly but surely shows results. Key concepts: values, value education, character education, youth at risk / AFRIKAANSE OPSOMMING: “Democratic citizenship requires that people cultivate mutual respect, warmth, friendship, trust, self-respect, dignity, generosity and compassion towards each other” (Waghid, 2004b:536). Suid-Afrika kom, as betreklik jong demokrasie, voor talle groot uitdagings te staan. Die opvoeding van die jeug tot volwassenes wat hulle plek in ’n demokratiese samelewing kan volstaan, is een van die uitdagings. ’n Demokrasie kan egter net slaag as basiese waardes soos respek en verantwoordelikheid by landsburgers geïnternaliseer is. Dagblaaie en nuusberigte skets ongelukkig ’n somber prentjie van morele verval onder die Suid-Afrikaanse jeug. In hierdie navorsing word verskillende modelle van waardeopvoeding krities geëvalueer, om te ondersoek watter model die beste resultate behoort te lewer in die vestiging van waardes by die jongmense van Suid-Afrika. Karakteropvoeding word bespreek as ’n gebalanseerde en omvattende benadering tot waardeopvoeding en die manifes oor waardes, opvoeding en demokrasie word krities bespreek om aan te toon in watter mate dit relevant is vir waardeopvoeding in die skoolpraktyk. Die toename van sosiale probleme soos armoede, enkelouer-gesinne en VIGS-wesies lei daartoe dat ’n toenemende aantal Suid-Afrikaanse kinders as risiko-leerders bekend staan. Daarom word in hierdie studie ook ondersoek ingestel na moontlike maniere waarop opvoeders positiewe waardes by risiko-leerders kan vestig. Die vestiging, ontwikkeling en internalisering van waardes is ’n langsame en ingewikkelde proses waarin die skool, ouers en die gemeenskap belangrike rolspelers is. Hierdie studie toon dat samewerking tussen die rolspelers baie belangrik is by die vestiging van waardes by Suid-Afrikaanse jongmense, en dat die proses van waardeopvoeding stadig maar seker resultate lewer. Trefwoorde: waardes, waardeopvoeding, karakteropvoeding, risiko-leerders

This study addresses the academic, social, and self-image self-concepts of females ages 13-17 who are labeled emotionally and behaviorally disordered by their public school systems and are in residential treatment, and females ages 13-17 who are adjudicated, or labeled “juvenile offenders” and are involved with the juvenile justice system. The purpose of this study is to examine and compare the self-concepts of these populations of adolescent females. Research questions focus on whether or not there is a difference in the confidence scores of self-image, academic, and social self-concepts, the importance scores of self-image, academic, and social self-concepts, and the confidence composite and outcome composite scores among female adolescents according to whether or not the female is adjudicated. Results show no statistically significant differences on seven of the eight measures. On the eighth measure, a statistically significant difference was found, with the non-offenders having a higher Outcome Confidence Composite score than the offenders.

The South African context gives rise to a number of significant adversities that challenge the stability of the individual child and the survival of their families. The repercussions of these adversities are profound. Once risk begins to accumulate, the probability of a negative developmental trajectory increases. A group of South African children that are a particularly vulnerable, at risk, and marginalized group are those youth who are excluded from school. Access to the schooling system represents an important node of care and support with the potential of linking vulnerable children to key services. Eight youth from a town in a former homeland in rural KwaZulu Natal, who are excluded from the schooling system, participated in this research. The research aimed to map their experiences of school exclusion through a participatory photo interview technique. Using Bronfenbrenner's (1979) socio-ecological systems theory, this study has indicated that exclusion from school relates to risk factors present in the five contextual systems that a child functions within. From this research one can see how each risk factor adds to the web of exclusion that makes these youth hard to identify, access and help. The findings indicate that there is a need to further investigate the South African child care grant system and the impact it has on access to schooling, as well as to develop macrosystemic interventions to alleviate poverty. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritburg, 2007.

The main aim of this study was to attempt to determine which factors that contribute to resilience are absent in adolescents who are considered to be ”at risk”. The research was undertaken with white adolescent learners between Grades 8 and 12, in a former Model-C secondary school. Several definitions of resilience, a historical view of resilience, the characteristics of a resilient adolescent, several definitions of adolescence, the stages and tasks of adolescence and who the adolescent is in psycho-educational terms, were explored. In this qualitative study, the Vulnerability Questionnaire and the Resilience Questionnaire were given to twelve educators who were requested to select the participants for the study. A qualitative assessment, using the Child and Youth Resilience Measure, was used to determine why certain adolescents are more resilient than others. Each participant also completed a collage which was analysed. / Educational Studies / M.Ed. (Specialisation in Guidance and Counselling)

This study investigated the causes and manifestation of aggression among secondary school learners. Aggression was defined. Various theories of aggression were discussed. From the literature study, nine hypotheses were developed. The study used a quantitative approach by means of a survey design. The research site was a rural, secondary school. A closed-ended questionnaire was used as data collection tool. Only learners were involved as respondents. The impact of various moderator variables was considered. The study discovered that aggressive behaviour is not confined to a specific gender. Above all, female aggression is on the rise. Possible causative factors were confirmed and risk factors were identified. Recommendations were made in line with the findings based on the empirical results. Limitations of the study were also pointed out. / Education Studies / M. Ed. (Inclusive Education)

No description available.

The purpose of this study was to examine the County of San Bernardino's Independent Living Program's (ILP's) efforts to prepare ILP participants for self-sufficiency. These efforts were evaluated from the perspective of foster youth who are currently participating in an Indepent Living Program. The study utilized quantitative and qualitative research methods to assess the ILP participants' preparedness for independence.

Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.

This study examined the effects of delay of gratification on academic success, substance abuse, and violent behavior. The participants in this study were chosen from an alternative learning school comprised of middle school students in Florida. The hypothesis for this study is as follows: Delay of gratification is negatively related to substance abuse and violent behavior, and positively related to academic achievement. The analysis of the data was conducted on the primary predictor variable (delay of gratification), alternate predictor variables (substance abuse & violent behavior) and the ultimate outcome variable (academic achievement) of this study. Initial statistical inquiry involved descriptive statistics (mean, standard deviation, kurtosis and skew) of the aforementioned variables, partial correlations (variable interrelationships), and the formulation of a multiple regression path analysis to investigate the particular paths individually within the proposed theoretical model (Wagner, 1993).