Philosophiae Doctor - PhD / This study explored adolescent girls' subjective experiences of being young mothers in school, focusing on their personal and interpersonal relationships within their social contexts. Participants included 15 young black mothers aged between 16 and 19 years from three high schools in Khayelitsha, Cape Town. Conducted within a feminist social constructionist framework, the study adopted an exploratory qualitative structure. Data were collected through life histories that were analysed within a thematic narrative framework. The narratives revealed that the young mothers found motherhood challenging and overly disruptive of school. Although contexts of childcare emerged as pivotal in how young mothers balanced motherhood and schoolwork, these were also presented as characterised by notions of power and control. Because of the gendered nature of care work, the women who supported the young mothers with childcare dominated the mothering spheres. The schools were also experienced as controlled and regulated by authorities in ways that constrained the young mothers balancing of school and parenting. Equally constraining to a number of adolescent mothers were structural challenges, for example, parenting in spaces that lacked resources. These challenges were compounded by the immense stigma attached to adolescent motherhood. The study recommended that the Department of Education work closely with all the parties concerned in ensuring that pregnant learners benefit from the policy. It is necessary that educators are encouraged to shift attitudes so that communication with adolescent mothers is improved. / South Africa

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The current research study was a qualitative investigation to explore and describe how students, registered for the Education 364 module, experienced the HIV/AIDS teacher education pilot programme (TEPP), implemented at the University of Pretoria. The availability of in-depth interview transcriptions, as raw data, permitted analysis of existing data from a different perspective. Transcriptions of a focus group interview and two individual interviews with Afrikaans students were purposefully selected and inductively analysed. Two main themes emerged following the thematic analysis of interview transcriptions. Findings indicate that the content of the HIV/AIDS TEPP provided students with a solid HIV/AIDS-related theoretical basis. Findings furthermore suggest that the HIV/AIDS TEPP could be adapted for different levels of knowledge and teaching phases. Appropriate and sufficient resource materials, in accordance with the explicit needs of each teaching phase, could be developed. Practical examples and clear guidelines may be incorporated into HIV/AIDS programmes to equip teachers to deal with difficult situations. In addition, sufficient time allocation to and early implementation of HIV/AIDS programmes seem necessary. The value of a range of teaching and learning methodologies and the role of HIV/AIDS programme presenters were emphasised. Since existing teacher training may not adequately prepare teachers to address HIV/AIDS challenges, the need for continuous development, lifelong learning as well as support for teachers were also highlighted. Finally, findings indicate that engagement in affective and identity-construction domains may reduce HIV/AIDS fatigue and encourage students to take on active roles to address HIV/AIDS-related challenges. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Retrofitting the UK domestic built environment presents an excellent opportunity to improve its energy performance. However, retrofitting homes is a complex challenge conflated by multiple factors. Due to this complexity, a shortfall exists between the full potential and realised adoption of energy efficiency measures in the UK, a phenomenon termed the ‘Energy Efficiency Gap’. While a number of technical or economic factors may help explain this gap, difficult to quantify factors, such as social motivations, barriers, and viewpoints towards energy are also significant and often under-emphasised in public policy. As such, in order to improve the understanding of the Energy Efficiency Gap and the uptake of future retrofit initiatives, this research adopted a socio-technical approach that considered social and technical retrofit factors together. Specifically, this research collected data from interviews, questionnaires, and a Q Study in the cities of Manchester and Cardiff, alongside a questionnaire that measured energy efficiency technology and behaviour preferences. An original contribution to knowledge was using the data to empirically identify motivations and barriers to adopting energy efficient technologies, as well as identifying household viewpoints towards energy use and linking them to retrofit technology and energy efficiency behaviour preferences. As a result of this research, specific policy recommendations are presented to help promote energy efficiency retrofits in the UK. This research was carried out as part of the Engineering & Physical Science Research Council and Sustainable Urban Environment research programme, “Re-Engineering the City 2020-2050 Urban Foresight and Transition Management (RETROFIT 2050)”.

The transition from primary to secondary school is regarded as one of the most difficult in children’s educational careers and the negative academic, social and emotional effects of an unsuccessful transition have been widely documented, with many practitioners identifying the transition to secondary school as a key intervention point (Galton, Morrison and Pell, 2000, Turnbull, 2006). Shy and socially withdrawn children are particularly vulnerable at this time. Pyramid Clubs, a short-term selective and preventative therapeutic group intervention offer a promising model of support, but a robust evidence-base is currently lacking (Munoz, Mrazek, and Haggerty, 1999; Shepherd and Roker, 2005). This study evaluated the use of a Pyramid Club to provide a ‘bridge’ of support before, during and following nine children’s transition to secondary school. The study was conducted from a critical realist stance and quantitative and qualitative methodology were adopted within an embedded single-case study design. The study had two aims; to evaluate the effectiveness of the club; and to explore the process, in order to understand the club’s mechanism of effect. Pre-and post-intervention teacher report data were collected in conjunction with club leader, club member and parents’ perspectives, obtained though focus groups and individual interviews. The researcher also observed each club meeting. Data were analysed using descriptive statistics and thematic analysis. The findings indicate the club offers an effective method of support. The children enjoyed the club experience and a range of social-emotional gains were reported. The findings were used to propose a theoretical framework based on the concept of resilience, to explain how Pyramid Clubs can be successfully used to support vulnerable children’s transition to secondary school. Core elements, which were considered to be essential components of the intervention, were identified to aid future implementation and evaluation of Transition Pyramid Clubs.

