Dissertations / Theses on the topic 'Problem youth Behavior modification Australia'

The author developed a model for at-risk youth that outlines processes and incorporates best practices of an equine-facilitated program. The Horse Program Model (HPM) is designed to determine if and how participating in a horse program can help change attitudes, skills and behaviors of at-risk youth.

The Edmonton Arts and Youth Feasibility Study was conducted as a result of the question being asked "Can a structured art program be run with youth in conflict with the law?" It was a three month, arts-based, targeted prevention program run in an already existing drop-in centre for delinquent youth. This article reports on the qualitative findings of in-depth interviews conducted with the key stakeholders: participating adolescents (aged 14-19 years), lead artists, research assistants, and site directors. Findings suggest that the art curriculum, the strong relationships built, and the gains made were all strengths of the program. These gains include the acquisition of art skills, social skills and an improved ability to problem solve. Findings from this study also suggest the need for future research, including outcome studies and a program evaluation.

Thesis (PhD)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The positive relationship between physical activity and recreation and a reduction in risk factors for youth has extensive historical roots. The definition of youth in an at-risk context has evolved over the years and may be conceptualized on a continuum ranging from low risk to chronic deviance. Many factors predispose youth to behavioural risk factors. These predisposing factors include variables related to the individual (self), family, peers, school, and community. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context, and that efforts to minimize risk factors for youth will provide diverse personal and social benefits. Strategies involving physical activity and recreation appear particularly promising in minimizing risk factors for youth. Physical activity and recreational participation can provide positive benefits related to psychological health, physical health, familial interaction, peer influence, academic performance, community development, and other lifestyle behaviours. The documentation supporting the enormous potential of physical activity and recreational programmes to positively influence youth in an at-risk context cannot be ignored. The 305 participants in the survey and the 35 participants from the Physically Active Youth (PAY) Group provided invaluable input into this research. All participants provided unique insight. Throughout the research it became increasingly apparent that there is incredible potential for physical activity initiatives to positively impact on youth in an at-risk context. Physical activity can help youth in an at-risk context by improving self-esteem, providing positive role models, teaching teamwork and social skills, promoting self-confidence, providing a sense of belonging. reducing risk factors for disease, giving youth something constructive to do, providing a means of releasing stress, promoting positive morals and values, teaching cognitive, leadership and life skills, providing a sense of community, fostering family support, and promoting the wellness of youth. At the end of the PAY pilot project all learners showed remarkable increases in their fitness levels, their attitudes changed towards being more positive and the programme showed a passing rate of 91%. Many organizations are currently providing programmes or services that directly or indirectly impact on youth in an at-risk context. There was a general consensus that these efforts is in need of government policy that will result in better coordination of such programmes. Successful programmes need to have youth spearheading the initiative. Programmes also need to be flexible, accommodating, inexpensive (or free), with good leadership and community support. Programmes directed towards youth in an at-risk context should be non-threatening, emphasizing participation, and not competition. The research evidence suggest that there is a need to empower marginalized youth, provide good leadership, establish parental support, provide increased government support, develop partnerships, create youth centres, reform current programming initiatives to reflect the needs of youth in an at-risk context, and continue research are some of the primary concerns. The need to approach youth in an at-risk context issues holistically was also a pervasive attitude. Physical activity and recreation can provide both prevention and intervention functions.
AFRIKAANSE OPSOMMING: Die positiewe verhouding tussen liggaamlike aktiwiteit en ontspanning en 'n afname in risikofaktore vir die jeug het 'n omvangryke geskiedenis. Die definisie van jeugdiges binne 'n risiko-konteks het oor die jare heen ontwikkel en kan gekonseptualiseer word op 'n kontinuum wat van laerisiko- tot chroniese afwyking strek. Daar is baie faktore wat die jeug vatbaar maak vir risiko ten opsigte van gedrag. Hierdie predisponerende faktore sluit veranderlikes in wat verband hou met die individu (self), die gesin, die portuurgroep, die skool en die gemeenskap. In die huidige situasie in Namibië is daar aanduidings dat daar rede vir kommer is wat betref jeugdiges binne 'n risiko-konteks, en dat pogings om risikofaktore vir die jeug te minimaliseer baie voordeel inhou, op persoonlike sowel as sosiale vlak. Dit blyk dat strategieë wat liggaamlike aktiwiteit en deelname in ontspanningsbedrywighede insluit, veel kan bydra om risikofaktore vir die jeug te minimaliseer. Liggaamlike aktiwiteit en deelname aan ontspanningsbedrywighede kan bydra tot die bevordering van die geestes- en liggaamlike gesondheid, gesinsinteraksie, invloed van die portuurgroep, akademiese prestasie, gemeenskapsontwikkeling, asook ander vorme van lewenstylgedrag van jongmense. Die dokumentasie oor die geweldige potensiaal wat liggaamlike aktiwiteit en ontspanningsprogramme het om die jeug op 'n positiewe wyse te beïnvloed, mag nie misken word nie. Die 305 deelnemers aan die ondersoek, en die 35 deelnemers van die Liggaamlikaktiewe Groep (Engels: Physically Active Youth Group oftewel PAY Group) het waardevolle insette tot hierdie navorsing gemaak. Elke deelnemer het 'n unieke insig bygedra. Namate daar met die navorsing gevorder is, het dit toenemend duidelik geword dat daar 'n ongelooflike potensiaal bestaan vir inisiatiewe vir liggaamlike aktiwiteite om 'n positiewe uitwerking te hê op jeugdiges binne 'n risiko-konteks. Liggaamlike aktiwiteit kan jeugdiges binne 'n risiko-konteks help deur hul gevoel van eiewaarde te verhoog, positiewe rolmodelle te verskaf, vir hulle spanwerk en sosiale vaardighede aan te leer, hul selfvertroue te bevorder, hulle te laat voel dat hulle êrens behoort, risikofaktore vir siekte te verminder, hulle iets opbouends te gee om hulle mee besig te hou, 'n manier te bied waarop hulle van stres ontslae kan raak, positiewe sedes en waardes te leer, kognitiewe, leierskaps- en lewensvaardighede te leer. 'n gemeenskapsbewustheid te kweek, gesinsondersteuning te bevorder, en ook hulle algemene welstand te bevorder. Aan die einde van die PAY-projek het al die leerders 'n merkwaardige verhoging in hul fiksheidsvlakke getoon, en was hulle houding baie meer positief. Die program het 'n slaagsyfer van 91% gehad. Daar is tans baie organisasies wat programme of dienste aanbied wat direk óf indirek 'n invloed het op jeugdiges binne 'n risiko-konteks. Daar was eenstemmigheid dat hierdie poging op regeringsbeleid moet kan steun wat tot beter koordinering van sodanige programme sal lei. In suksesvolle programme moet jeugdiges aan die voorpunt van die inisiatiewe wees. Programme behoort soepel en aanpasbaar te wees, hulle moet óf bekostigbaar óf gratis wees, en daar moet sterk leierskap en gemeenskapsondersteuning wees. Programme wat op jeugdiges binne 'n risiko-konteks gerig is moet deelnemers nie bedreig laat voel nie, en behoort deelname eerder as wedywering te beklemtoon. Die navorsing het bewys dat daar 'n behoefte is om gemarginaliseerde jeugdiges te bemagtig, om goeie leierskap daar te stel, om ouerondersteuning te vestig, om verhoogde regeringsondersteuning te verskaf, om vennootskappe te ontwikkel, om jeugsentrums te skep, om huidige programinisiatiewe te omskep sodat hulle die behoeftes van jeugdiges binne 'n risiko-konteks weerspieël, en om met navorsing voort te gaan. Hierdie is sommige van die primêre sake wat aandag vereis. 'n Houding wat deurgaans voorgekom het, was die noodsaaklikheid daarvan om kwessies rakende jeugdiges binne 'n risiko-konteks holisties te benader. Liggamlike aktiwiteit en ontspanning' kan beide voorkomings- en intervensiefunksies bied.

This study explores the relationship between parenting and adolescent outcomes within the context of healthy adolescent development. A motivational model of development provides a framework for understanding adolescent and parent behaviors. Participants in the study were 4,090 students in grade 8-12. Students' self-reported behaviors and perceptions of their parents' behaviors were collected as part of a statewide school survey. The study contributes to the understanding of parenting dimensions that underlie parenting styles through the identification of six parenting dimensions (warmth, structure, autonomy support, rejection, chaos, and coercion) that correspond to the motivational model. In addition, monitoring is identified as a seventh dimension of parenting and found to have an important influence on adolescent behaviors and outcomes. Further, it is demonstrated that parenting dimensions combine to form a set of seven parent types that are deferentially associated with adolescent outcomes and problem behaviors. Means on positive adolescent outcomes (academic competence, commitment to school, social competence, self-worth, and mastery), substance use, and problem behaviors suggested an ordering of parent types. Adolescents with authoritative parents experienced the best outcomes followed by warm authoritarian, permissive, authoritarian, mediocre, rejecting, and indifferent parents. This study also sought to understand the effects of alcohol and marijuana use on adolescent competence. Consistent with other studies that have noted detrimental effects of early alcohol and marijuana use, this study indicated that for 8th graders, any trial of alcohol or marijuana was associated with significantly (p< .01) lower levels of overall competence. For grades 9-10, triers of alcohol were not significantly less competent than nonusers. For grades 11-12, triers of alcohol and triers of marijuana were not significantly less competent than nonusers. These findings partially support Baumrind’s (1991) findings. A search for differences in parenting that might distinguish between triers and more frequent users of alcohol and marijuana indicated that parental monitoring of adolescents was higher among triers than among more frequent users. A third aim of this study was to better understand the mechanisms through which protective factors influence problem behaviors. Findings indicated that parental warmth moderates the relationship between risk factors and problem behaviors.

Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: Close, personal relationships with adults are seen to contribute positively to the development of young people. Whilst mentoring has been established in other parts of the world, it is a relatively new concept in South Africa. The purpose of this study is to establish guidelines for the development of youth mentoring programmes. The literature study deals with the human development of youth during adolescence. Those factors, both within the family as well as in the environment, that affect the development of young people, are discussed. The phases of the mentoring process is also described. The Hearts of Men mentoring programme is used as an example of a youth mentoring programme that is based in the community. An exploratory and descriptive study was undertaken in order to describe the development of youth during adolescence. An empirical study was undertaken based on the literature review. A sample comprised of 18 young people participating in the Hearts of Men mentoring programme in the Strand was involved in the study. With the help of the empirical study the perception of the young people with regard to the mentor and mentee roles was examined. The findings of the study reveal that the young people in the Hearts of Men programme have a positive experience of the mentoring process and have an understanding of the mentor and mentee roles. In order to establish youth mentoring programmes, organisations must possess the knowledge of and skills in the mentoring process and must have an understanding of the human development of young people as well as of theories relating to their development.
AFRIKAANSE OPSOMMING: Persoonlike verhoudings met volwasse persone word beskou as 'n positiewe bydraende faktor tot die ontwikkeling van jongmense. Terwyl mentorprogramme redelik gevestig is in ander dele van die wêreld, is dit 'n relatiewe nuwe konsep in Suid Afrika. Die doel van hierdie studie is om riglyne daar te stel vir die ontwikkeling van jeug mentorprogramme. Die literatuurstudie het gehandel oor die menslike ontwikkeling van jongmense gedurende adolessensie. Faktore binne die gesin, sowel as die omgewing, wat 'n invloed het op die ontwikkeling van die adolessent is bespreek. Die fases van die mentorproses is ook beskryf. Die Hearts of Men program is gebruik as 'n voorbeeld van 'n gemeenskapsgebaseerde jeug mentorprogram. 'n Verkennende-beskrywende studie is onderneem om die ontwikkeling van die adolessent gedurende adolessensie te beskryf. 'n Empiriese studie gegrond op die literatuurstudie is gedoen. 'n Steekproef, bestaande uit agtien jong deelnemers aan die Hearts of Men mentorprogram in die Strand, is by die ondersoek betrek. Met behulp van die empiriese ondersoek is die persepsies van die jong persone rakende die rol van die mentor en mentee in die mentorprogram ondersoek. Die bevindinge van die ondersoek toon dat die deelnemers aan die Hearts of Men mentorprogram 'n positiewe ervaring van die mentorproses ondervind, en dat hulle begrip toon ten opsigte van die rol van die mentor en mentee in die mentorprogram. Ten einde jeug mentorprogramme te implementeer, moet organisasies oor die kennis en vaardighede beskik rakende die mentorproses. Organisasies moet ook begrip toon rakende menslike ontwikkeling van jongmense, en kennis hê oor teorieë wat op hulle ontwikkeling betrekking het.

The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors. There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly. Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves. The results of these coaching sessions and the use of the strategies are presented in this study.

Thesis (MEd)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: “… education must seek to help pupils become morally just individuals” (Waghid, 2004b:535). South Africa, as a fairly young democracy, faces many challenges. Education of its youth into adults that can fulfil their obligations in a democratic society is but one of these challenges. A democracy can only be successful when a country’s citizens internalise basic values such as mutual respect and responsibility. Newspapers and news reports unfortunately tell of increasing moral decay amongst the youth of South Africa. In this research, various models of value education are critically evaluated in order to determine the best model for establishing values in the youth. Character education is discussed as a balanced and comprehensive approach to value education, and critical comments on the Manifesto on Values, Education and Democracy attempt to show its relevance for value education in practice. The increase in social problems such as poverty, single-parent families and AIDS orphans, leads to an increase in “at-riskchildren” in South Africa. This study therefore also investigates possible ways in which teachers can contribute to instilling positive values in at-risk learners. The establishment, development and internalisation of values are a long and intricate process in which schools, parents and society are all important stakeholders. This research shows the importance of cooperation between all role players to instil values in South Africa’s young people and that the process of value education slowly but surely shows results. Key concepts: values, value education, character education, youth at risk
AFRIKAANSE OPSOMMING: “Democratic citizenship requires that people cultivate mutual respect, warmth, friendship, trust, self-respect, dignity, generosity and compassion towards each other” (Waghid, 2004b:536). Suid-Afrika kom, as betreklik jong demokrasie, voor talle groot uitdagings te staan. Die opvoeding van die jeug tot volwassenes wat hulle plek in ’n demokratiese samelewing kan volstaan, is een van die uitdagings. ’n Demokrasie kan egter net slaag as basiese waardes soos respek en verantwoordelikheid by landsburgers geïnternaliseer is. Dagblaaie en nuusberigte skets ongelukkig ’n somber prentjie van morele verval onder die Suid-Afrikaanse jeug. In hierdie navorsing word verskillende modelle van waardeopvoeding krities geëvalueer, om te ondersoek watter model die beste resultate behoort te lewer in die vestiging van waardes by die jongmense van Suid-Afrika. Karakteropvoeding word bespreek as ’n gebalanseerde en omvattende benadering tot waardeopvoeding en die manifes oor waardes, opvoeding en demokrasie word krities bespreek om aan te toon in watter mate dit relevant is vir waardeopvoeding in die skoolpraktyk. Die toename van sosiale probleme soos armoede, enkelouer-gesinne en VIGS-wesies lei daartoe dat ’n toenemende aantal Suid-Afrikaanse kinders as risiko-leerders bekend staan. Daarom word in hierdie studie ook ondersoek ingestel na moontlike maniere waarop opvoeders positiewe waardes by risiko-leerders kan vestig. Die vestiging, ontwikkeling en internalisering van waardes is ’n langsame en ingewikkelde proses waarin die skool, ouers en die gemeenskap belangrike rolspelers is. Hierdie studie toon dat samewerking tussen die rolspelers baie belangrik is by die vestiging van waardes by Suid-Afrikaanse jongmense, en dat die proses van waardeopvoeding stadig maar seker resultate lewer. Trefwoorde: waardes, waardeopvoeding, karakteropvoeding, risiko-leerders

A thesis submitted in partial fullfillment of the requirements for the degree, Doctor of Philosophy in community psychology at the University of Zululand, 2005.
Behaviour problems in class rooms are an old story that has and will continue to bother teachers for many years. In some cases children and adolescents with severe behaviour disorders are admitted in schools of industry. Schools of industry offer different support programmes but none of these look at physical exercise as a strategy to enhance psychological well being. This research was aimed at exploring the impact of physical exercise on the psychological well being of adolescents with behaviour disorders. Sixty adolescents from two schools of industry were randomly assigned into experimental and control groups. Both groups were pre and post tested on behaviour, feelings about the self, physical self perception and wellness scales. A physical exercise programme was administered to an experimental group. Quantitative results reveal that adolescents who were exposed to the physical exercise programme showed general improvements in behaviour, feelings about the self, physical self-perception and wellness. Qualitative results indicated a decrease in smoking habits, absenteeism, aggression and cases of absconding. In the light of the above findings it can be deduced that physical exercise brought about enhanced self-esteem, self confidence, healthy interactions and social harmony among the adolescents. These attributes contribute positively to the psychological well being of an individual. This research does provide for the relative influence of physical exercise on the psychological well being of adolescents with behaviour disorders.

M.A. (Counselling Psychology)
The aim of this study is the development of a therapeutic programme on self empowerment for the psychological rehabilitation and development of juvenile offenders at Ekuseni. This programme will form part of the overall holistic rehabilitation and development model for the students at Ekuseni.

Ph.D. (Education)
Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.

Wilderness therapy, the practice of sending troubled young people into nature in order to re-socialize them, poses a paradox. Time spent in wilderness is imagined to produce civilizing effects on young people, rendering them better prepared to live responsible and productive lives in society. Study of wilderness therapy, therefore, provides insight into constructions of youth and nature in contemporary American society. This thesis emerges from ethnographic research conducted at Camp E-Wen-Akee, a therapeutic camping program for troubled youth, in Benson, Vermont, USA. In addition to living with the three groups of campers in their rustic camp sites and engaging in camp activities, I facilitated two camper-run research projects, and interviewed camp staff members, and the state social workers responsible for sending adjudicated youth to residential programs. I find that camp life is an achievement of many heterogeneous actors, some of whom are human and others nonhuman. The resulting work is an ethnography of a nature-culture, wherein I describe how the camp mobilizes various resources to create the conditions for therapeutic change. The differing nature narratives of campers and the adults indicated that expectations for nature are at least in part, outcomes of class processes. Close attention to camp life shows that therapy is a social strategy brought into being at a number of scales: the material body, built and temporal architectures, landscape, and 'public' wilderness outside of camp's borders. I find at each scale a tension between the ordering tactics deployed by camp staff members and resistance posed by campers and 'nature' alike. Campers' identities are meant to change as a result o f repeated performances of prosocial behavior, and the on-going circulation of success stories. Together these practices underscore that what one person does always has effects on others. The irony uncovered i n this research is that while troubled youth are sent to a nature imagined as separate from society, Camp E-Wen-Akee provides young people with an ecological model for social life. Wilderness therapy is the outcome not of a separation between nature and society, but of ongoing relations between the two.
Arts, Faculty of
Geography, Department of
Graduate

Drug abuse is a very common problem these days; and this problem is especially rampant among the young people of South Africa. Early problems in family management, the antisocial behaviour of the child, and peer pressure and rejection ignite the early onset of substance abuse. Treatment programmes and therapeutic methods to treat chemical dependency are available and utilised, but the high relapse rate and lack of support from family members and dysfunctional families, as well as the fears and challenges expressed by in-patient youth about being reintegrated with their families and a lack of supporting literature in this regard remain a cause for concern and need to be considered by the social work profession in order to plan effective intervention strategies. In response to this situation a research project was undertaken with the purpose of exploring and describing the perceptions, expectations, fears and needs of chemically dependent youth in a rehabilitation centre about being integrated into their family systems in an attempt to forward recommendations to assist social workers in rendering effective therapeutic services to service users in rehabilitation centres who have a substance abuse problem. A qualitative approach was utilised following an explorative, descriptive and contextual research design. The study was conducted at an in-patient rehabilitation centre called the Dr Fabian and Florence Ribeiro Treatment Centre in Cullinan, Gauteng Province in South Africa. Data were collected by means of semi-structured interviews. A sample of participants was selected by using purposive sampling from a population of service users in the Dr Fabian and Florence Ribeiro Centre who are chemically dependent. Data were analysed according to the framework provided by Tesch (cited in Creswell, 2003). Guba‘s model (cited in Krefting, 1991) was employed for data verification. The research findings point to the fact that participants had both negative and positive perceptions about going back to their respective families. On the one hand, there were negative perceptions shared. These were founded on a feeling of worry about the fact that their families criticised them a lot or that their families would not accept that they had changed, would still treat them like addicts, and not trust them. Furthermore, they feared relapse, triggers in their environment and family members who were abusing a substance. On the other hand, some participants perceived the reintegration with their families, following treatment, in a positive light as they were looking forward to joining them again after being in v treatment for three months.They were excited about the fact that they had been granted an opportunity where they could show their families that they have changed and have the chance of starting a new life. Moreover, part of the research findings point to the fact that some of the participants‘ families had already organised employment, a place for them to stay and financial assistance. From the research findings it became clear that the participants harboured the following expectations towards the families with whom they were reuniting: They need the family‘s love and support; to trust them again: to mend severed relationships and spend quality time together; to provide practical and material help, and for the family to be educated on addiction and for the family to accompany them to aftercare. In terms of research findings directed at the site (i.e., the rehabilitation centre) where the research was conducted the participants indicated that they needed more activities, they would like their families to be part of their recovery process, and expressed the need for individual sessions apart from group sessions and aftercare services. In terms of recommendations it was apparent that community members, community organisations and the government sector need to develop and launch chemical substance abuse prevention and awareness programmes through various media, (i.e. articles in newspapers, magazines, talks and documentaries on radio and television, community gatherings and meetings in all communities). Moreover, it is recommended that parents should take responsibility for monitoring and countering substance abuse in their children. Families need to be empowered through talks, attending parenting skills training, workshops and group meetings. South Africa needs to develop a policy focusing on families. Furthermore, it is recommended that treatment centres need to provide individual sessions, family therapy, aftercare services and more extramural activities, if these are not included in their treatment regime.
Social Work
M.A. (Social Science)

Text in Afrikaans
The phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the problematic behaviour of learners in schools and to create a more positive attitude in learners. The question of a training program for teachers in this regard was also raised. The alternative interaction methods addressed in the literature was amongst others about addressing emotions that hinders the learners' learning process, addressing mild to serious misbehaviour and the positive encouragement of learners, as well as positive feedback given by teachers. The researcher herself used these methods on learners to see what their reaction was in this regard. Information was also gathered from teachers through questionnaires, focus groups and individual interviews. The conclusion was that the alternative interaction methods can be effective in addressing the problematic behaviour of learners and thus improve discipline. Learners' attitudes can also be influenced in a positive way when using these methods. Eventually it implies a higher level of job satisfaction for teachers. A training program was compiled for teachers to learn these alternative interaction methods and apply them in future as a contribution to Educational Psychology.
Educational Psychology
D.Ed. (Opvoedkundige Sielkunde)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom.
Educational Studies
M.Ed. (Special Needs Education)

A quantitative, descriptive, explorative design was used to examine drug abuse among adolescents in Swaziland. The researcher collected data by interviewing adolescents who abused drugs in the Msunduza township, Mbabane, Swaziland. The study found that these adolescents abused alcohol to such an extent that they were often intoxicated and their schoolwork deteriorated. Only 21,7% (n=13) of the adolescents were addicted to illegal drugs. The respondents indicated that the use of drugs had negatively affected their relationships with other people and their lives in general, and they had been arrested for criminal offences, which could be contributed to their use of drugs. Peer group pressure and being accepted by their friends were the primary factors that contributed to the problem. However, the fact that more than half of the sample did not live with both their parents and had a poor relationship with their guardians could also be a factor.
Health Studies
M.A. (Health Studies)

Drug abuse is becoming an increasing problem in Kenya. A number of studies carried out in the country show that almost every Kenyan youngster at one time or another experiments with drugs, especially beer and cigarettes. The major cause of concern is that a significant proportion of these young people eventually get addicted posing a threat to their own health and safety, while creating difficulties for their families and the public at large into difficulties. This study sought to establish the current trend of drug abuse among students in Kenyan secondary schools, and to analyze the strategies used to address the problem. The ultimate aim was to propose a programme for prevention and intervention. The study is a descriptive survey. In view of this, the field survey method was adopted to collect quantitative and qualitative data, using questionnaires and interviews. Both qualitative and quantitative approaches were used in data analysis, thus there was a mixed model research design approach to data analysis. The analysis of structured items was mainly done using the Statistical Package for Social Sciences (SPSS). The key findings from the study were that drug abuse among students is common; both boys and girls have abused drugs with the majority being in boys‟ schools; the greatest ratio of drug abusers to non-abusers among the sampled schools are aged between 20 and 22 years; there is a significant relationship between drug abuse and age, use of drugs by other family members and easy access to drugs. A variety of factors contribute to drug abuse with the majority of students citing curiosity, acceptance by peers and ignorance as to the dangers of drug abuse as the main reasons. Both the school administrators and teachers face a number of challenges in an attempting to curb drug abuse in schools. The study makes a number of recommendations for policy and further research. A number of guidelines are proposed for developing a programme for prevention and intervention.
Educational Studies
D. Ed. (Socio-Education)

This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school.
Inclusive Education
M. Ed. (Inclusive Education)

Reports on the escalation of violence in South African schools have been a cause for concern. The Media have reported a high incidence of adolescent anger towards and fights with peers, family members and school teachers. Alcohol and drug abuse, risky sexual behaviours and gang related activities are also noted as a concern among school-going adolescents. These behaviours are precursors to mental health problems among school-going adolescents and prompted the researcher to carry out an investigation on how high schools promote the mental health of their learners. A sequential explanatory mixed methods approach was used to explore the experiences of school-going adolescents, school teachers and school health nurses in dealing with social and emotional problems in high schools. An event history calendar was used to collect both the quantitative and qualitative data. Quantitative data was used with school going adolescents, whereas, qualitative data in the form of focus groups was used with school nurses and individual interviews was used with school teachers. Qualitative individual interviews were also used with a subset of school going adolescents to augment the quantitative results. The two sets of data were analysed independently and only at interpretation of findings were they collated and integrated. Quantitative data analysis was done using descriptive and inferential statistics whilst content analysis and thematic analysis were used with qualitative data. Major findings of the study revealed that adolescents’ problems manifested themselves as inappropriate handling of emotions which resulted in drug and alcohol abuse, risky sexual behaviours and gangsterism which adversely impacted on the adolescents’ social-emotional well-being and mental health. A universal prevention and promotion programme through social and emotional learning to address the social and emotional ailments of adolescents that impede mental health promotion in high schools was proposed. The “TEAM” intervention proposes the promotion of positive peer relationships through the use of positive gangs in a safe, caring and cooperative school climate. The intervention would also capacitate adolescents with prosocial skills and values that would yield positive outcomes for greater academic and life successes generally. The study recommends the use of the proposed ‘TEAM’ intervention in schools for mental health promotion.
Health Studies
D. Litt. et Phil. (Health Studies)