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1
Candiotes, Vernon J. "An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45869.
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This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and derived from a programme used internationally, and originally developed in Schweinfurt, Germany in 2005. The programme was designed to answer to particular problems experienced during automotive driveline-component installations. Since the inception of this programme, ZF Germany had been training representatives from their different subsidiaries over the world on the essential elements of automotive driveline installation protocol. The representatives were trained to adapt the core programme in accordance with the particulars of the vehicle populations in each respective country, and the researcher has performed this task
The aim of this research was to evaluate the effectiveness of one particular module known as “Guidelines to clutch replacement” with regard to bringing about the desired changes in knowledge, attitude and behaviour within the trainees. Previous anecdotal feedback from the industry had suggested that the programme had been helpful in the reduction of installation errors, but the extent of the successes and failures of the programme had been unknown until this study. The training department at ZF South Africa was tasked to design further training modules based on the findings of the module under study in order to establish the successes and failures of the core concept for improvement of successive programmes.
The approach for this programme evaluation was utilization-focused which allowed the researcher to choose from and combine a variety of data collection strategies over the complete range of summative and formative evaluation approaches. However, in keeping with the stated aim of this study, this study had been limited to a summative inquiry by employing a quantitative data collection strategy at the hand of a quasi-experimental research design.
This research report presents the findings of a one-day intervention programme that was offered to Automotive Service Technicians in the Gauteng area. The conceptual framework that was adopted for the research was based on the four level evaluation framework of Kirkpatrick (1998) with the first three levels having been empirically tested and the fourth level discussed on the basis of empirical information. Findings suggest that although the levels of knowledge-acquisition could not to be considered as high, behaviour modification had indeed been observed to be in alignment with the clutch-installation-protocol and almost all the respondents had adopted the protocol as their preferred way of executing clutch installations.
In addition, most respondents found the programme to be pleasant and of a high utility value. Certain problems with the programme became evident, such as the pace having been too fast; printed hand-outs were not considered to have high utility value, and sensitivity to personal and cultural differences were found to be lacking.
The low levels recorded for knowledge acquisition may be language related which possibly relates to the fast pace of the course. The research findings suggest that the course should be spread over two days instead of one day and be augmented with practical demonstrations and re-designed printed hand-outs.
In order to effectively measure level four of the Kirkpatrick framework, criteria of concern should be negotiated with participating organisations in order to provide relative data for answering research questions on this level. Procedures for collecting data over the course of several years need to be established and agreed upon by all stakeholders for such data to be reliable and valid in the inclusion of a time-series study.
Regarding a relatively simple programme such as the programme under study with programme objectives that have a predominant procedural-knowledge focus, the Kirkpatrick framework has been found to be effective and its procedures may be applied in other industry-based training programmes. An added academic contribution to the previous one is that the Kirkpatrick framework as utilised in this study has shown that the framework offers a high utility value for fast-paced short courses where contact time with trainees are limited and evaluation designs need to fit in with the practical limitations. The high utility value of the Kirkpatrick framework became evident in the findings of this study where transfer of learning had evidently taken place regardless of possible learning problems such as language barriers.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
2
Palmer, Melanie Louise. "Low-intensity topic-specific group parenting programmes : enhancing intervention outcomes." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6912/.
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Low-intensity parenting programmes play a key role in a public health approach to parenting support and are designed to be a cost-effective intervention for child conduct problems. Several studies that have evaluated a single topic-specific Triple P–Positive Parenting Program Discussion Group, an example of a low-intensity parenting programme, have found promising results for improving child and parent outcomes among parents with young children. This thesis aimed to examine ways to enhance the intervention outcomes of low-intensity topic-specific parenting groups for parents with young children. In study one, the effects of generalisation promotion strategies, such as teaching multiple exemplars, were examined. As a single training exemplar may not be sufficient for parents to effectively generalise parenting skills, multiple exemplars may assist parents to flexibly apply skills across a range of behaviours and settings leading to greater change in child behaviour, parenting practices, and parenting self-efficacy. This study also sought to extend the literature by examining the effects of low-intensity parenting groups with parents of primary school aged children using topics relevant to this development phase and investigating outcomes for mothers and fathers separately. A two arm randomised control trial design was used to compare the two conditions (single exemplar vs. multiple exemplar). Participants were 75 mothers and 58 fathers with a 5-8 year old child displaying at least a mild level of conduct problems. They represented 78 families: 66 two-parent families and 12 single parent families. Among two-parent families, there were 55 mother-father pairs, nine mothers who participated alone, and two fathers who participated alone. The majority of the single parent families were mothers (n = 11). Self-report measures of child behaviour, parenting practices, parenting self-efficacy, parent’s perceptions of their parenting role experience, parental mental health, inter-parental conflict, partner support, and partner relationship satisfaction were completed by parents at pre-intervention, post-intervention, and 6-month follow-up. Satisfaction with each intervention condition and the individual sessions was also examined. Low-intensity topic-specific parenting groups led to improvements on a range of child and parent outcomes for both mothers and fathers of primary school aged children. Receiving multiple exemplars resulted in more robust change in mother- and father-rated child behaviour, mothers’ parenting practices, and mothers’ behavioural parenting self-efficacy at post-intervention. For mothers in the multiple exemplar condition, superior improvements in child behaviour, parenting practices, and behavioural parenting self-efficacy were maintained at 6-month follow-up. Greater improvements in mothers’ setting parenting self-efficacy, mental health, and perceptions of partner support were also found at 6-month follow-up among the multiple exemplar condition. The second study in this thesis added to the literature on low-intensity parenting programmes by exploring whether addressing parental mental health, in addition to parenting, was beneficial for parents with young children. As poor parental mental health is linked with child conduct problems, negative parenting practices, and can negatively impact the effects of parenting programmes for families, simultaneously addressing parental mental health when delivering low-intensity parenting programmes may be advantageous. A mixed-method quasi-experimental evaluation of a combined low-intensity parenting and mental health programme was conducted. Thirteen families with a 3-8 year old child took part in the study. Self-report symptoms of anxiety, depression, and stress and ineffective parenting practices were obtained at pre-intervention, mid-intervention, post-intervention, and 3-month follow-up. Parents also completed self-report measures of child behaviour, parenting self-efficacy, parent’s perceptions of their parenting role experience, family relationships, and positive mental health at pre-intervention, post-intervention, and 3-month follow-up. Post-intervention semi-structured interviews were conducted with 12 parents and explored parents’ experiences of taking part in the programme, their perceived impact of the programme, and their implementation of strategies. The combined intervention produced promising changes in parenting practices and parental mental health. Parents perceived some positive impacts after attending the programme and generally the combined programme was acceptable to participating parents. Collectively, the findings from the two studies suggest that low-intensity topic-specific group parenting programmes have positive effects for young children and parents. Delivering multiple exemplars leads to added benefits and addressing parental mental health simultaneously has positive effects for families.
3
Hansen, Janine. "Guidelines for intervention through adventure-based programmes for youth-at-risk." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-09032003-144927.
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Makrygianni, Maria K. "The effectiveness of different intervention programmes for children with Autistic Spectrum Disorders." Thesis, Swansea University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669552.
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Czifra, Vanda. "Determinants of Childhood Mortality in Matlab, Bangladesh : How Health Intervention Programmes Can Bring Success." Thesis, Uppsala University, Department of Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8029.
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Given the question of how to further decrease childhood mortality and attain the fourth MDG in Bangladesh, the determinants of childhood mortality and successful health intervention programmes in a rural area of Bangladesh are examined in this paper. The binominal logit regression analysis, on Matlab HDSS data from 2001 to 2005, indicates that the child’s birth order, outcome of mother’s previous pregnancy, mother’s age, mother’s education, economic condition of the household, immunization, and place of delivery are important determining factors of childhood mortality. Interview discussions show that the delivery of health services is a determining factor for successful health intervention programmes. It is worth to note that childhood mortality levels are no longer significantly lower in the treatment area of Matlab. Furthermore, the intervention programmes in the area require continuous reform, especially in the fields of birth assistance and injury prevention.
6
Tomson, Ylva. "Evaluation of intervention programmes for hypercholesterolaemia, excessive drinking and physicians' prescribing in primary care /." Stockholm, 1997. http://diss.kib.ki.se/1997/91-628-2770-7.
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Cai, Yongyong, and 蔡雍咏. "Intervention service programmes for family caregivers of a relative with dementia: a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48422381.
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Background: With the aging of the global population, the prevalence and incidence of Alzheimer’s disease or related dementia are increasing. Most mild or moderate dementia clients are taken care of at home by informal caregivers, which leave a heavy burden to the caregivers. Researchers have found out that with good intervention services and programmes for the caregivers, their burden, emotional distress and even the care recipients’ symptoms and institutionalization rates would be improved.
Objectives: This project is to review these researches to evaluate whether the interventions are effective and/ or cost-effective and how the decision-makers could use the results for evidence-based policy.
Methods: A literature search was performed on randomized controlled trials in education, information/ support intervention programmes published from October 2005 to July 2012. Electronic databases (EBSCO, PubMed and CNKI) were searched until July 2012. The Consolidated Standards of Reporting Trials (CONSORT) checklist for reporting randomized controlled trials was used as the guideline to evaluate the quality of identified papers.
Results: 16 papers (15 studies) were included in this review and classified into three groups, as home-based, individual-based and group-based interventions. This review found that the intervention programmes had various outcomes and showed some evidence of effectiveness. Most of the papers had good quality. The home-based programmes showed cost-effectiveness in the identified studies.
Conclusion: There was some evidence that the home- and group-based interventions were effective and the home-based interventions could be cost-effective. Further studies are recommended and a meta-analysis on the studies and more researches on economic analysis are needed. A community-based long-term dementia management should be built up for better outcomes.published_or_final_version
Public Health
Master
Master of Public Health
8
Rees-Jones, Angharad. "Examining the utility of assessment tools and group intervention programmes for mentally disordered offenders." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3069/.
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This thesis examines the utility of assessment tools and interventions with mentally disordered offenders (MDOs). A systematic review of the literature explores what can be learnt from efficacy studies of structured group work programmes, focusing upon the evidence base for 'what works'. It is concluded that there is evidence for the effectiveness of cognitive-behavioural interventions with MDOs but that more rigorous research needs to be conducted. The reliability and validity of the Social Problem Solving Inventory (SPSI) assessment tool is investigated and the limitations of using this tool in practical and research settings is discussed; with particular emphasis on the utility of the tool for research with MDOs. Finally, a novel group-work intervention; the Reasoning and Rehabilitation 2 (R&R2) programme, is investigated. The findings suggest that the R&R2 can be delivered successfully and is effective in reducing antisocial attitudes and beliefs. The low drop-out rate and responsive design of the programme has implications in assisting policy makers and practitioners to make decisions about management and treatment; as well as allocation of resources. The complexities of working with MDOs are highlighted throughout the thesis and the utility of the findings are discussed in relation to future research and intervention strategies.
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Hughes, Sian E. "Adults who deliberately set fires : the utility of fire-setting intervention programmes for mentally disordered offenders." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3705/.