The prevalence of anxiety amongst children with Autism Spectrum Conditions (ASC) is reportedly considerably higher than the general population (Ozsivadjian & Knott, 2011). Research considering intervention for children with ASC and anxiety has predominantly been from a clinical perspective, with limited evidence based literature being found that explored the needs of these students in relation to anxiety within the mainstream secondary school educational context. Anxiety can increase during adolescence for children with ASC (White, Ollendick, Scahill, Oswald, & Albano, 2009) and many of the anxiety related worries of children with ASC have been found to be related to school (Ozsivadjian & Knott, 2011). However, there is a dearth of research regarding practical support within an educational setting that can be implemented by schools on a needs basis to support students with ASC and signs of anxiety. Four students with a diagnosis of an ASC who had presented with signs of anxiety were identified from mainstream secondary schools across one English local authority. A parent and an educational practitioner who worked with each student also participated. A qualitative multiple embedded case study design was utilised. Suitably differentiated methods for gaining this cohort of students’ views and engaging them in the research were employed. Data from semi-structured interviews and educational documentation were analysed for main themes using thematic analysis based upon Braun and Clarke's (2006) six phase model. The perceived needs and difficulties of anxious students with ASC and what is considered to be effective practice in supporting them within a mainstream secondary school setting are outlined. The study provides some understanding of the needs of students with ASC and how schools support management of their anxiety. The research intends to extend knowledge of the needs of these students and what works in effectively supporting these students within a mainstream secondary school setting.

Both the NHS and Public Health are keen to identify how best to manage long term health condition’s as a result from obesity and vice-versa. There is evidence to support the efficacy of psychological support in weight management programmes. This study explored the perceived importance of psychological support within weight management services; perspectives of both client and healthcare practitioners, in view of considering the implications for the role of a counselling psychologist. There were nine interviews conducted with five healthcare practitioners and four clients. The professionals’ disciplines included: physiologist, dietician, health psychologist, programme manager, and a medical consultant. Of the four patients, two had accessed psychology services as part of their weight management programme and two had not. Data was analysed using thematic analysis. Five overarching themes were identified. Tension (pivotal central theme) this connected to: Lifestyle; Quality of Life (QoL); Service Delivery Model; and Professional and Personal beliefs and values. The findings highlighted that perceived importance of psychological support was influenced by an individuals’ background and experiences by both groups. The implications for the role of a counselling psychologist was to provide training to health professionals as well as raising clients’ awareness of the role of counselling and psychological support within such programmes. Further research is needed to understand better the potential of psychological support within weight management services to help contain UK obesity.

This research seeks to understand the perceptions of professionalism in education. In particular it focuses on the constructions of the space for professional action. A case study focuses on people, including teachers and non-teachers, who work in a special school for young people with SEBD. The perceptions of professionalism in education held by those in this case have been carefully listened to and analysed. Using an interpretive approach I have analysed data from interviews of members of the case. This reveals that a common language is used to describe professionalism but this is not commonly defined. There is an assumption that all share a common definition. In addition, other factors affect professional action. The experiences and life trajectories of the respondents are seen to colour and shape professional action. The construction of the space for professional action is problematic. There is a wide range of definition. The findings reveal that professionalism is complex and common language hides a wide spectrum of definition and meaning. Professionalism, as a concept, is often confused and misused. Foregrounding these confusions have contributed to the understanding of professionalism. There is tension between the constructions of professionalism. The person trying to enact professionalism in education has to interpret, sometimes incongruent, discourses and locate themselves within persuasive discourses. Awareness of these differences and tensions can help understand and allow them to make their own choices. The development of typologies as an analysis tool has been effective in understanding the space for professional action in this case. It is suggested that this might be used as a basis for professional discussion for others who are engaging in development in their own context. Professionalism in education is important as this impacts on the performance of each person and this performance effects the young people. It is argued that people trying to enact it should engage in professional discussion and agreement making to establish what is good and worthwhile in professionalism.

This thesis paper explores barefoot and minimalist running in Ottawa, Ontario and Boulder, Colorado. The objective has been to answer the following questions: how can we understand barefoot and minimalist style running as cultures, how are barefoot and minimalist style running being done in different ways, how do the senses play out and create nuances between barefoot and minimalist style runners. I argue barefoot and minimalist running are distinct cultural forms. I applied an Ingoldian notion of culture that contends cultures are generative, relational, temporal and improvisational. I conducted a multi-site study and I interviewed participants, as well as conducted participant observation. My findings reveal that the different sensations experienced by the two styles of running make them meaningful in different ways. These different sensations and ways of meaning create nuances between barefoot and minimalist running and differentiate them and as a result, there are found to become different cultural forms.

The aim of the study was to determine the impact of the application of a dynamic assessment technique of questioning with children, with projection testing. A qualitative research design were used within a postmodern epistomology, using three case studies in the quest for answering the research question. Possible cultural influences pertaining to the research situation, analysis and interpretation of responses has been taken into account. A test-training-test situation has been created during the generation of data, while assessment of projection was executed. Data analises and interpretation took place in two phases, the first phase being the projection analysis and the second phase the structural analysis of the stories. The main conclusions of the study points towards a deepening and broadening of projections as resulting influences of the utilisation of a dynamic assessment technique of questioning with children. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted