Thesis (M.Ed.) -- University of Limpopo, 2015 / The majority of the young adult offenders have a low level of education and are without the proper skills desired by employers. Vocational rehabilitation programme offered to young adult offenders seem ineffective in preparing young adult offenders for better lives after release. The aim of this study was to investigate the possible intervention strategies for improving vocational rehabilitation programme offered to young adult offenders at Polokwane Correctional Services Centre. Focus was also on the challenges faced by young adult offenders during the implementation of vocational rehabilitation programmes for the young adult offenders. Qualitative research approach was applied using case study design. Semi-structured interviews, focus group and documents analysis were employed to gather data. The major research findings indicated that:  Young adult offenders receive insufficient and inadequate vocational rehabilitation training due to lack of qualified trainers for specific field.  Young adult offenders often skip classes due to shortage of prison officers who can escort them to their classes.  There is lack of resources such as textbooks, apparatus to conduct practicals for engineering studies and skills development programmes.  There is insufficient support and motivation to the young adult offenders from the management and educational staff. It was recommended that:  Enough qualified trainers and section heads should be appointed to conduct vocational rehabilitation training to the young adult offenders.  Enough prison officers should be appointed to escort young adult offenders from cells to classroom to avoid the issue of skipping lessons.  Sufficient resources such as textbooks and apparatus to conduct practicals must be provided to centre should be made in order to provide support and motivation to young adult offenders.

This study was designed to evaluate the effectiveness of a computer-based outreach programme that addresses one aspect of a national strategic recommendation in South Africa. This outreach programme, which started in 1982, was in its twentieth year of existence in 2001 and provided support in mathematics and physical science to Grade 12 students and teachers from historically disadvantaged schools. This study examined the role that the outreach programmes played at two schools during 2001 and endeavoured to provide an analysis of the intended, implemented, perceived and achieved programmes for this year. Therefore, the purpose of this study was to investigate the effectiveness of this outreach programme in providing support to both teachers and students in the teaching and learning of mathematics and physical science. The goals and objectives of the outreach programme (the intended programme) were identified from documentation of the Outreach Project and interviews with Outreach Project managers. In addressing the implementation of the outreach programme (the implemented programme), lessons at each of the two, Mini-Computer Supported Education Centres (MICSECs) were observed over a period of four months. At one centre (Centre A), the lessons consisted of a formal (talk-and-chalk) presentation followed by an informal part when students worked on the computer in the same period. At the second centre (Centre B), the MICSEC was used as an adjunct to the normal classroom lesson, that is, students were taught in their normal classrooms and then, at least once a week, taken by their teacher to the MICSEC to do problem-solving on the computers. The perceptions of students (the perceived programme) were examined by an actual and preferred version of the Computer-Assisted Learning Environment Questionnaire and by interviews conducted with both individual students and groups. / At Centre A, the students preferred more involvement, more open-endedness, more organisation and more learning assessment opportunities in their computer-assisted classes but also less integration of computers in their every day classes whilst desiring investigation procedures in their classes to remain the same. At Centre B, students preferred to be more involved, to have more open-ended activities in their classes, have more learning assessment opportunities and a greater level of integration of computers but a reduction in investigative activities. Findings from student interviews were summarised as reflecting three viewpoints with regard to the inclusion of computer-assistance in classes. Students holding one viewpoint considered the inclusion of computer-assisted learning as important to their learning and were convinced that their interaction with the computer, fellow-students and teacher, led to an improvement in their learning. Students holding the second viewpoint conveyed a message of insecurity in the use of computers for they were not sure whether their working with computers made any difference to their learning. Many students' views were somewhere between the first and the second viewpoints which left the impression that these students were not convinced that using the computers would guarantee them success in the final examination. The third viewpoint was strongly articulated by a group of three students at Centre A and to a lesser degree at Centre B (one student), who considered that the new computer-assisted classes played no role in their learning and that teacher-centred classes would produce better results. The extent to which the outreach programme met its objectives (the achieved programme) included improved student performance on the matriculation examinations. / Teachers and students were generally positive of the support that they received but indicated that more computer terminals were required to address students' individual needs. The mean achievement of students at both schools improved in both mathematics and physical science, but more so in physical science. The MICSECs mainly served as a resource to students at the school where the centres were based and provided limited computer skills to students from historically disadvantaged backgrounds. The findings of this study provided insight into the implementation of computer-assisted classes in two disadvantaged schools and the results can serve as baseline data for conducting research into computer-assisted learning environments in other secondary school grades in South Africa. However, it should be noted that students at the Grade 12 level also wanted a continuation of, indeed more of, teacher-centred teaching, in addition to the computer-assisted classes because of the perceived competency of teachers in helping them perform well in the matriculation examination.

