Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills
education and training forms part of life orientation and helps to address the abovementioned
aspect. Life-skills education and training falls under the most recent and powerful
approaches in handling psychological problems. It strives to adapt the principles of
psychology and social science into teachable skills to ensure intra-personal effectiveness
and improve the general quality of peoples' lives.
The aim of this pilot study was to alter The Path programme to design and develop an intrapersonal
life-skills programme aimed at enhancing the self-concept of youth offenders. The
intervention research model of Rothman and Thomas (1994) was employed as foundation
for the design and development of The Altered Path programme. The intervention research
model was chosen as it aimed at creating a means to address problems experienced by
individuals and society. It strives to improve the life, health and well-being of individuals and
society.
This purposeful sampling consisted of six Afrikaans-speaking, male youth offenders from the
Drakenstein Juvenile Centre. The Altered Path programme was implemented in three
stages. The first stage consisted of sessions one to seven. The following topics were
covered during this stage: introduction and programme orientation, conceptualisation of
mission statements and elements, past personality influences and Cup of Sorrow, the
Positive Prophecy and Talent Shield, the mission statement, the vision statement and goal
setting. The second stage, which consisted of sessions eight and nine, entailed the training
of the participants for service learning. The third stage entailed the implementation of the
service learning process.
The study found that The Altered Path programme could contribute towards a growth in
intra-personal skills with regard to self-awareness, personal goal setting, spirituality, morals
and values, self-esteem and self-regulation (both emotional and cognitive). The result of the
intra-personal growth was that the interpersonal skills with regard to communication and
helping skills of participants improved. In answer to the research question the finding was
made that the intra-personal development positively affected the following dimensions of
their self-concept: personal, ideal, cognitive, spiritual, social self and psychological self. In
the light hereof the statement can be made that The Altered Path programme seems to have
a positive effect on the overall self-concept of the participants. Conscious development of
self-knowledge was identified as an element of the programme that could be refined to
ensure that all participants develop self-knowledge in the same way during the field study.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/2887 |
| Date | 03 1900 |
| Creators | Wicomb, Priscilla Zenobia |
| Contributors | Roux, C. D., Oswald, M., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | Stellenbosch University |
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