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This thesis explores both the utility and effectiveness of psychological interventions in addressing fire-setting behaviour amongst adults. Chapter one explores the heterogeneous nature of this population in terms of the behaviour, the personal characteristics, and the motivations. By outlining multi-factorial theories, it explores why adults intentionally set fires and the implications that this has on the development of psychological interventions. Chapter two provides a critical appraisal of the Millon Clinical Multiaxial Inventory (3rd Edition) as an assessment of personality disorder and psychopathology. This chapter explores the psychometric properties of the tool, both in terms of the reliability and validity of its use amongst adults within forensic settings. This was deemed important given its typical use with mentally disordered offenders, including those with a history of fire-setting behaviour. Chapter three contains a systematic review exploring the effectiveness of psychological interventions for adults who set fires, and highlights the shortage of available research. Although interventions have evidenced some promising findings in relation to recidivism and improved psychological well-being, limitations were recognised in relation to the quality of articles reviewed, and the generalisability of such findings. Chapter four explores the experiences of service users within a structured fire-setting treatment programme specifically designed for mentally disordered offenders. Using an Integrative Phenomenological Approach, insight is gained into the service users’ perceptions of the programme and its utility in addressing fire-setting behaviour. Six themes are identified and discussed in length offering a rich understanding into the most salient aspects of the intervention from an inpatient service user’s perspective. Finally, theoretical and clinical implications of the findings from the previous chapters are discussed in Chapter five.
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Van, Zyl Arthur Leon. "Substance abuse practices and Intervention programmes for male youth offenders in Pollsmoor – Department of Correctional services." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1088.
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A dissertation submitted in partial fulfilment of the requirements for the degree of Magister Educationis in the Department of Educational Psychology and Special Education, University of Zululand, South Africa, 2011.Substance use is on the increase among the youth in South Africa. Traditional concern about the youth (as the future of South Africa), and the portrayals in the media of severe drug and alcohol use among the country‟s youth have contributed to the need for research into this issue. Drugs and alcohol also have a close link to crime. The aim of this study is to investigate and report the prevalence of substance use and the need for intervention among male youth offenders at the Pollsmoor Youth Centre, in the Western Cape Province. The research has attempted to create an understanding of male youth drug abusers‟ attitudes towards intervention and rehabilitation programmes and also the Correctional Service‟s role in managing substance abuse. A survey research methodology using questionnaires has been employed. The data was analysed using descriptive and inferential statistics. The sample population consisted of the sentenced male youth offenders at the Pollsmoor Youth Centre. The results of the survey indicated that “Tik” (methamphetamines or crystal meths) was the most popular substance of choice in this sample. Tik was 23 % more popular than its nearest rival, cannabis. Tobacco was the most widely used drug owing to it being legal and obtainable at the Centre‟s shops. The majority of male youth offenders (74 %) believed that an intervention programme was necessary as part of their rehabilitation. The findings indicated that a department or unit needs to be established to handle the increasing drug abuse problem. The unit should identify substance abusers on admittance and place them on a rehabilitation programme. If necessary this programme should continue in their community after release from the correctional centre.
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Sticher, Gayle. "Barriers to the acceptance of road safety programmes among rural road users : developing a brief intervention." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30372/1/Gayle_Sticher_Thesis.pdf.
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Motorised countries have more fatal road crashes in rural areas than in urban areas. In Australia, over two thirds of the population live in urban areas, yet approximately 55 percent of the road fatalities occur in rural areas (ABS, 2006; Tziotis, Mabbot, Edmonston, Sheehan & Dwyer, 2005). Road and environmental factors increase the challenges of rural driving, but do not fully account for the disparity. Rural drivers are less compliant with recommendations regarding the “fatal four” behaviours of speeding, drink driving, seatbelt non-use and fatigue, and the reasons for their lower apparent receptivity for road safety messages are not well understood.
Countermeasures targeting driver behaviour that have been effective in reducing road crashes in urban areas have been less successful in rural areas (FORS, 1995). However, potential barriers to receptivity for road safety information among rural road users have not been systematically investigated.
This thesis aims to develop a road safety countermeasure that addresses three areas that potentially affect receptivity to rural road safety information. The first is psychological barriers of road users’ attitudes, including risk evaluation, optimism bias, locus of control and readiness to change. A second area is the timing and method of intervention delivery, which includes the production of a brief intervention and the feasibility of delivering it at a “teachable moment”. The third area under investigation is the content of the brief intervention. This study describes the process of developing an intervention that includes content to address road safety attitudes and improve safety behaviours of rural road users regarding the “fatal four”.
The research commences with a review of the literature on rural road crashes, brief interventions, intervention design and implementation, and potential psychological barriers to receptivity. This literature provides a rationale for the development of a brief intervention for rural road safety with a focus on driver attitudes and behaviour.
The research is then divided into four studies. The primary aim of Study One and Study Two is to investigate the receptivity of rural drivers to road safety interventions, with a view to identifying barriers to the efficacy of these strategies.
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Sticher, Gayle. "Barriers to the acceptance of road safety programmes among rural road users : developing a brief intervention." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30372/.
Full textAbstract:
Motorised countries have more fatal road crashes in rural areas than in urban areas. In Australia, over two thirds of the population live in urban areas, yet approximately 55 percent of the road fatalities occur in rural areas (ABS, 2006; Tziotis, Mabbot, Edmonston, Sheehan & Dwyer, 2005). Road and environmental factors increase the challenges of rural driving, but do not fully account for the disparity. Rural drivers are less compliant with recommendations regarding the “fatal four” behaviours of speeding, drink driving, seatbelt non-use and fatigue, and the reasons for their lower apparent receptivity for road safety messages are not well understood.
Countermeasures targeting driver behaviour that have been effective in reducing road crashes in urban areas have been less successful in rural areas (FORS, 1995). However, potential barriers to receptivity for road safety information among rural road users have not been systematically investigated.
This thesis aims to develop a road safety countermeasure that addresses three areas that potentially affect receptivity to rural road safety information. The first is psychological barriers of road users’ attitudes, including risk evaluation, optimism bias, locus of control and readiness to change. A second area is the timing and method of intervention delivery, which includes the production of a brief intervention and the feasibility of delivering it at a “teachable moment”. The third area under investigation is the content of the brief intervention. This study describes the process of developing an intervention that includes content to address road safety attitudes and improve safety behaviours of rural road users regarding the “fatal four”.
The research commences with a review of the literature on rural road crashes, brief interventions, intervention design and implementation, and potential psychological barriers to receptivity. This literature provides a rationale for the development of a brief intervention for rural road safety with a focus on driver attitudes and behaviour.
The research is then divided into four studies. The primary aim of Study One and Study Two is to investigate the receptivity of rural drivers to road safety interventions, with a view to identifying barriers to the efficacy of these strategies.
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Kolo, Vuyiswa Felicia. "A framework for management participation in HIV and AIDS intervention programmes: the Chris Hani District Municipality case." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/15345.
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South Africa is one of the countries in the world with the highest number of people living with HIV/AIDS. Workplace HIV/AIDS programmes have been singled out by the Government as one of the measures to fight against the spread of the disease. However, it is quite concerning that managers in most organisations are very reluctant to actively participate in the programmes. One of such organisations is the Chris Hani District Municipality. Reluctance by managers to participate in these programmes has given rise to effects such as lower level employees also not willing to participate in the programmes; thereby undermining efforts by the municipality and the National Government as a whole to fight against the spread of the disease in South Africa. This study has developed a framework that may enable municipal managers to participate in HIV/AIDS programmes in the municipality. In addition the study has also explored factors that discourage managers from participating in HIV/AIDS programmes. The study took place in the Chris Hani municipality. The sample population was municipal managers from the different directorates. The methodological approach was quantitative. Data was collected with use of a questionnaire. The questionnaire was distributed physically and electronically by the researcher. The findings of the study show that in order for managers to actively participate in the programmes of HIV/AIDS, measures should be put place to enhance the following: self-awareness, positive attitude, effective communication, management involvement, management support, and relationship building. The researcher hopes that the study will not only enhance management participation in the Chris Hani municipality, but also other municipalities and organisations in South Africa interested in the fight against the spread of the HIV/AIDS disease.
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Olszak, Eric. "Stratégies des chaînes de télé et intervention publique : L'impact sur l'offre de programmes de fictions en Europe." Lille 1, 1996. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1996/50374-1996-223.pdf.
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On considère que la prédominance des fictions américaines en Europe depuis le début des années 80 s'explique d'abord par la présence des chaînes privées, celles-ci confrontées à des problèmes de rentabilité se tournent vers le seul pays capable de fournir des programmes peu onéreux : les Etats-Unis. En utilisant les modèles de porter de l'avantage concurrentiel des nations et celui des firmes ainsi que d'autres éléments empruntés à différents champs de l'analyse économique comme l'économie publique ou l'économie internationale, on est amené à nuancer ces affirmations. Il apparaît que la domination américaine dans la production audiovisuelle est largement antérieure au développement des chaînes privées européennes. Elle est liée à la fois à l'organisation libérale du système audiovisuel "américain" et à l'influence des paramètres comme les facteurs de production, les industries situées en amont et apparentées et la demande ; plus qu'en Europe ceux-ci demeurent susceptibles d'influer sur la qualité des fictions produites. De la même façon, l'évolution des stratégies des chaînes vers l'adoption de comportements plus "coopératifs" et le redéploiement de l'intervention publique vers un cadre communautaire nous laisse entrevoir une situation figée qui pourrait conduire à bref échéance à la disparition de l'identité culturelle européenne.
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Fraser, Jennifer Anne, and n/a. "The Role of Home Visiting as an Early Intervention Strategy for Prevention of Child Abuse and Neglect." Griffith University. School of Applied Psychology, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050915.140055.
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Burgeoning numbers of child abuse and neglect reports throughout the developed world has prompted calls for preventive and early intervention measures to support and prepare families for parenting. Nurse home visiting is one form of service delivery gaining acceptance as an appropriate strategy. Although home visiting is not a new concept in service delivery, enthusiasm for home-visitation programmes has re-emerged not only in Australia in recent years, but in many other developed countries with initiatives being launched or recommended at state, national and international levels. This thesis presents a review of the tenets of home visiting and examines a home visiting intervention programme targeting children born into families with child abuse or neglect risk factors. A randomised controlled trial using a cohort of 181 families was undertaken to evaluate the impact of this home visiting programme. Mothers were recruited in the immediate postnatal period and allocated either into the home visiting programme or into a comparison group. The research design required self-identification into the study by providing positive responses to a range of risk factors. This procedure was shown to have utility in the context of recruitment to a research trial, in that respondents were willing to disclose sensitive personal issues using this form of screening as the basis for targeted intervention. The home visiting programme examined by this study was also shown to have social validity, with mothers willing to accept this form of intervention from the immediate postnatal period. High retention and satisfaction rates strengthened this conclusion. The ability of this study to evaluate the effectiveness of the home visiting intervention programme may have been compromised by a range of contextual factors influencing programme outcomes detailed in this thesis. Nonetheless, the study found that, for a group of families reporting risk factors for child abuse and neglect potential, provision of an intensive home visiting intervention using nurses, social workers, and parent aides was not effective in producing more favourable adjustment to the parenting role over time compared with nonintervention or clinic based service provision. The intervention programme group participants gained knowledge of child development and child management skills during the early postnatal weeks while the comparison group participants developed knowledge and skills later in the first year of their infant's lift. Early adaptation to the parenting role, parenting knowledge, and skill acquisition bodes well for parent-infant attachment and the children's long-term health and developmental outcomes. However, a 12-month assessment of maternal, family, and child development variables did not demonstrate maintenance of a positive intervention impact on parenting stress, parenting competence, or quality of the home environment. Finally, predictive analysis of fictors measured in the immediate postnatal period revealed an absence of any predictive value to demographic characteristics, which secondary prevention efforts typically target. These results not only demonstrate that there is a relationship between maternal, family and enviromnental factors identified in the immediate postnatal period, and adjustment to the parenting role, but also challenge demographic targeting for child abuse and neglect risk. Findings are discussed and placed within the context of previous research and reference is made to implications for future child health practice, development, and research. Recommendations arising from this discussion relate to both future research and community child health practice.