Master of Science / Haematopoietic stem cell transplantation (HSCT) is a complicated and high-risk procedure used to cure disease or stop the spread of disease in a range of cancers. HSCT carries a high incidence of mortality and is associated with distressing short and long-term side effects. In addition, patients remain at risk of recurrence or mortality years after transplantation. Therefore, patients undergoing HSCT have been found to experience significant emotional and psychosocial distress because of the trauma associated with treatment. The literature suggests that about 50% of HSCT patients will experience clinical levels of distress. Carers and family members play an important role in caring for these ill patients in the short and long-term. Major role changes and financial stressors are experienced in many families, adding to the burden of care. However, very little is known about the rates of psychopathology in carers of HSCT patients. Due to the arduous nature of HSCT, psycho-educational programmes have been developed by major transplant centres and hospitals in order to provide HSCT patients and their families with information on the treatment process, side effects, risks, and long-term outcomes. Research on patient education in oncology has shown that providing patients and carers with information about their illness and treatment reduces anxiety and distress. To date, there have been no empirical evaluations to support the use of education programmes for HSCT patients. While it could be assumed that information would be helpful in reducing anxiety and depression in HSCT as it is in oncology generally, the information provided to these patients is usually more confronting and therefore, may be less reassuring. Thus, it is not known whether providing patients with education about HSCT reduces patient and carer distress or whether it might actually increase adverse outcomes. The aim of the present study was to evaluate the rates and correlates of distress in carers and patients and examine the effect of a psychoeducation programme for patients undergoing HSCT and their carers on knowledge, distress, information satisfaction, social support and caregiver burden. A randomised control trial was conducted to provide empirical data in relation to the latter aim. The following hypotheses were proposed. Firstly, it was hypothesised that patients and carers who received the education programme would have higher levels of knowledge, not evidenced in a group waiting to receive the programme. Secondly, it was hypothesised that the education program would not lead to increased anxiety and depressive symptoms. Thirdly, patients who know more about their condition would be the least distressed. As predicted, this study found high levels of distress, particularly in carers. Higher patient distress was related to having more concern about one’s illness and experiencing more symptoms. Education was effective in increasing patient and carer knowledge. Importantly there were no adverse effects of knowledge and greater patient knowledge following the education program was associated with less distress, although there was no direct effect of education on distress. Future research should aim to identify what aspects of the education program are helpful to patients. Finally, support interventions such as CBT are needed to help patients and carers, in particular, cope with the high levels of distress inherent in the HSCT experience.

The purpose of this study was to determine the contribution of different in-season strength and power training frequencies to strength and power performance over the course of a 22 week rugby league competition period. Twenty-eight male (n=28) participants, with both high and low strength pre-training status, were divided into three groups following a 15 week pre-season strength and power training programme. A four week periodised in-season strength and power training programme, with intensities ranging from 75-100%, was cycled for the 22 week competition season. Strength and power training was conducted one day.week(-1) by the first high pre-training status group (HTFL, n=11), and two day.week(-1) by the second high pre-training status group (HTF2, n=9). The low pre-training status group (LTF1, n=8) performed the same strength and power training frequency and programme as HTF1. Training intensity (% 1RM) and volume (sets x repetitions) of in-season strength and power training sessions were standardised for both groups during each training week. Strength, power, and speed data were collected pre-season, and four times during the in-season period. No differences were found between HTF1 and HTF2 in performance variables throughout the 22-week in-season period. Both HTF1 and HTF2 displayed similar significant detraining effects in strength, power, and speed, regardless of in-season training frequency (p<0.05). LTF1 showed no change from pre-season strength and power performance following 22 weeks of the competition period (p<0.05). It was concluded that in-season strength and power training frequency may have a limited role in determining the success of the in-season strength and power training programme in highly trained footballers. The results of the present study suggest a number of factors other than in-season strength and power training frequency may affect in-season strength and power performance and detraining in high strength pre-training status athletes. The effect the start of a competition period has on dynamic athletic performance needs further investigation.

