Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This assignment provides a description of the cognitive, social and emotional developmental tasks
of adolescence. In addition a summary of the most prevalent social, emotional and behavioural
problems reported during this developmental phase is provided. With this information as a context,
a school-based, curricula-integrated prevention programme is then introduced as a possible tool to
facilitate the development of positive mental health among adolescents. The programme discussed,
namely Programme Achieve (2nd ed.) by Dr. M.E. Bernard of California State University, is unique
in its aim to both enhance academic achievement and social-emotional well-being. Programme
Achieve (2nd ed.) is based on Bloom's school learning theory, rational-emotive therapy and rationalemotive
education and various cognitive-behavioural and socialleaming research findings. With its
sound theoretical and research base Programme Achieve (2nd ed.) offers students the opportunity to
learn a mindset that will help them develop their full academic, emotional and interpersonal
potential. Within the South African "Draft Revised National Curriculum Statement" (2001),
provision is made for lessons pertaining to the students' personal development. In response to this,
the author explores the suitability of Programme Achieve (2nd ed.) as a means to attain the specific
Learner Outcomes and Assessment Standards as specified in the "Draft Revised National
Curriculum Statement" (2001). / AFRIKAANSE OPSOMMING: Die werkstuk gee 'n beskrywing van die kognitiewe, sosiale en emosionele ontwikkelingstake
kenmerkend van adolessensie. Verder word 'n oorsig gegee van die belangrikste sosiale,
emosionele en gedragsprobleme, kenmerkend van hierdie ontwikkelingsfase. Teen hierdie
teoretiese agtergrond word 'n skool-uitkoms, kurrikula-geïntegreerde voorkomingsprogram
voorgestel as 'n moontlike hulpmiddelom die ontwikkeling van geestesgesondheid onder
adolessente te fasiliteer. Programme Achieve (2de ed.) is uniek in sy doelwit om akademiese
prestasie sowel as sosiale-emosionele welsyn te bevorder. Programme Achieve (2de ed.) is gebaseer
op Bloom se skoolleer teorie, rasioneel-emosionele terapie en rasioneel-emosionele onderrig en
verskeie ander kognitiewe gedrags- en sosiale-leer navorsingsbevindinge. Programme Achieve (2de
ed.), met sy stewige teoretiese en navorsingsbasis, gee leerders die geleentheid om 'n denkpatroon
aan te leer wat hul sal help om hulle volle akademiese, emosionele en interpersoonlike potensiaal te
bereik. Voorsiening word in die Suid Afrikaanse "Draft Revised National Curriculum Statement"
(200 1) gemaak vir onderrig ten opsigte van leerders se persoonlike ontwikkeling. Met verwysing
hierna, word die toepaslikheid van Programme Achieve (2de ed.) ondersoek as 'n middelom
spesifieke Leerder-Uitkomste en Evalueringstandaarde, soos vervat in die "Draft Revised National
Curriculum Statement" (200 1), te bereik.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52690 |
| Date | 03 1900 |
| Creators | Van der Westhuizen, Leanne |
| Contributors | Meyer, J. C., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 75 p. |
| Rights | Stellenbosch University |
Page generated in 0.0026 seconds