Dissertations / Theses: 'SPHE Social Personal and Health Education'

1

Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.

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Ball, Steven Derrick. "Drama and the theatre in education with specific reference to personal, social and health education." Thesis, University of Manchester, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664608.

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3

Nafziger, Mark Arnold. "The relationship of personal dispositional orientation, social support, and stress to physical health and psychological well-being : a theoretical model /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148543051.

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4

Jerzembek, Gabrielle. "Improving health education practice in secondary school : a social ecological examination of personal and social education policy implementation processes and practice in Welsh secondary schools." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69178/.

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The effectiveness of school-based health education in changing behaviour and health outcomes is limited. This in part can be attributed to the types of classroom exchanges taking place within health education lessons. There is an evident need to examine the potential link between pedagogy and health education. This study comprises a social ecological examination of the implementation of the Welsh Government’s Personal and Social Education (PSE) policy, which seeks to promote health behaviours alongside social and economic wellbeing. A socio-ecological (SE) perspective aims to understand the different influences on practice and take into account individual, social and organisational level influences on implementation. An exploratory case study is used to examine practice in four systematically selected secondary schools from two local authorities in Wales (FSM entitlement >20% and <10%). Methods incorporate analysis of national and local policy documents, interviews with implementers at local authority (n=5) and school level (n=11), lesson observations (n=12 lessons) and pupil focus groups (n= 23 pupils). The findings suggest that a lack of clarity about how PSE should be implemented in schools seems to lead to uncertainties among implementers. These uncertainties are exacerbated by a focus on graded performance that has shaped school staff beliefs and organisational arrangements. A performance focus also re-emerges in classroom practice that is mainly characterised by a transmission of facts although some competency-focused classroom exchanges are apparent. There is some limited evidence of pupils’ understanding and generalising health knowledge and self-reported self-regulation of health behaviours.

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O'Connor, Phillip John. "Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England : a life history approach." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17416/.

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Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy.

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Cedergren, Anders. "Personal, Behavioral, and Environmental Influences on Employer Facilitated Health Consumerism among Employees of a Large Health System: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384425919.

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Holcomb, Brett C. "A Model for Health? An Examination of the Exercise and Nutritional Attitudes and Behaviors of Personal Trainers and Their Influences on the Individuals They Lead." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273523310.

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8

McGuire, Wise Stephanie Dawn Ph D. "The Effects of Anti-Stigma Interventions in Resident Advisors' Attitudes Toward Mental Illness." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo148016474472632.

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9

Carson, Evelyn D. "The Importance of Relational Communication for Effecting Social Change in HIV/AIDS Prevention Messages: A Content Analysis of HIV/AIDS Public Service Announcements." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1269290096.

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10

Modayil, Maria I. "Global Health Experiences in the Development of Healthcare Professionals." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597416179932742.

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11

Giraldez, Dianna Isabel. "Using Interpersonal Process Recall (IPR) to Examine the Effects of Equine Assisted Activities on the Personal and Professional Development of Student Therapists." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/15.

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The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs and videos that had been taken of the students conducting the equine activities. The researcher utilized IPR as a qualitative methodology to create an improved perspective where students reflected on their experience and made connections with their professional and personal developments. The findings of this grounded theory study document how students reflected on their personal and clinical development. More specifically, the transcripts of the conversations that took place during class discussions and interviews from students who took the course a year earlier showed that students reflected on their personal awareness, created changes in their relationships, developed their self of the therapist, honed in on their clinical skills and started viewing therapy differently. This study confirmed the transformative nature that the Introduction to Equine Assisted Therapy course has on the students.

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12

Tam, King Wa. "Labour, social and health outcomes of immigrants in Australia : effects of language proficiency using the IV approach." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60256/1/King_Wa_Tam_Thesis.pdf.