This research study examines the development of a school guidance programme in a teacher education institute in a turbulent Hong Kong environment. The focus of the study is the teachers’ awareness of the impact of change, their beliefs in human nature, and the skills gained from the programme in dealing with student guidance issues in their classrooms. The study describes the political, economic and social changes in Hong Kong society after 1997 and the consequent impact on primary school teachers, educated and brought up in traditional Chinese families now facing student problems in their classrooms that are being addressed using Western humanistic theories and models. The researcher has used a variety of essentially qualitative strategies. These include: participants’ self-reflection; researcher’s observation and interviews on campus and in school classrooms; and teaching and learning materials. The effectiveness of the programme is judged to be in the teachers’ awareness of the theories imparted, and the relevant skills that they gained, in dealing with these behavioural issues in their classrooms. The study explores how contemporary teachers deliver cognitive knowledge to pupils, but also can learn to play the role of guidance helper to their pupils. Thus, the focus is on affective professional teacher development. The contribution this research makes to our understanding is in its attempt to relate teachers’ values and beliefs to their professional behaviour. It also contributes to an understanding of how Eastern and Western values interact in solving global educational issues. The study enters into the professional reflections of new generation of teachers in Hong Kong’s recent period of rapid cultural change.

This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg we suggest the inclusion of the Philosophy for Children programme into schools. Prior to the elaboration of this proposition we critically analyse certain philosophical concepts put forward by both Piaget and Kohlberg. Our aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden but important impact on the acceptability of aspects of their work. We express our concern at the acceptance of Kohlberg's work in schools and point out why this is unsatisfactory. We put forward what we take to be an acceptable position in introducing moral education into schools and we put forward an approach where this can take place within the context of a broader educational programme and which includes the Philosophy for Children programme.

This field study attempts to analyse the development of an integrated humanities programme at a recently built open space high school in the A.C.T. during the first three years of its existence. The school opened shortly after the beginning of the A.C.T. Educational System and the staff were imbued with the idealism and innovative climate that prevailed at this time. There was an absence of system constraint that co-incided with the political proclamation of school based curriculum development. This field study is the story of what can happen when a staff is plunged into the deep end of innovation without the necessary support systems. Nevertheless some of the innovations have stabilised, with some promise of permanency, during these first three years. Open View began with a radical curriculum from the beginning: i) a child centred curriculum ii) vertically integrated teaching groups iii) non-streaming of students iv) open access curriculum v) an individualised teaching programme vi) little traditional class group teaching vii) staff participation in decision making viii) a mini-school structure based on a strong pastoral system ix) non competitive continuous assessment x) a large degree of subject integration All of these innovations can be viewed in the humanities programme. A controversial programme such as humanities has had a radical effect upon the rest of the school. Hence in tracing the development of the humanities programme, the field study indirectly traces the development of the total school. The innovation that has particular relevance to educationalists is the development of the mini-school structure and the combination of the pastoral and the academic through the teaching teams of the minischools. The principal theme of this field study is the effect that the mini-school and subject integration has had on traditional roles such as that of the subject seniors and the assistant principals.

This study examined the observed effects of horse-riding which took place as an extra-curricula activity within the school day. The three children in the case study were primary aged students from a Canberra primary school who have an intellectual disability requiring high support. The criteria for selection was on the basis of how long they had taken part in the horse-riding programme. The three children were either just about to start or had just started the programme and had no previous experience with horses or horse-riding. The aim of the study was to explore the effects that the horse-riding programme had on the children's behaviour, attitudes and the way they communicated when riding. The children's behaviour was observed in the different settings of the school and the stables environment. Certain individual behaviours were observed and recorded on a weekly basis for an eight week period. Audio-recordings of behaviour took place as well as interviews both before and after the eight week period, from teachers, riding instructors, helpers, and parents. Whilst the case study could not be said to be large enough to be representative of all children with intellectual disabilities attending this horse-riding programme, in general some common themes relating to counselling emerged which corresponded with other studies referred to in the literature. These include positive effects such as a general sense of well-being and a feeling of success whilst being in control of the horse. An emerging empathy and closeness of each child with their particular horse was observed over time, which appeared to lead to increased communication. This took place whilst the children were talking or communicating to the horse or in the presence of the horse.