16
Fraser, Jennifer Anne. "The Role of Home Visiting as an Early Intervention Strategy for Prevention of Child Abuse and Neglect." Thesis, Griffith University, 2000. http://hdl.handle.net/10072/365313.
Full textAbstract:
Burgeoning numbers of child abuse and neglect reports throughout the developed world has prompted calls for preventive and early intervention measures to support and prepare families for parenting. Nurse home visiting is one form of service delivery gaining acceptance as an appropriate strategy. Although home visiting is not a new concept in service delivery, enthusiasm for home-visitation programmes has re-emerged not only in Australia in recent years, but in many other developed countries with initiatives being launched or recommended at state, national and international levels. This thesis presents a review of the tenets of home visiting and examines a home visiting intervention programme targeting children born into families with child abuse or neglect risk factors. A randomised controlled trial using a cohort of 181 families was undertaken to evaluate the impact of this home visiting programme. Mothers were recruited in the immediate postnatal period and allocated either into the home visiting programme or into a comparison group. The research design required self-identification into the study by providing positive responses to a range of risk factors. This procedure was shown to have utility in the context of recruitment to a research trial, in that respondents were willing to disclose sensitive personal issues using this form of screening as the basis for targeted intervention. The home visiting programme examined by this study was also shown to have social validity, with mothers willing to accept this form of intervention from the immediate postnatal period. High retention and satisfaction rates strengthened this conclusion. The ability of this study to evaluate the effectiveness of the home visiting intervention programme may have been compromised by a range of contextual factors influencing programme outcomes detailed in this thesis. Nonetheless, the study found that, for a group of families reporting risk factors for child abuse and neglect potential, provision of an intensive home visiting intervention using nurses, social workers, and parent aides was not effective in producing more favourable adjustment to the parenting role over time compared with nonintervention or clinic based service provision. The intervention programme group participants gained knowledge of child development and child management skills during the early postnatal weeks while the comparison group participants developed knowledge and skills later in the first year of their infant's lift. Early adaptation to the parenting role, parenting knowledge, and skill acquisition bodes well for parent-infant attachment and the children's long-term health and developmental outcomes. However, a 12-month assessment of maternal, family, and child development variables did not demonstrate maintenance of a positive intervention impact on parenting stress, parenting competence, or quality of the home environment. Finally, predictive analysis of fictors measured in the immediate postnatal period revealed an absence of any predictive value to demographic characteristics, which secondary prevention efforts typically target. These results not only demonstrate that there is a relationship between maternal, family and enviromnental factors identified in the immediate postnatal period, and adjustment to the parenting role, but also challenge demographic targeting for child abuse and neglect risk. Findings are discussed and placed within the context of previous research and reference is made to implications for future child health practice, development, and research. Recommendations arising from this discussion relate to both future research and community child health practice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Groenewald, Greta. "Self-management : an intervention to facilitate optimum growth during management development." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53585.
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Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The changing environment has had an influence on managerial skills and competencies. The question is what will be expected from the millennium manager? Thus what competencies would be needed to cope in the now faster changing era and how must training interventions be adapted to ensure optimum development opportunities? Although management is found at all levels and in all functions of an organisation, each level and each role requires different personal skills for the performance of the management task. However conceptual skills which involves the manager's thinking and planning abilities and interpersonal skills which refer to the ability to work with people, are mutually inclusive to all managerial positions. From literature it is clear that there are many methodologies available for management development such as corporate universities, outsourcing to local accredited colleges and universities for specialised programs such as a formal MBA, mentoring programs, leadership development programs, self-directed learning and career development. Critical evaluation of these interventions however indicate that conceptual skills are addressed but that the social and emotional dimensions are lacking. The focus of development interventions must shift to a more holistic, integrated approach of employee well-being. Another question to be asked is do educators take cognisance of the fact that personality and or psychological types are learning in different ways under different circumstances. In literature there seems to be very little evidence that programs are adapted to cater for these differences. From the literature sufficient information regarding learning theories, andragogy, learning styles and management development models is available. The challenge however is to incorporate and integrate the available information effectively to address the needs of a psychological, culturally diverse population. The trend in management development is moving towards incorporation of emotional intelligence as one of the components of development programmes. The emotional competence framework focus on personal competence which determines how we manage ourselves, and on social competence which determines how we handle relationships. In order to be able to effectively manage ourselves we have to focus on self-awareness, self-regulation and motivation. Therefore the need exists for a selfmanagement intervention in management development programmes. Very little information is available in existing literature on self-management programmes. The outcome of this literature survey is a suggested framework for a self-management module. The framework suggests three phases namely phase 1: Self-discovery which entails the gathering of information regarding personality and learning styles, brain dominance and the emotional intelligence (EO) map. Phase 2: Self-transforming which starts with the analysis of the self-discovery interventions, followed up by a guided process of self-transforming which entails personal goal setting and action plans. Phase 3: Self-mastery which is an active working towards the goals in all spheres of one's life, and celebrating "victories" to reinforce newly acquired skills or competencies. A follow-up on this study would be to develop a detailed module, integrating all the principles, theories and models to ensure a management development intervention that succeeds in providing "self-managing managers"!
AFRIKAANSE OPSOMMING: Die veranderende omgewing en tye het 'n invloed gehad op bestuursvernuf en bekwaamheid. Die vraag is dus: Wat sal verwag word van die "Millennium Bestuurder"? Dit wil sê, watter bekwaamhede sal nodig wees om aan te pas by dié vinniger veranderende era en hoe moet beroepsopleiding aangepas word vir optimum ontwikkelingsgeleenthede. Alhoewel bestuur gevind word op alle vlakke en in alle funksies van 'n organisasie, vereis elke vlak en elke rol verskillende persoonlike kundighede vir die uitvoer van die bestuurstaak. Konsepsuele kundigheid, wat na die bestuurder se denkvermoë, beplanningsvernuf en interpersoonlike vaardighede verwys, is wedersyds ingeslote by alle bestuursvlakke. Vanuit die literatuur is dit duidelik dat daar baie metodes van studie beskikbaar is vir bestuursontwikkeling soos korporatiewe universiteite, plaaslike ge-akkrediteerde kolleges en universiteite vir gespesialiseerde programme soos 'n formele MBA, mentorskapprogramme, leierskapontwikkelingsprogramme, self-gedrewe leeraktiwiteite en beroepsontwikkeling. Kritiese evaluasie van die intervensies wys daarop dat konsepsuele kundighede wel geadresseer word, maar dat die sosiale en emosionele dimensies ontbreek. Die fokus van ontwikkelingsintervensies moet skuif na 'n meer holistiese geïntegreede benadering in terme van werknemersgesondheid. Ons kan die vraag afvra of opvoeders wel kennis neem van die feit dat persoonlikheids- en sielkundige tipes verskillend leer onder verskillende omstandighede. In die literatuur blyk daar min bewyse te wees van programme wat aangepas is om vir dié verskille voorsiening te maak. In die literatuur is daar wel genoegsame inligting oor leerteorieë, andragogie, leerstyle en bestuursontwikkelingsmodelle. Die uitdaging is dus om die beskikbare inligting te inkorporeer, integreer en die behoeftes van 'n sielkundig, kulturele diverse populasie effektief te adresseer. Die neiging in bestuursontwikkeling is die inkorporering van emosionele intelligensie as een van die komponente van ontwikkelingsprogramme. Die emosionelevaardigheidsraamwerk fokus op persoonlike vaardigheid, wat bepaal hoe individue hulself bestuur, en op sosiale vaardigheid, wat bepaal hoe individue verhoudings hanteer. Dus die behoefte bestaan vir 'n self-bestuurs intervensie in bestuursontwikkelingsprogramme. Baie min informasie in Suid-Afrikaanse navorsing is beskikbaar in bestaande literatuur op self-bestuursprogramme. Die uitkoms van dié literatuurstudie is 'n voorgestelde raamwerk vir 'n self-bestuurs module. Die raamwerk stel drie fases voor naamlik, Fase 1: Self-ontdekking wat insluit die invordering van informasie aangaande persoonlikheids-en-Ieerstyle, brein dominansie en die emosionele intelligensie kartering. Fase 2: Self-transformasie wat begin by die analise van die self-ontdekkings intervensies, gevolg deur 'n gereguleerde proses van selftransformasie wat omvat persoonlike doelstellings en aksie planne. Fase 3: Selfbemeestering wat 'n aktiewe strewe is na die bereiking van doelstellings in alle sfere van 'n individu se lewe en die viering van "oorwinnings" om nuutgevonde vaardigede en kundighede te versterk. 'n Opvolg op dié studie sou wees om 'n gedetailleerde module saam te stel wat al die beginsels, teorieë en modelle integreer om sodoende 'n bestuursontwikkelings intervensie te verseker met "self-besturende bestuurders" as uitkoms!
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Moeketsi, Ntsubise Violet. "Targeting educator resilience : an intervention program for Free State primary school educators affected by the HIV/AIDS pandemic / Moeketsi, Ntsubise Violet." Thesis, North West University, 2010. http://hdl.handle.net/10394/12822.
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The aim of this study was to explore how effectively educators in primary schools in the Thabo Mofutsanyana district (rural QwaQwa area, Free State province) affected by the HIV/AIDS pandemic can be supported to cope more resiliently with the pandemic's challenges, using the Resilient Educators programme (REds). REds has been piloted with urban educators previously, but not with rural educators. In order for me to achieve this aim, I used mixed methods to gather data: qualitative and quantitative data were gathered in the pre- and post-tests (before and after the implementation of REds) to comment on participant empowerment. I interpreted the data to comment on whether and how the REds programme supported educators affected by HIV/AIDS. Previous Reds piloting was done with urban educators. My piloting would explore if and how
REds would enable rural educators. To actualise the study, I recruited ten participants (two males and eight females), but only the eight females completed the study. My participants were Sesotho-speaking educators frorn one of the primary schools in the rural area in the Thabo Mofutsanyana district (QwaQwa area) and all were affected by the pandemic. My findings indicated that REds was a meaningful intervention, but that it needs to be improved as regards the following: • Facilitators should take note of the strengths that participants have relating to HIV/AIDS. • Future REds should encourage positive interpersonal relationships. • The entire staff and different stakeholders in the community should be involved in future REds participation. • REds should be an ongoing intervention strategy for supporting infected educators and those otherwise affected by the pandemic.M.Ed., North-West University, Vaal Triangle Campus, 2010
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Pharaoh, Hamilton. "Development, implementation and evaluation of youth development programmes to address health risk behaviour among grade 8 to grade 10 learners in selected schools in the Paarl area." University of the Western Cape, 2014. http://hdl.handle.net/11394/4297.
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Philosophiae Doctor - PhDBackground: There is consensus internationally and among South African researchers that engagement in health risk behaviours amongst the youth is a concern from a public health perspective. It is evident that much health risk behaviours are established during adolescence, and may continue into adulthood, affecting health and wellbeing in later life, and some preventable health behaviours may be contributory causes of morbidity and mortality. Research into the development t of programmes can play a major role in reducing health risk behaviour amongst the youth and also provide a key learning opportunity should this be driven with bigger impetus by the building of research knowledge. Research knowledge needs to inform all stakeholders as to the best evidence-based possibilities that can assist in creating the behavioural change that is envisaged. This study therefore aimed to design, evaluate the feasibility of, and implement, a comprehensive youth development programme that will help to equip learners with the skills to change health risk behaviour in selected schools in the Paarl area, through input from all the stakeholders. The objectives of the study were to 1) obtain baseline information of grade 8 –10 learners about the health risk behaviours they engage in, and the extent to which learners manage personal situations; 2) explore the views of stakeholders regarding the type of health risk behaviours learners engage in, and reasons for engaging; 3) To determine the content of school-based interventions reported in literature, and its effectiveness in reducing or delaying these behaviours amongst the youth; 4) To design a youth development programme based on the views of the stakeholders and literature; 5) To evaluate the feasibility of the youth development programme designed in objective 4; 6) To implement a youth development programme. Method: This study adopted Intervention Mapping as a framework that translated into a five phase study. Each phase informed the next and the findings culminated in the proposed youth development programme for grade 8-10 learners in the Paarl area. Phase 1 used a survey to obtain baseline information about the health risk behaviours that youth engage in and the extent to which learners manage personal situations. The survey was administered using the face-face method and included a demographic questionnaire, the Youth Risk Behaviour Surveillance Survey and the Life Effectiveness Questionnaire. Descriptive statistics such as Frequencies and cross tabulations were performed, as well as inferential statistics including Multiple Regression analysis and Chi-square tests. Phase 2 entailed concept mapping using focus groups and individual interviews with stakeholders to determine their perceptions of the health risks learners engage in and the reasons for their behaviours. The sample included learners, teachers, and community representatives. Thematic analysis was conducted with transcriptions of the focus groups. Phase 3 entailed a systematic review of the literature reporting on interventions aimed at delaying and or preventing engagement in health risk behaviours amongst youth. Phase 4 entailed the triangulation of the findings from the first three phases into a draft programme. Phase 5 included a Delphi study with life skill trainers and experts in the field of health risk programming for adolescents. The Delphi survey was conducted in two rounds. After the feedback in round one, revisions were made to the draft programme to develop the final programme. Results: The results in phase 1 resonated with the findings in the existing body of literature with regards to the health risk behaviours that learners engaged in. Smoking, drinking, sexual activity, drug use, physical inactivity, crime and violence were the most prominent HRBs reported by learners in this sample. Regression analyses indicated that the combination of the LEQ`s life skill domains (Time management, Achievement, Emotional control, Social competence, Active initiative, Self-confidence, Intellectual flexibility and Task leadership) significantly explained between 25% and 56% of the variance in the health risk behaviours (smoking, drinking, drug use, sexual activity). Gendered patterns in engagement with drinking, drug use and risky sexual behaviour was empirically supported by the results of Chi square tests. Drinking and drug use was significantly more prevalent with male learners whilst risky sexual behaviour was significantly more prevalent amongst female learners. Results from phase 2, represented by a concept map suggested that the development of programme content should start with contextual relevance achieved by understanding the range of HRBs youth engage in. This in turn allows for an exploration of the pathways in which engagement has come about. The second and third quadrants illustrate this through their focus on the reasons why youth engage in HRBs and the places where they are exposed to HRBs respectively Once the content has addressed what they do and why they do it, the process of skills development can commence to combat engagement in HRBs. The resultant concept map has four quadrants where each quadrant represents a concept map that corresponded to the themes identified was conceptualized as interacting with one another. During the systematic review process it was identified that effective interventions included the following elements: multi-theoretical approaches, multiple HRBs as targets, gender differentiation, and life skills. In phase 4 a concept map was created that assisted with the design of the programme. The findings from the Delphi study ratified the components included and determined that it was feasible. The recommendations included independent facilitators who have been trained in a specific skill set, avoiding the blurring of the boundary between teachers and facilitators, and a distinction between grades for the purposes of conceptualizing and presenting the programme. This resulted in the researcher augmenting the proposed programme to include independent facilitators; peer mentors; a staggered or tiered programme. These augmentations were substantial and made an immediate implementation not feasible. The scope of the revisions for developing a tiered or staggered programme was adopted as a recommendation, but was outside the scope of the present study in fulfilment of the requirements for a doctoral degree. Thus the final or revised programme only represents the initial level for grade 8 learners and the development process will continue using the same methodology in post-doctoral research. These include the development and accreditation of the training resources, selection and training of faciltators, and the clarification of the relative standing of facilitators in the school environment. Discussion: Health risk behaviour engagement, the factors influencing that engagement and the development of a diverse youth development programme to delay, reduce or prevent it is in itself very complex. Add to it the fact that the youth live in an ever-changing environment where negative role modelling and exposure to health risk behaviour is an everyday occurrence. Structures have been identified in this study that can play a vital role in designing a youth development programme, as well as build on existing programmes. This study incorporated intervention mapping as a participatory design using both quantitative and qualitative methodologies that speak to a high level of rigour and methodological coherence. The study yielded a rich data base with clear directives for future research that will make a significant contribution to the attempts to impact youth development programming and health risk behaviour amongst adolescents. Conclusion: The findings of this study suggest that a multi-theoretical approach to programming that includes gender differentiation and the targeting of multiple HRBs is likely to be more effective in the reduction, delay and prevention of health risk behaviour amongst learners in grade 8-10. The resultant programme is tiered or staggered and differentiates between grades in conceptualization and implementation of the programme. The study presented the programme for the first tier with grade 8 learners and made clear recommendations for the way forward. The study makes an important contribution in its use of participatory methodology that includes stakeholder participation to create a more robust and comprehensive programme.
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Petersen, Cindy. "Youth violence perpetration : a systematic review of community-level protective factors and community resilience." University of the Western Cape, 2015. http://hdl.handle.net/11394/4688.
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Magister Psychologiae - MPsychThis study aimed to (1) establish the conceptualization of youth violence perpetration within the literature; (2) explore identified community-level protective factors, (3) establish whether the interaction between community-level risk and protective factors are discussed, and (4) establish whether community-level protective factors are conceptualised within community resilience framework within the literature on youth violence. The research design of this study is a systematic review of literature focused on youth violence perpetration, community-level protective factors against perpetration of violence by youth, as well as community resilience. English-medium research literature published between Jan 1994 and Jan 2014 was reviewed. Databases that were searched are: Academic Search Premier, PsycArticles, MEDLINE, JSTOR, SocIndex, and SageOnline. Data extraction was done by two reviewers at three stages of review (abstract reading, title reading, and full-text reading), using three instruments for quality assessment across the three stages. Fifteen articles were deemed acceptable after review at the end of the three stages, achieving a threshold score of 50% or more, and these articles were used in the findings of this review. These primary studies were collated, systematically assessed, synthesised, and interpreted. Findings of this review indicate that youth violence perpetration is conceptualised within the research as various forms of violence committed by young people. The literature has suggested that youth violence perpetration may be as a result of a lack of social infrastructure and opportunities within impoverished communities. For this reason the provision of community resources, economic opportunity, educational and mentoring programmes, and subsequently the development of prosocial involvement/ interaction was suggested as strategies for intervention at a community level. Major findings of the study as well as the implications for practice and further research are discussed.
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Le, Tape Andre Rhyno. "Evaluation of the Soul City HIV and AIDS social intervention programme for the youth in the Northern Cape South Africa." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62645.
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The goal of the study was to evaluate the content, implementation and applicability of the Soul City social intervention programme (SCI programme) about HIV and AIDS targeted at the youth in the Northern Cape from an ecosystems perspective. The goal of this study was achieved through the realisation of the objectives of the study. The objectives of the study were: To describe the phenomenon of HIV and AIDS among the youth in the Northern Cape, South Africa from an ecosystems perspective; to describe the NSP 2012-2016 and the Provincial Strategic Plan (PSP) for HIV and AIDS in South Africa; to describe and critically analyse the SCI programme's focus on the youth from the ecosystems perspective; to evaluate the content of the SCI programme for the youth with regard to HIV and AIDS in the Northern Cape in the context of the NSP 2012-2016 on HIV and AIDS from the field workers' perspective; to evaluate the implementation of the SCI programme for the youth on HIV and AIDS in the Northern Cape in the context of the NSP 2012-2016 on HIV and AIDS from the perspective of the youth as service users, and lastly, to provide guidelines for the content, applicability, implementation, monitoring and evaluation of the SCI programme for the youth with regard to HIV and AIDS in the context of the NSP 2012-2016, in order to enhance efforts to mitigate the impact of HIV and AIDS among the youth in the Northern Cape. Furthermore, a mixed-methods research approach was adopted to achieve the research goal. The quantitative and qualitative findings are described in Chapters 6 and 7 respectively. Triangulation, as mixed-method design, was utilised in this study. This enabled the researcher to produce complete and well-validated conclusions. The method of data collection for the part of the study about the youth was a group-administered questionnaire. For the qualitative part of this study, semi-structured interviews, with an interview schedule, were utilised to collect data related to the contents, applicability, implementation, monitoring and evaluation of the SCI programme from trained field workers working in the youth sector and specialising in HIV and AIDS. The quantitative data was analysed using both descriptive and association statistical analyses. In the present study, the researcher strived to ensure a high degree of face validity by allowing experts in the field, for example, social workers practising in the field of HIV and AIDS, to scrutinise the research instrument as part of the pilot test. The questionnaire was piloted with 20 youths to enhance both face and content validity further. In the current study, an acceptable degree of reliability was prioritised and therefore a Cronbach alpha coefficient of 0.70 for all categories of the questionnaire was sought. The qualitative data of the semi-structured interviews with Soul City programme implementers was analysed using thematic analysis. An independent reviewer reviewed the theme generation and analysis to ensure consistency or the interrater reliability of the findings. This aided the researcher to identify patterns or themes from direct quotations and to provide rich data representation. Verbatim quotations from the interviews were used to support the themes. To ensure data trustworthiness, a high premium was placed on credibility, transferability, conformability and dependability. Analyses of three different sources of data, namely the literature review, the youth programme attendees/recipients and interviews with Soul City field workers were undertaken to answer the following research question. "To what extent is the content and implementation of the Soul City social intervention programme applicable to the youth in the Northern Cape?" Subsequently, the sub-question of the study was: "Does the Soul City social intervention programme take the different levels of the ecosystems perspective into account regarding programme content and implementation?" Several key findings were made in the quantitative part of the study, with nine sections of the questionnaire which focussed on: the Biographic details of respondents; Objectives of the Soul City programme for the youth in the Northern Cape; Applicability and relevance of the content of the Soul City Programme; Knowledge gained through attending Soul City; Attitudinal change; Programme delivery; Programme content; Programme facilitation methods and general aspects. Key findings were that there was no statistical association found between any of the variables in most sections of the questionnaire except for combinations of five questions in sections D and G. There was a statistical association found with regard to age where the respondents indicated that the SCP contributed to them achieving their personal life goals. Also in Section D there was a statistical association found where the respondents could see the impact of the SCP on their lives. There was a statistical association found between where respondents indicated that the SCP should focus on ways/strategies to fight poverty in their communities and also when they indicated that the SCP should focus on involving important people/stakeholders such as youth leaders. Lastly, there was a statistical association found between where the respondents indicated that the capacity of the youth in the community to fight the further spread of HIV and AIDS could be built by visiting the community. From an ecosystems perspective, the SCP programme appeared to be influenced by or aligned to micro-, meso-, exo- and macrolevel factors with varying degrees of success and focus areas. The programme's exolevel focus appeared to be more prominent and to a lesser degree the macro- and microlevels. The research found that the SCP is relatively effective regarding programme content and facilitation methods albeit to a limited degree. Furthermore, what was repeatedly clear was a need for the SCP's programme continuation and sustainability, because adequate effort had not been made for this despite the programmes' apparent value when it was operational.Thesis (DPhil)--University of Pretoria, 2017.
Social Work and Criminology
DPhil
Unrestricted
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Robinson, Noah Jamie. "The association of HIV-1 and other sexually transmitted diseases, and its relevance to intervention programmes in rural Uganda : a simulation modelling exercise." Thesis, London School of Hygiene and Tropical Medicine (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319658.
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Jose, Saju Valliara. "Evaluation of Micro Finance Intervention Programmes and Strategies Deployed on the Rural Poor by New Age Banks: Cases of States of Kerala and Tamiluadu in India." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/366914.
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This study investigated the extent to which consumers of microfinance services perceive that there is a relationship between the type of financial services they receive and the principles that govern socially responsible practices. Specifically, the study investigated the extent to which managers and consumers of selected microfinance institution and new age banks in India perceived the financial services provided in the context of well known corporate social responsibility (CSR) principles.
To achieve this, the study utilised a mixed method approach and design involving quantitative and qualitative techniques. In so doing, the study conjointly drew on selected CSR theoretical frames including Legitimacy theory, Stakeholder Theory and Attribution Theory to gauge managers’ and consumers’ evaluations. Specifically, it was expected that by pursuing a series of nominated objectives, this frame would help assess managers’ and consumers’ reactions to and perceptions of financial services as socially responsible entities as well as selected financial services, in the context of corporate social responsibility (CSR) principles.
Managers and consumers views on CSR were collected using interviews and surveys involving the validated Lundstrom and Lammont (1976) instrument. The data was then subjected to appropriate quantitative and qualitative techniques to ascertain levels of (non) significance in the relationship between microfinance institutions’ CSR related initiatives and the managers’ and consumers’ CSR evaluations. The findings reveal that the consumers of microfinance under the CSR banner do not believe in the sustainability of the initiatives and they do not have much hope that these programmes will actually lift them sufficiently above the poverty line. The study also finds that managers of new age banks and microfinance institutions feel that much more could be done in making these programmes sustainable. However both the managers and consumers are generally satisfied by the CSR initiatives of MFIs, including glocalisation. Interestingly there is no real correlation between CSR initiatives and repurchase intentions among consumers.
Finally, and based on the findings, the study offers, important managerial implications as to the utility of corporate social responsibility principles in the maintenance of sustainable business practices and consumer satisfaction.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Hamlin, Beth Lauren. "Holding hands : evaluating quantitative outcomes and parental perceptions." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3704.
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Background: Behaviour difficulties are one of the commonest problems for which parents seek professional advice. Behaviour difficulties in early childhood are associated with poorer educational and social outcomes in later life (Loeber & Dishion, 1983). The importance of early intervention and preventative work to support behaviour difficulties has been stressed in the literature and is a priority in the government’s strategy for promoting positive outcomes for children. It is now generally accepted that parenting programmes (PPs) are an effective mechanism for supporting children with behaviour difficulties. A review of the literature suggests that while there are numerous evaluations of PPs there is limited evidence of PPs that are successful outside of a clinic setting and even less evidence on particular aspects of PPs and how parents view them. Aims: The main aim of this research was to explore a community based PP (the Holding Hands Group Programme (HHGP)) in terms of both its outcomes and the perceptions of the parents involved. The aim of paper one was to investigate whether families who undergo the HHGP, notice any improvement in child behaviour, parental stress and parental confidence. A second aim was to compare the HHGP to the previously evaluated Holding Hands Individual Programme (HHIP). The aim of paper two was to examine the process elements of the Holding Hands Group Programme (HHGP), seeking new insights and a detailed descriptive portrayal of how parents experience the HHGP. Methods: The study utilised a pragmatic approach to evaluation, with mixed methods and differing methodologies. Paper 1 involved a fixed quasi-experimental design using a pre-test, post-test single group evaluation. Outcome data was gathered from 34 parental responses to a range of psychometric measures completed on each of three occasions. Paper 2 involved semi-structured interviews being carried out with 15 parents prior to, and on completion of, the HHGP. The interviews focused on parent’s experiences of the programme and what they liked/disliked. Results: Paper 1: At the start of the HHGP parents typically reported high levels of intensity of behaviour, behaviour that was a problem and stress levels. They also reported low levels of parental confidence. By the end of the HHGP parents reported significantly increased confidence and significantly reduced stress, intensity of behaviour and behaviour that was problem. These positive results were maintained beyond the end of the programme as indicated at follow-up meetings. The findings indicate that the HHGP was effective for all identified subgroups of the sample. These findings broadly mirror the findings of the evaluation of the HHIP, although results do show some significant differences between the HHIP and the HHGP. Paper 2: The interviews conducted with fifteen parents were analysed using a rigorous approach to thematic analysis to identify emerging themes. Six themes were identified from parental accounts: support, new knowledge, reconstructing, awareness, changes and interactions. Alongside these themes was a practical element about ‘what worked’. Prior to the HHGP parents gave detailed descriptions about the difficulties that they were experiencing with their child, were able to identify what they wanted to achieve through the group and seemed able to predict what might be useful to them. After the sessions parents discussed what they had gained from taking part and were able to give suggestions for what had caused any changes. Extensions and Implications: On methodological grounds it would be desirable to undertake further work with either a control group, or baseline wait list. A further extension would be to use a longer follow up period or to contact the current participants to see how this cohort is coping when they start school. This study relied on self report data, therefore future work could consider the use of videoing interactions. It would also be useful to extend the interview process to include the follow up period. The results of this study imply that PPs can be delivered effectively to groups in non-clinic settings, and this suggests a route to more cost-effective delivery of PPs. However, as the results indicate that the HHGP was not successful for all, it reminds us that practitioners need to be vigilant in attempting to identify those families that are not helped and flexible in trying to assist them in other ways - perhaps via booster sessions or through the use of self-guided written materials.
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Ross, K. B. "Directors’ perceptions of parent involvement in the Early Head Start and Sure Start early intervention programs : a cross-Atlantic study." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:bcc8f285-082e-47e5-8194-3c5c2d8093ba.
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This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.
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Morgan, Geoffrey John Robert. "An exploratory evaluation of a community interactive training programme for parents of children aged birth to five." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3311.
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Background: Conduct problems (CPs), a persistent pattern of challenging, oppositional, defiant or aggressive behaviour are a significant concern to educators, families and other professionals. CPs in preschool children are related to poorer educational and social outcomes in addition to a range of behavioural and emotional difficulties. Although there is evidence for hereditary and temperamental influences, parental factors are widely considered to be significant in the development of CPs. Parents experiencing psychological or social distress are considered to be at risk for challenging behaviour in their children. Psychologists and other theorists have suggested several possible reasons for this association. Firstly, it is possible that parents in distress have difficulty managing stress and as a result use harsh, inconsistent or coercive approaches to parenting. Secondly, parents with children who have CPs may be low in parental self efficacy, a consistent belief in their capacity to parent, which leads them to parent ineffectively and inconsistently. A third possibility is that parents in distress struggle to form stable attachments with their children which can lead to later behavioural difficulties. Finally, it is possible that parent’s distress is influenced by external contextual factors which also influence children such as family or social conflict. Studies suggest that training programmes for the parents of preschool children are effective in reducing child behaviour problems. Training approaches are influenced by a combination of psychological theories including behaviourist, social-cognitive, attachment and ecosystemic approaches. There have been many quantitative evaluations supporting the use of parent training programmes (PTPs). However, there has been limited inquiry into the process of PTPs from the perspective of those who attend them. Aims: The first part of this study was designed to evaluate vulnerability factors related to conduct problems; parental self efficacy, stress and child behaviour problems over the course of a community parent training programme designed to help participants to understand and manage the behaviour of young children. The overall research aim was to evaluate the outcomes and process, using different methodologies to address several questions. A realist methodology was applied to evaluating: 1. was there an association between parental stress, parental self efficacy and child behaviour problems at the start of the programme consistent with the established theory? 2. Did the parents attending the course experience higher than expected levels of stress and child behaviour problems? 3. Did quantitative and qualitative data indicate that these vulnerability factors changed over the duration of the course? Finally, an interpretivist methodology was used to explore how parents of young children evaluated as at risk of challenging behaviour described the experience of learning in the programme. Methods: The study utilised a pragmatic approach to evaluation with mixed methods and differing methodologies. At the start of the programme, a cohort of 38 parents agreed to participate in the study prior to the programme and completed self report measures related to parental stress and parental self efficacy. Parents with concerns about the behaviour of a child aged over three also completed a questionnaire relating to child behaviour problems. Of the original cohort, 27 completed self report measures at the end of the programme. 17 parents completed the same measures at a follow up meeting at the Children’s Centre, five to six weeks after the programme was completed. At this meeting 16 parents were interviewed to discuss their experience of the programme and any subsequent changes which had occurred. Results The results of the first part of the evaluation suggested a significant relationship between parental self-efficacy and stress and between stress and child behaviour problems. However, there was no statistical association between self-efficacy and child behaviour problems, as expected. This tentatively indicates that parental self-efficacy is less important in the development of child behaviour problems than has been previously suggested. The analysis of stress data at the start of the programme indicated that the frequency of parents reporting moderate to extremely severe stress was 4.42 times that which would be expected in a typical British cohort. At the start of the programme, frequency of child behaviour problems in the cohort were 5.9 times higher with conduct problems being 9 times what would be expected based on British norms. This suggests that the programme is being accessed by parents whose children are evidencing behaviour problems and, in particular, conduct problems. However, methodological issues are likely to have led to a slight overestimate of relative prevalence of child CPs in the cohort. Results indicated that parents reported significantly increased self efficacy, significantly reduced stress and child behaviour problems, including conduct problems, between the start and end of the programme. Thematic analysis and subsequent content analysis of outcome themes from interviews suggested that the majority of parents interviewed identified changes in parenting behaviour, knowledge, confidence, reduced stress and improved child behaviour as outcomes from the programme. However, changes in the quantitative data were not observed as frequently, reliably or to the same extent in the interview subgroup as they were in the main cohort, suggesting a sampling bias or a discrepancy in findings between methods. The self report data and interviews for all interviewees were then reviewed and interviews with six parents evaluated as having moderate to high stress, social or psychological difficulties and possible child behaviour problems were sampled. These were then re-analysed using a rigorous inductive approach to Thematic Analysis to identify emergent themes relating to the experience of participating and learning through the programme. Six themes emerged from analysis including; Understanding Difficulties, Identifying and Connecting, New Knowledge, Stopping and Thinking, Approach and Interaction and Reconstructing. The Understanding Difficulties theme described the different ways in which parents understood of their difficulties relating to themselves, their children and others which motivated them to attend the programme. The Identifying and Connecting theme described the importance to parents of personal identification with several aspects of the programme in terms of “being understood” in addition to identifying connections with established support, learning objectives and personal development goals. New Knowledge was categorised into three sub-themes of theoretical, practical and contextual. Contextual knowledge was constructed as understanding the experience of other parents, for example, identifying that other parents had similar difficulties. Theoretical knowledge about child behaviour and development encouraged parents to “stop and think” about the reasons for their children’s behaviour. Practical knowledge was constructed as parenting strategies which, when used, helped parents to feel more confident in themselves, more relaxed and more in control. The Stopping and Thinking theme described parents withholding action and considering the motivations for their children’s behaviour or the best approach to interacting with them. Approach and Interaction described changes to the way parents interacted with their children. The parents in question described changed or reconstructed understandings of their children, themselves and their difficulties as a result of participating in the programme. The theoretical implications of analysing the learning experience are that it highlights the importance of personal identification with the course objectives and experience.
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Brits, Jeanette. "A framework for the use and interpretation of statistics in reading instruction / Jeanette Brits." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1678.
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Borien, Jason Dean. "Evaluation of the differences in perception toward stress and trauma intervention strategies in the South African Police Service." University of the Western Cape, 2020. http://hdl.handle.net/11394/8052.
Full textAbstract:
Magister Commercii (Industrial Psychology) - MCom(IPS)The current crime rate in the Western Cape plays a crucial role in the exposure of police officers to stressful and traumatic events. The intensity and frequency of this exposure, if not treated, could lead to police officers experiencing comorbid disorders such as post-traumatic stress disorder (PTSD). This leads to an increased need for trauma intervention strategies to be offered, to assist police officers who are exposed to trauma in the South African Police Service (SAPS). Although trauma intervention programmes are established within SAPS, a difference in perception about their effectiveness and service offering are presented. The purpose of this study was to investigate the differences in perception toward stress and trauma intervention strategies within the SAPS in the Western Cape. In order to achieve the purpose of the study, the researcher, tapped into the lived experiences of current police officers and Employee Health and Wellness (EHW) staff, employed by SAPS through semi-structured interviews. Through a comparative design, the study will add value to the current body of knowledge, as differences and similarities between two of the primary role players in the trauma debriefing process within the SAPS are explored. The research sample, recruited by means of convenience sampling, consisted of seven EHW staff members who had experience with dealing with stress and trauma-related programmes, and eight visible policing police officers who had experienced some form of trauma-related incident. The researcher made use of an in-depth interview guide as the research instrument for this study, which consisted of audio-recorded semi-structured interviews with the participants. The audio recordings were transcribed, and then analysed by means of thematic analysis. The findings showed that a difference in perception exists between police officers and EHW staff members toward the effectiveness of trauma intervention strategies offered in the SAPS. The findings also suggest that the majority of police officers do not make use of the trauma intervention programmes in the SAPS, in comparison to EHW staff reporting on good attendance by police officers at the service offerings. Similarities in perception between the two groups presented itself in the form of how trauma is defined, the different responses to trauma and coping mechanisms employed by police officers. The implications of this study include a contribution toward policy and structural amendments of the Employee Assistance Programme (EAP) framework within the SAPS, as well as a motivation for implementing a compulsory trauma counselling programme for police officers.
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Visser, Monique. "Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6767.
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Thesis (M Speech Path)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.
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Gagnon, Hélène. "Développement et évaluation d'une intervention sur mesure visant à favoriser l'usage d'une seringue neuve à chaque injection chez les usagers de drogues par injection qui fréquentent les programmes d'échange de seringues." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25690/25690.pdf.
Full textAbstract:
Par l’utilisation de seringues souillées (i.e. qui ont déjà été utilisées par soi-même ou quelqu’un d’autre), les usagers de drogues par injection (UDI) s’exposent à différents types d’infections qui peuvent s’avérer graves. Dans le but de mieux cibler les objectifs d’une intervention visant à promouvoir l’utilisation d’une seringue neuve à chaque injection (i.e. qui n’a jamais été utilisée ni par soi ni par quelqu’un d’autre), une première étude a été réalisée. L’utilisation d’un modèle théorique intégrateur a permis d’identifier les facteurs associés à l’intention des UDI d’adopter ce comportement. Seulement 39 % des 105 répondants avaient une ferme intention d’adopter ce comportement dans la semaine suivante. La perception du contrôle comportemental (RC : 17,83; IC95 % 5,75-55,15) et l’attitude (RC : 13,43; IC95 % 3,54-50,87) étaient les principaux facteurs associés à l’intention.
L’intervention a été développée à l’aide du cadre de planification appelé Intervention Mapping. Ce modèle propose de tenir compte des données scientifiques, des fondements théoriques ainsi que de la participation des communautés visées dans l’élaboration des programmes. L’intervention a pris forme à travers une stratégie appelée le Computer Tailoring. Cette stratégie utilise les technologies de l’information pour communiquer des messages sur mesure, c’est-à-dire choisis en fonction des caractéristiques individuelles.
Cette intervention a été implantée dans le cadre d’une recherche évaluative. Un protocole expérimental a été utilisé. Les variables comportementales ont été mesurées avant l’intervention (T0), un mois après le début de l’intervention (T1) et trois mois plus tard (T2). Un total de 260 UDI a été recruté. Au départ, 52,3 % des participants ont rapporté ne pas avoir toujours utilisé des seringues neuves dans la semaine précédente. Les analyses ont montré un effet à court terme, puisque un mois après le début de l’intervention, les participants du groupe expérimental utilisaient moins de seringues souillées en proportion (p = 0,004), et étaient plus nombreux à adopter un comportement sécuritaire (p = 0,04) que les participants du groupe contrôle. Ces effets n’étaient plus observables après trois mois.
Les résultats de cette étude s’ajoutent à ceux déjà publiés démontrant l’efficacité de l’approche Computer Tailoring pour la modification de comportements liés à la santé. Dans la mesure où ils sont exposés à des messages éducatifs ciblés, les UDI qui fréquentent les programmes d’échange de seringues (PES) adoptent des comportements sécuritaires.The use of soiled syringes exposes injection drug users (IDUs) to serious infections. To better target objectives of an intervention aimed at promoting the use of a new syringe at each injection, a preliminary study was realized. The use of an integrative theoretical model has permitted to identify factors associated with the intention of IDUs to adopt this behaviour. Only 39% of the 105 respondents had a firm intention to adopt this behaviour in the next week. Perceived behavioural control (OR : 17.83; CI95% 5.75-55.15) and attitude (OR : 13.43; CI95% 3.54-50.87) were the principal factors associated with intention. Intervention mapping served as the conceptual framework to guide the development of the intervention. At each developmental step, this model integrates theory, empirical data and information collected among populations. More specifically, the intervention emerges through a strategy named Computer Tailoring. This strategy uses information technologies to present messages customized according to individual characteristics. This intervention was implemented within the framework of an evaluative research. A two-group randomized control trial design was adopted. Behavioural outcomes were measured at baseline (T0), one week after the intervention (T1) and three months later (T2). A total of 260 IDUs were recruited. At baseline, 52.3% of the participants reported not always using new syringes in the previous week. The analysis showed a short term effect. One month after the implementation of the intervention, participants in the experimental group were using fewer soiled syringes (p = 0.004), and a higher number reported adopting safe behaviour (p = 0.04). These effects were not significant three months later. The results of this study add weight to those already published demonstrating the efficacy of Computer Tailoring intervention to modify behaviour. When they are exposed to tailored educational messages, IDUs who visit needle exchange programs (NEPs) adopt safer injection practices.
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Du, Plessis Wympje. "The social responsibility of the South African mining companies dealing with HIV/AIDS employees / Wympje du Plessis." Thesis, North-West University, 2004. http://hdl.handle.net/10394/693.
Full textAbstract:
Organisations play a major and increasingly important role in the lives of us all,
especially with the growth of large-scale business and the divorce of ownership from
management.
The decisions and actions of management in organisations have an increasing impact
on individuals, other organisations and the community. The power and influence which
many business now exercise should be tempered, therefore, by an attitude of
responsibility by management.
The importance of the exercise of social responsibility can no longer be based on the
assumption that the self-interest of the owner of the property will lead to the public good,
or that self-interest and public good can be kept apart and considered to have nothing to
do with each other. On the contrary, it requires of the manager that he assume
responsibility for the public good, that he subordinate his actions to an ethical standard
of conduct, and that he restrain his self-interest and his authority wherever their exercise
would infringe upon the common weal and upon the freedom of the individual.
South Africa is one of the countries with the fastest growing incidents of HIV/AIDS in the
world. More people are living with HIV/AIDS in South Africa than in any other country in
the world. Just in the past decade, the life expectancy in South Africa has dropped from
67 to 43 years. The social and economic impact of the disease is hard to overstate.
HIV/AIDS affect companies through its impact on costs, on productivity, and on the
demand for products. Competitiveness can be directly and adversely affected as
companies are obliged to increase worker-related expenses for health benefits or
insurance that are utilised more as result of the epidemic. Even without monetary
outlays, the economic costs can be substantial. Absenteeism rises both directly, as
workers begin to show HIV/AIDS symptoms and require more sick leave, and indirectly,
as HIV/AIDS deaths increase and co-workers take leave to attend increasingly frequent
funerals. In the medium term, company productivity will be hit, as the death of so many
workers means that companies must constantly hire replacements, which raises training
costs and lowers the average work experience - and hence productivity - of the labour
force.
The objective of this study is to determine the social responsibility of the South African
mining companies dealing with HIV/AIDS employees and included the following aims:
To develop a comprehensive HIV/AIDS intervention strategy to manage HIV/AIDS at
the workplace.
To guide the employer in implementing the anti-HIV/AIDS programme in the
workplace.
To support the employer in addressing the HIV/AIDS-related health, living, safety
and working conditions of employees.
The most important conclusions that could be drawn from this study are:
Resistance to change is found even when the goals of change are highly desirable.
The change process involves learning something new, as well as discontinuing
current attitudes, behaviours, or organisational practices.
The recognition of the importance of the social responsibility can be gauged in part
by the extent of government action and legislation on such matters as, for example,
employment protection, equal opportunities, companies acts, consumer law, product
liability, health, and safeguarding the environment.
More information is needed on the social, political, and economical costs of
HIV/AIDS epidemic. Many managers fear that if information about HIV prevalence,
and programmes are made public, their company's image will suffer.
The impact of HIV/AIDS on the workforce especially on productivity, absenteeism,
health, safety, working conditions and intervention programmes.Thesis (Ph.D. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2005.
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Solomon, Robert Simon. "The effectiveness of an outreach intervention to provide teachers with the skills to implement practical and experimental work in their classes." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1943.
Full textAbstract:
Thesis submitted in fulfilment/partial fulfilment of the requirements for the degree
Master of Education:
in the Faculty of Education
at the Cape Peninsula University of Technology
Supervisor: Professor Fred Lubben
Mowbray, 2012Practical work in Science is considered to be an important component of science education. However, teachers in poor schools in the rural areas generally find it difficult to conduct practical work. An outreach project ‘Science for Rural Communities’ was launched to address this problem. The purpose of this study was to investigate the nature and coherence of the project and its influence on science teachers’ content knowledge, skills and classroom practice. The research is situated within a qualitative interpretive paradigm and has adopted an evaluative research design, underpinned by grounded theory as a method of analysis. The use of an evaluative framework normally used for curriculum innovation was adapted for the exploration of impact of the teachers’ professional development project. Teachers reported that they benefitted from participation in the project in various ways, such as increased conceptual understanding of science knowledge, improved practical skills and enhanced confidence. However, there were some inconsistencies identified in terms of project intentions and project outcomes. The suitability of the evaluation framework for teacher professional development programmes is discussed
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Madrigal, Calderón Johanna. "L’intervention sociale systémique : un modèle à partir de la théorie des systèmes sociaux : observation du Programme Puente au Chili." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG011.
Full textAbstract:
Ce travail vise à la construction d'un modèle d'intervention sociale qui prend comme base conceptuelle des éléments de la théorie des systèmes sociaux développée par Niklas Luhmann. La prédominance d'une différenciation sociale fonctionnelle, caractéristique d'une société moderne, suppose un monde hétérarchique et acentrique qui oblige à abandonner les principes structurels hiérarchiques des sociétés précédentes. À cet égard, l'intervention sociale ne peut être conçue que si elle s'éloigne du modèle hiérarchique associé au contrôle social, pour ainsi aller vers des stratégies de coordination qui conduisent les systèmes vers une autorégulation. Dans ce contexte, nous proposons une intervention sociale systémique caractérisée par sa contextualité et sa réflexivité, mais aussi par son improbabilité et optionnalité, compte tenu de la clôture opérationnelle qui caractérise les systèmes sociaux. Dans ce sens, l'intervention sociale est présentée comme une offre communicationnelle qui, pour avoir lieu, doit d'abord irriter l'autoréférence des systèmes vers lesquels elle dirige sa stratégie pour ainsi être sélectionnée par ces systèmes. Ainsi, elle permettra d'établir des relations intersystémiques, fondées sur l'hétérarchie, au moyen des couplages structurels. À partir de ces caractéristiques, le cycle de l'intervention se constitue comme un processus réflexif caractérisé par sa récursivité. Il comporte les phases de l'intervention où les systèmes participants convergent dans la définition de la stratégie. Ce travail propose finalement d'observer un programme social chilien, le programme Puente [Pont], afin d'observer s'il est possible d'y identifier des éléments d'une intervention sociale systémiqueThe present research aims to the construction of a social intervention model considering, as a conceptual background, a number of elements from the theory of social systems developed by Niklas Luhmann. The predominance of a functional social differentiation, typical of modern societies, supposes an acentric and heterarchical world that compels to abandon the hierarchical structural principles of the former societies. To this regard, social intervention can only be conceived if it keeps away from the hierarchical model associated with social control, in order to favor coordination strategies that lead systems toward self-regulation. Consequently, we propose a systemic social intervention characterized by its context and reflexivity, and also by its improbability and optionality, in view of the operational closure that characterizes social systems. To this end, social intervention is presented as a communicational offer which, in order to occur, must at first irritate the autoreference of the systems to which it aims its strategy, in order to thus be selected by those systems. This will allow establishing intersystem relationships through structural couplings based on heterarchy. Stemming from these characteristics, the cycle of intervention is constituted as a reflexive process marked by its recursivity. It includes the intervention stages where the participating systems converge in the definition of its strategy. Finally, this research proposes to observe a Chilean social program, in order to examine if some elements of a systemic social intervention can be identified
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Hong, Hee Jung. "A psycho-educational curriculum for sport career transition practitioners : development and evaluation." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25589.
Full textAbstract:
The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.
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Feigenbaum, Pat. "Bereavement in children : a school based intervention programme." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26575.
Full textAbstract:
The consequences of childhood bereavement are two-fold, in the pain he/ she suffers at the time of the death, and in future psychiatric disorders which can follow unresolved mourning. The bereaved child needs a familiar and responsible adult outside the family to help him/her cope with his/her grief, because parents are sometimes emotionally absent from him/her due to their own grief or they seek to "protect" the child from the pain of the loss. This study presents a programme given to 164 primary school teachers from nine schools in Cape Town to educate them in how to help the bereaved child in the classroom situation, so that they can fill the role of an outside responsible adult in the life of the bereaved child. 78 bereavements occurred in the nine schools in the year of the study. It was found that the teachers responded positively to the training programme and that they perceived it to be helpful in dealing with a bereaved child.
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Rabier, Camille. "Evaluating Mending Mamre: An Animal Welfare Intervention." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/31203.
Full textAbstract:
The need to improve animal welfare and control companion animal populations is necessary for South Africa, especially in impoverished communities lacking resources and education to care for their pets responsibly. These programmes are often multi-dimensional in nature and aim to improve animal welfare in different ways. Sterilisation is often the first step but is not enough. Consequently, education is often used in combination, to teach responsible pet care and ownership to pet owners. By increasing their understanding and knowledge of animals it is hoped that the pets’ overall quality of life and welfare improve. The following dissertation presents the findings of an evaluation conducted for the Mending Mamre Mass Education and Sterilisation Programme. This programme had four components: surgical sterilisation of pets and feral cats, basic veterinary care, education sessions and the rehoming of stray dogs. Three evaluations were performed (as requested by the clients): a programme theory evaluation of the education sessions, a process evaluation to understand why some residents refused sterilisation and an outcome evaluation to measure if the pets’ living conditions and body scores had changed 16 months after the programme. Overall, the results of the programme theory evaluation demonstrated that: the activities and outcomes of the education sessions were consistent with similar programmes but the two causal pathways underlying the programme are not plausible. The results of the process evaluation highlighted that the most common reason why pet owners refused sterilisation was due to fear. Finally, the results of the outcome evaluation indicated mixed results; with an increase observed in the pets’ physical wellbeing but an overall decrease observed in their quality of living conditions. With the results, the evaluator was able to make recommendations to the client and highlight considerations for programme improvement. Overall this study contributes to the paucity of research on evaluations of animal welfare interventions at the community level.
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Hall, Phillip, and n/a. "The situational language intervention programme (SLIP) : the theoretical background and outline of the programme." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.121516.
Full textAbstract:
The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the
critical factors of: the cognitive abilities and linguistic
characteristics of the intellectually handicapped; pragmatics, semantics
and syntax and the four models of language acquisition; the criteria
that guide language intervention programme development; the use of
precise and systematic teaching methods that stimulate the use of
language in the students' environment. The general objective of both
SLIP and this thesis is to show how to increase moderately to severely
intellectually handicapped adolescents' language-communication through
the appropriate use of the forms of language applied to its functions in
a specific range of situations.
Chapter Two of the thesis is concerned with the cognitive abilities of
intellectually handicapped people and the implications of intellectual
handicap on communication and language development. In addition it
discusses, stage by stage, the positive and negative markers of language
acquisition. These markers illustrate to the teacher the signs of
linguistic retardation at each stage of language learning.
The contents of Chapter Three provide an outline of the four models of
language acquisition, i.e. Pragmatic, Semantic/Cognitive,
Psycholinguistic/Syntactic and Behavioural. Those models contribute to
our understanding of how language develops and illustrate to us the
complex nature of language acquisition. In addition, this discussion
documents the past and current research viewpoints and draws our
attention to the limitations that existing theories have in providing a
"full�blown" model of language acquisition. Furthermore, Chapter Three
is stating that the recent analysis of language-training for
communication disordered and intellectually handicapped students has
shown that a more balanced study of the semantic and pragmatic factors in
language acquisition is emerging. This chapter is urging teachers to
re-analyze, re-evaluate and modify their language intervention programmes
by integrating the syntactic, semantic and pragmatic factors.
Both the contents of Chapters Two and Three are demonstrating that it is
necessary to address the theoretical viewpoint and academic findings both
of which are important aspects of the role of the interventionist. They
have to be addressed if the teacher is to make judgments concerning the
efficacy of different models in attaining certain goals. Such factors
govern the utilization and integration of certain approaches and
procedures.
The contents of Chapters Four and Five discuss how the language
interventionist can lead the intellectually handicapped student into
increased language usage and communicative competence. Chapter Four is
concerned with the current critical issues and developments in:
curriculum and programme design for the moderately/severely
intellectually handicapped adolescent; criteria to guide programme
development and direction of language intervention; direct instruction
techniques; augmentative communication systems and their basic programme
guidelines.
Chapter Five outlines the framework of the Situational Language
Intervention Programme (SLIP) which was designed and implemented by the
author. The content and procedures utilized by SLIP are greatly
influenced by the contents of Chapters Two, Three and Four. This
influence is demonstrated in the discussion concerning SLIP's: aims and
objectives; content and design decisions; selection of forms to be
taught; sequencing; teaching procedures and methods of instruction.
Chapter Five also discusses the implementation of SLIP.
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Mellanby, Alexander Robert. "A pause : an intervention programme of school sex education." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265146.
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Gillespie, Nathan Rodger. "Evaluation of the Ka Mahuri Programme." Thesis, University of Canterbury. Health Sciences, 2009. http://hdl.handle.net/10092/5118.
Full textAbstract:
This study evaluates the effects of the Ka Mahuri programme, which is a multicomponent 10-week intervention for 5-8 year-old children displaying antisocial and off
task behaviours in their mainstream classrooms. The intervention was evaluated by evaluating the progress of five children across two intakes on nine measures. Although substantial difficulties were experienced in collecting the planned data on the children’s progress, it was
apparent from the results that the programme effectively managed the children’s negative classroom behaviour during the intervention. Little evidence of academic gains was apparent and the intended parental involvement only occurred in one case. Further follow up data for
each child will be required to determine whether the changes made through the intervention were maintained in the long term.
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Lewaks, Andre. "The experiences of families of an intervention programme for fathers." University of the Western Cape, 2016. http://hdl.handle.net/11394/4895.
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Magister Artium (Social Work) - MA(SW)The importance of the role of fathers in the lives of their children and families has received much attention in recent years. This new focus on responsible fatherhood has led to an increase of programme interventions for responsible fathers. The aim of this study was to explore how families experienced an intervention programme for fathers, and how the intervention contributed to child and family well-being. The study made use of a qualitative research methodology. The research sample included fathers, who participated in the intervention programme, as well as their life partners and children. The sample for the study included 10 fathers, 10 spouses, as well as 10 children of the fathers, who participated in an intervention programme for fathers. The final sample of participants in this study was 30 participants. A semi-structured interview schedule was used to collect the data in face-to-face interviews. The data analysis was conducted by means of a thematic analysis. All ethical considerations were adhered to by ensuring the confidentiality and anonymity of participants. The following themes were found in the study: Understanding of family well-being, Conceptualization of fatherhood and father involvement, Communication about the programme, Parent-child relationships, Parental involvement and personal matters, Discipline and conflict management, Experience of programme intervention the father attended. The results of the study showed that (1) the intervention contributed to the well-being of children and their families; (2) the involvement of fathers in the lives of their children increased post-intervention; (3) fathers' communication skills improved; (4) fathers were more involved in unpaid care; (5) spousal relationships improved with less conflict in their relationships.
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Chambati, Cleopatra Nyarai. "Adapting a teacher intervention programme for use with community volunteers." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52964.
Full textAbstract:
The purpose of this study was to explore how a teacher intervention programme
could be adapted for use with community volunteers. This study forms part of the
broader Supportive Teachers Assets and Resilience (STAR) and Supporting Home
Environments in Beating Adversity (SHEBA) research projects. The rationale for
undertaking this study emanated from previous research findings by Ferreira and
Ebersöhn (2012), indicating the possibility of adapting a teacher intervention and
implementing it in contexts other than schools. The context of volunteer care work
was identified as one possible context that could benefit from the initial teacher
intervention.
I followed a Participatory Reflection and Action (PRA) approach and used an
interpretivist lense. Following a case study design, for phase one of the data
collection process, three female participants (one teacher, one principal and one
volunteer care worker) participated in a focus group discussion. For the second
phase of data collection, 30 participants (27 teachers, one principal, one viceprincipal
and one care worker) were involved in PRA-based activities, focusing on
their experiences of the STAR teacher intervention in previous years. In addition to
the PRA-based data collection and documentation strategies, I relied on observation,
visual techniques, field notes and a research diary. Following data collection, I
completed inductive thematic analysis.
Findings of the study indicate that the teacher intervention programme could be
adapted for use by community volunteers, but that the core principles of the initial
teacher intervention had to be maintained. More specifically, participants indicated
the importance of an adapted intervention being embedded in asset-based principles, including discussions on relevant policies and work-related skills, as well as involving
regular monitoring and evaluation processes. In terms of suggested changes to the
teacher intervention, findings indicate participants view that body mapping as a
potential care and supportive tool should be revised in terms of implementation
procedures, that more work-related skills should be added to discussions, and that
additional relevant policies should be included in an adapted volunteer intervention
programme.Dissertation (MEd)--University of Pretoria, 2015.
Educational Psychology
MEd
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Ceschini, Fabio Luis. "Análise descritiva do nível de atividade física em adolescentes de uma escola pública do distrito de Vila Nova Cachoeirinha em São Paulo, SP." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/6/6133/tde-16022007-132314/.
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Introdução A inatividade física tem se tornado um problema de saúde pública principalmente no período da adolescência. Objetivo Descrever o nível de atividade física em escolares do ensino médio de uma escola da rede estadual de ensino localizada no distrito da Vila Nova Cachoeirinha em São Paulo. Métodos A amostra foi constituída por 775 adolescentes do ensino médio de uma escola da rede estadual de ensino localizada no distrito da Vila Nova Cachoeirinha em São Paulo. Para coleta de dados foi utilizado o questionário de avaliação da atividade física proposto por FLORINDO et al. (2006), um questionário de avaliação sócio-econômica (ABEP) e parte do questionário de avaliação sobre condições de saúde (MINISTÈRIO DA SAÚDE, 2004). Foi definido como fisicamente inativo o adolescente que se envolveu por um tempo menor do que 300 minutos por semana em atividades físicas, exercícios ou praticas esportivas. Para comparação das proporções foi utilizado o teste Qui-quadrado com nível de significância de p<0,05. Resultados A proporção de inatividade física nos adolescentes foi de 64,3% (IC 95%: 61,7-66,9). O percentual de inatividade física esteve positivamente associado ao período de estudo, à série acadêmica do aluno, ao grupo etário mais velho, ao nível sócio-econômico, ao uso de tabaco e bebidas alcoólicas, a não participação nas aulas de Educação Física, a falta de incentivo dos pais para a prática de atividades física e ao maior tempo de TV. Por outro lado, o percentual de inatividade física esteve negativamente associado à quantidade de modalidades esportivas praticadas pelos adolescentes e ao tempo de uso de vídeo game/computador. Conclusão - A proporção de adolescentes inativos foi elevada na maioria das variáveis avaliadas, o que demonstra que este grupo apresenta um elevado potencial para o desenvolvimento de programas de intervenção com o objetivo de aumentar o nível de atividade física.Introduction - The physical inactivity has become a public health problem mainly in adolescence age. Objective Was to describle the level of physical activity in adolescents from a public school of the district Vila Nova Cachoeirinha in São Paulo SP. Methods The sample was constituted by 775 high school adolescents from a public state school situated in the districit of Vila Nova Cachoeirinha in São Paulo. To collect the data, a questionnaire of evaluation of physical activity proposed by FLORINDO et al. (2006), a questionnaire of social and economic evaluation (ABEP) and part of the questionnaire of evaluation about conditions of health (MINISTÉRIO DA SAÚDE, 2004) were used. It was definied as physically inactive the adolescent who is involved by a smaller timer than 300 minutes per week in physical activities, exercises or sports practices. To compare the proportions, the test Qui-square with level of significance of p<0,05 was used. Results - the proportion of inactive adolescents was 64,3% (IC 95%: 61, 7-66,9). The percentage of physical inactivity was positively associated in adolescents the evening classes, in 3rd grade students, in social economic level B, in adolescents who use tobacco, alcoholic beverages, who do not participate of Scholar Physical Education classes, who do not receive incentive from the parents to practice a physical activity and who spend more time watching TV. On the other side, the percentage of physical inactivity is negatively associated to the quantity of sports modality they go in and to the time using video game/computer. Conclusion - The proportion of inactive adolescents was high in the majority of the evaluated variables, which shows that this group presents a high potential for the development of intervention with the aim of increasing the level of physical activity.
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Bannister, Marinda. "An intervention programme to augment resilience in divorced parents / Marinda Bannister." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2494.
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Mak, Yung-sung. "An exploratory study of the effectiveness of an early intervention programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783331.
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Du, Preez Antoinette. "Quality improvement intervention programme (QIIP) for intrapartum care / Antoinette du Preez." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4816.
Full textAbstract:
Maternal and perinatal mortality is one of the biggest challenges to public health, especially
in developing countries. South Africa?s health care system is struggling to meet the “health
for all” criteria against a backdrop of staff shortages (especially midwives) in an HIV/AIDS
epidemic. These factors, together with the economic constraints of a developing country,
places great demands on delivering cost–effective, safe, quality intrapartum care that
exceeds expectations. The challenge for the manager is to organise the available resources
to render the best quality of care cost effectively within the shortest period of time. Various
reasons exist for the alarming shortage of nurses and midwives globally and also in South
Africa. Unhealthy practice environments are the main cause of the problem as such
environments have an impact on the job satisfaction of the midwives as well on patient
satisfaction. In the turmoil of the health care system, patients are demanding greater quality
of care and are insisting not only on excellent clinical skills, but also on empathetic and
personalised care.
This research was conducted to make a meaningful contribution to the body of knowledge,
specifically knowledge related to quality intrapartum care through the development of a
Quality Improvement Intervention Programme (QIIP?). The research was conducted in two
phases including five objectives. The first objective gave a theoretical foundation of quality
intrapartum care. The second objective included a situational analysis of the resources
(personnel and equipment) and determine the quality improvement initiatives that could be
implemented for intrapartum care. The third objective determined the practice environment
in maternity units at Level 2 hospitals in the North West province that may influence quality
intrapartum care. The fourth and last objective of Phase 1 determined the perceptions of
management and midwives regarding the facilitating and impeding factors that influence the
quality of intrapartum care. From the data that emerged from the first four objectives,
specific themes kept repeating themselves, namely structure (what must be in place, e.g.
infrastructure and human resources), process (what we do, e.g. life–long learning and
implementation of policies) and outcome (the results, e.g. patient satisfaction and a positive practice environment). These collectively contribute to the quality of intrapartum care
rendered.
Phase 2 consisted of the development of a “Quality Improvement Intervention Programme
(QIIP?)” for intrapartum care. In this phase the data from the first four objectives were used
to develop the QIIP?. The QIIP? will be marketed as an accreditation tool for maternity
units to measure themselves against the best in the world. Qualifying for QIIP? accreditation
means improving the quality of intrapartum care resulting in satisfied patients, the
establishment of a positive practice environment and a decrease in the Maternal Mortality
Rate (MMR).Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2011.
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Yahya, Sawsan. "Improving students' behaviour and academic achievement through a counselling intervention programme." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622776.
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In the cultural context of low achievement in Arab Israeli schools, this work-based study describes and evaluates a successful counselling intervention in one Israeli Arab elementary school. The intervention took place over six months and involved twenty activities. A mixed methods approach was adopted to evaluate the intervention. The use of both qualitative and quantitative methods provided an informative evaluation of the perceptions of students, teachers and parents about the effectiveness of the intervention. Students, parents and teachers reported that from their point of view, student behaviour, student/teacher/parent relationships and learning improved during the intervention. This positive analysis of perceptions was qualified by the possibility that other factors that were not analysed might be influential. The lessons learned from the intervention, such as the need for creating a teacher – parent strategic alliance, renouncing the use of aversive control and the adaptation of teaching styles to student learning styles, may prove to be a transformative approach to the education of Arab Israeli students.
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Grigg, Denver. "A theory, implementation and short-term outcome evaluation of lifematters foundation's literacy intervention." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5911.
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Grant, Eli. "Network analysis for social programme evaluation." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719991.
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Beets, Karolyne Elizabeth. "A success case method evaluation of an executive coach training intervention." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/14359.
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Includes bibliographical references (leaves 88-100).This evaluation examines the extent to which 2005 and 2006 Associate Coaching Course participants have successfully applied the proximal outcomes from the executive coach training. Following the Success Case Method, a survey determined that the majority of participants rated their application of the learnings very successfully. A qualitative data analysis of eight interviews conducted with six high success cases (three professional coaches and three within-job coaches) and two low success cases, explored their application of the proximal outcomes in detail. The results report on various themes that describe how the coaches have applied the training, what results they have achieved and what value has come from the training. Further themes address factors that helped or hindered application and suggestions for training improvement. It can be concluded that the Associate Coaching Course was successful for this group of participants in that they report successful on-the-job application of the proximal outcomes and provide examples of positive results achieved due to this application. Furthermore, this evaluation contributes to a relatively scant literature concerning the application of the Success Case Method of evaluation.
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Reilly, James Phillip. "The efficacy of a pain management programme for people with chronic low back pain." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250272.
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