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Language has been of interest to numerous economists since the late 20th century, with the majority of the studies focusing on its effects on immigrants’ labour market outcomes; earnings in particular. However, language is an endogenous variable, which along with its susceptibility to measurement error causes biases in ordinary-least-squares estimates. The instrumental variables method overcomes the shortcomings of ordinary least squares in modelling endogenous explanatory variables. In this dissertation, age at arrival combined with country of origin form an instrument creating a difference-in-difference scenario, to address the issue of endogeneity and attenuation error in language proficiency. The first half of the study aims to investigate the extent to which English speaking ability of immigrants improves their labour market outcomes and social assimilation in Australia, with the use of the 2006 Census. The findings have provided evidence that support the earlier studies. As expected, immigrants in Australia with better language proficiency are able to earn higher income, attain higher level of education, have higher probability of completing tertiary studies, and have more hours of work per week. Language proficiency also improves social integration, leading to higher probability of marriage to a native and higher probability of obtaining citizenship. The second half of the study further investigates whether language proficiency has similar effects on a migrant’s physical and mental wellbeing, health care access and lifestyle choices, with the use of three National Health Surveys. However, only limited evidence has been found with respect to the hypothesised causal relationship between language and health for Australian immigrants.

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13

Dawson-Amoah, Catherine Gyamfua. "Determinants of HIV Stigma Among Healthcare Workers in Ghana." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1531.

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HIV-related stigma and discrimination is a complex concept that affects HIV reduction interventions. HIV-related stigma occurs among healthcare providers resulting in reduction of quality of care of people living with HIV. Social psychological research into stigma reduction has led to the development of many stigma reduction interventions, but has not resolved the underlying problem. This study was designed to identify predictors of stigmatizing behavior among healthcare workers in Ghana using the social cognitive theory (SCT) for use in developing an evidence-based intervention. The study used a cross-sectional research design incorporating a preexisting survey, Measuring HIV Stigma and Discrimination Among Health Staff: Comprehensive Questionnaire. Survey data were analyzed using descriptive, multiple regression analysis and Pearson's coefficient to estimate the relationship between the dependent variable, HIV related stigmatizing behavior, and independent variables, personal attributes and environmental factors. The key findings from the analysis were that the personal attributes of healthcare workers predicted their stigmatizing behavior (R2= 0.674, p < 0.05). There was, however, no significant relationship between environmental factors and stigmatizing behavior and between personal attributes and environmental factors. The social change implications may be to reduce stigma among healthcare workers toward people living with HIV and in turn increase the willingness of healthcare workers to engage with people living with HIV and provide quality service to them.

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Sasnett, Roger Harris. "The Lived Experience of Parenting Children with Tourette's Syndrome: A Phenomenological Study." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211321903.

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15

Adams, Donna L. "Contemplative Cults, Time Spent in a Cult and Dissociation and Depression in Former Members." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210341428.

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16

Hesson, Chet. "Using Student-Athlete Experience To Predict Mental Well-being." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530543277648681.

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17

White, Marisa Lynn. "The Process of Becoming an Advocate for the Counseling Profession: A Qualitative Analysis of Counselors’ Development toward Advocacy." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258153249.

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18

Boyd, Covia M. "Predicting Response Patterns to Sexual Violence against Women among Asian College Students Studying in Taiwan: An Exploratory Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427065340.

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19

Clune, Tarynn N. "Experiences and Perspectives of Activity Facilitators in Memory Care." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586808219109459.

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20

Dashora, Pushpanjali. "Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.

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21

Brooks-Turner, Brenda Elaine. "Exploring the Coping Strategies of Female Urban High School Seniors on Academic Successes as it Relates to Bullying." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464707583.

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22

Adams, Kirk. "Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1552066999409903.

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23

Thomas, Cheryl L. "The Influence of Addiction Recovery on Couple Relationships: A Qualitative Examination Through a Bowenian Lens." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334715161.

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24

Johnson, Betty J. PhD. "Video Meetings in a Pandemic Era: Emotional Exhaustion, Stressors, and Coping." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1612609329629973.