This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision for Gifted and Talented children. In this case study school, it was found that the factors were many and varied, that they differed in their supportive or inhibitive nature in the Primary and Secondary Schools. These findings provided a foundation for subsequent planning in the initiation stages of the implementation of this innovation. This research had important implications for this School that may be of interest for future research in other schools.

The aim of the Narrabundah Companionship programme was to provide young children ("Kids") from deprived cultural backgrounds with opportunities to learn appropriate social behaviours by pairing them with older students ("Companions") for activities involving social interactions. Unlike the typical work of the School Counsellor, which tends to be problem centered and crisis oriented, the Companionship programme is seen as a preventive activity which uses "peer helpers" as a means of extending the outreach services of the School Counsellor. The effects of this programme on the Companions, rather than on the Kids, was the focus of this study. The purposes of the present investigation were: a) to identify characteristics of A.C.T. secondary college students who volunteered to be Companions; b) to identify appropriate Companion selection procedures; c) to assess the effects of communications skills training on an initial group of Companions in comparison to late-entering Companions who did not receive such training; d) to assess the drives and sentiments which motivated college students to volunteer for the programme and to ascertain any changes in those drives and sentiments which might occur during the programme; e) to determine whether the Companionship experience influenced a change in vocational preference toward a career in social service; and, although not the major thrust of the study, f) to assess the effects of the Companionship experience on the Kids' social adjustment. After pilot programmes in 1978 and 1979, the present study was undertaken during Terms One and Two, 1980. Thirteen A.C.T. secondary college students volunteered to become Companions. Eleven A.C.T. primary school students and one junior secondary school student were selected to participate as Kids in the programme. Prior to active participation, volunteers completed the Kuder Preference Record - Vocational (Kuder) and the Motivation Analysis Test (MAT). The teachers of the Kids assessed them using the Bristol Social Adjustment Guide (BSAG) and completed a brief questionnaire to aid the Researcher in his pairing of Kids with Companions. The Companions attended six (1 1/2 hour) sessions of a communications skills training programme adapted from the Peer Counselling Student Training Course (Varenhorst & Hamburg, 1972). Based on perceptions formed during the training period, the Companions then rated each other using the Group Assessment of Interpersonal Traits (GAIT) developed by Goodman (1972). The Researcher also made a subjective ranking of each participant in relation to his perception of the individual's potential to be an effective Companion. Contrary to expectation, only two new Companions joined the programme at the beginning of Second Term. The Companionship activities terminated after two school terms, at which time all Kids were reassessed by their teachers on the BSAG and post-measures on the Kuder and MAT were completed for those Companions remaining in the programme. Four Companions who had left the programme before the termination of activities had completed these measures at the time of their withdrawal . The results of the present investigation included: a) Significantly more females than males volunteered to become Companions, and their family birth-order position as last-born was highly significant. b) The results of the ratings for potential effectiveness as a Companion on the GAIT and on subjective ranking by the Researcher produced a highly significant correlation (.01 level), indicating that either method of selection is appropriate. c) Because only two new Companions joined the programme at the start of Term Two, it was not possible to adequately compare the effects of training versus no training. d) As a group, there were two significant changes in the motivations of the older students. There were increases in MAT scores measuring the drive "Narcism-Comfort" and the sentiment "Sweetheart- Spouse," significant at the .05 level. e) The results of the initial administration of the Kuder revealed that volunteers already had a high preference for careers in social service areas. There was no significant change in this orientation following participation in the Companionship programme. f) The second administration of the B3AG revealed no significant changes in the teachers' perceptions of the Kids' social adjustment. The Companionship programme is considered to have been beneficial to both Kids and Companions. Although there were no statistically significant changes in the Kids in the short term of this study, it appears likely that there is potential for long term benefits. Several of the relationships are continuing on an informal basis. Companions spontaneously expressd the enjoyment and personal growth they had derived and their willingness to participate in the next programme. Some parents of Kids were enthusiastic in their evaluations and have sought to keep in touch with the Companion. The Companionship programme is seen to have been a valuable preventive programme in community mental health.