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25

Roth, Adam Harold. "A Gestalt Oriented Phenomenological and Participatory Study of the Transformative Process of Adolescent Participants Following Wilderness Centered Rites of Passage." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273163917.

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26

Lewis, James R. "SPIRITUAL FITNESS AND RESILIENCE FORMATION THROUGH ARMY CHAPLAINS AND RELIGIOUS SUPPORT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447863288.

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27

Baker, Bethany. "“They Let Me Loose, Will You Hold Me Tight?” Adult Adoptees and Their Romantic Partners' Experience of Attachment After Participating in the HMT Program." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1630015535934381.

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28

Schafer, Patricia A. "Experiences of Prejudice Among Individuals in African American and Caucasian Interracial Marriages: A Q-Methodological Study." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227230458.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 5, 2010). Advisor: Cynthia Osborn. Keywords: interracial marriage, African American and Caucasian interracial marriage, multicultural marriages, Q methodology, prejudice, black and white marriages, miscegenation, anti-miscegenation, perceptions of interracial marriages, Black studies, Black history. Includes bibliographical references (p. 269-286).

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29

Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.

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30

Cooney, Lucretia. "BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2676.

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The primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant findings. As predicted, workers in lower level occupations, as ranked by prestige scoring developed at National Opinion Research, are more likely to be victimized. Data also suggest that being young, Black, and relatively uneducated may contribute to being bullied in certain situations. Future research is needed to examine influences of socio-economic, legal, and other demographic factors that may predict the chance of being bullied.
M.A.
Department of Sociology
Sciences
Applied Sociology MA

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31

Haile, Yohannes. "Sustainable Value And Eco-Communal Management: Systemic Measures For The Outcome Of Renewable Energy Businesses In Developing, Emerging, And Developed Economies." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459369970.

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32

Pereira, Cristiana Helena de Assunção Bessa. "The development of personal and social skills within traditional teaching and Sport Education: a study with preservice teachers in Physical Education." Doctoral thesis, 2021. https://hdl.handle.net/10216/135882.

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A presente tese teve como objetivo central analisar a perceção dos alunos sobre o impacto de duas abordagens de ensino distintas (Ensino Tradicional, ET, e o Modelo de Educação Desportiva, MED), no desenvolvimento de competências pessoais e sociais consideradas, na atualidade, fundamentais na formação dos alunos, a saber: responsabilidade pessoal e social, empenhamento, empoderamento e autoconfiança. Em complemento, realizou-se uma investigação-ação (IA) de caráter colaborativo, no sentido de auxiliar três professores estagiários no desenvolvimento de estratégias para o empoderamento dos estudantes-treinadores no âmbito do MED. Nos estudos quantitativos participaram 430 alunos de 18 turmas do ensino secundário de 8 escolas, sendo que 226 participaram em 24 aulas seguindo o ET enquanto que em 204 foi aplicado o MED. Os dados foram recolhidos através de questionários, já validados, e para a sua análise foram aplicados os testes de Mann-Whitney e de Wilcoxon. No estudo qualitativo participaram três professores estagiários, 67 alunos do 10º ano de escolaridade e a facilitadora (Investigadora). A informação foi recolhida através de observação participante, entrevistas de grupo focal e notas de campo e aplicada a análise temática, para o seu tratamento de dados. Os resultados destacaram que os alunos percecionaram que o MED, quando comparado ao ET, teve maior impacto no desenvolvimento da sua responsabilidade pessoal e social, empoderamento e autoconfiança, sendo que no empenhamento não se registaram diferenças significativas. Porém, do pré para o pós-teste, os alunos que experienciaram o MED elencaram um maior empenhamento. Os resultados também destacaram a necessidade de melhor preparar os estudantes-treinadores porquanto as estratégias implementadas pelos professores estagiários durante a IA, revelaram ser cruciais para a melhoria do desenvolvimento do seu papel na implementação do MED. PALAVRAS-CHAVE: MODELO DE EDUCAÇÃO DESPORTIVA, ENSINO TRADICIONAL, COMPETÊNCIAS PESSOAIS E SOCIAIS, EDUCAÇÃO FÍSICA, PROFESSORES ESTAGIÁRIOS.
The present thesis aimed to analyze the students' perceptions of the impact of two different teaching approaches (Traditional Teaching, TT, and Sport Education, SE), on developing personal and social skills that are considered, nowadays, central to a student's integral education, namely: engagement, empowerment, personal and social responsibility, and self-confidence. A collaborative action research intervention was also conducted to support three preservice teachers in developing strategies for the empowerment of the studentcoaches within a SE. In the quantitative studies participated 430 high-school students from 18 classes from 8 different schools, 226 of whom participated in a 24-lesson unit following the TT, while 204 students were taught using the SE. Data were collected through validated questionnaires, and the Mann-Whitney and Wilcoxon tests were applied for the analysis. In the qualitative study participated three preservice teachers, 67 tenth-grade students, and the facilitator (researcher). Data was collected through participant observation, field notes, and focus-group interviews and thematic analysis was applied to analyze data. The findings showed that students perceived that SE, when compared to TT, provided a greater impact on the development of their personal and social responsibility, empowerment and selfconfidence. Concerning engagement, no significant difference was found when the two teaching approaches were compared. However, from the pre to the posttest, students in the SE context perceived greater engagement. The results also highlighted the need to better prepare student-coaches, as the strategies implemented by the preservice teachers through the action-research intervention proved to be crucial for improving the development of their role within SE.

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33

Pereira, Cristiana Helena de Assunção Bessa. "The development of personal and social skills within traditional teaching and Sport Education: a study with preservice teachers in Physical Education." Tese, 2021. https://hdl.handle.net/10216/135882.

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Abstract:

A presente tese teve como objetivo central analisar a perceção dos alunos sobre o impacto de duas abordagens de ensino distintas (Ensino Tradicional, ET, e o Modelo de Educação Desportiva, MED), no desenvolvimento de competências pessoais e sociais consideradas, na atualidade, fundamentais na formação dos alunos, a saber: responsabilidade pessoal e social, empenhamento, empoderamento e autoconfiança. Em complemento, realizou-se uma investigação-ação (IA) de caráter colaborativo, no sentido de auxiliar três professores estagiários no desenvolvimento de estratégias para o empoderamento dos estudantes-treinadores no âmbito do MED. Nos estudos quantitativos participaram 430 alunos de 18 turmas do ensino secundário de 8 escolas, sendo que 226 participaram em 24 aulas seguindo o ET enquanto que em 204 foi aplicado o MED. Os dados foram recolhidos através de questionários, já validados, e para a sua análise foram aplicados os testes de Mann-Whitney e de Wilcoxon. No estudo qualitativo participaram três professores estagiários, 67 alunos do 10º ano de escolaridade e a facilitadora (Investigadora). A informação foi recolhida através de observação participante, entrevistas de grupo focal e notas de campo e aplicada a análise temática, para o seu tratamento de dados. Os resultados destacaram que os alunos percecionaram que o MED, quando comparado ao ET, teve maior impacto no desenvolvimento da sua responsabilidade pessoal e social, empoderamento e autoconfiança, sendo que no empenhamento não se registaram diferenças significativas. Porém, do pré para o pós-teste, os alunos que experienciaram o MED elencaram um maior empenhamento. Os resultados também destacaram a necessidade de melhor preparar os estudantes-treinadores porquanto as estratégias implementadas pelos professores estagiários durante a IA, revelaram ser cruciais para a melhoria do desenvolvimento do seu papel na implementação do MED. PALAVRAS-CHAVE: MODELO DE EDUCAÇÃO DESPORTIVA, ENSINO TRADICIONAL, COMPETÊNCIAS PESSOAIS E SOCIAIS, EDUCAÇÃO FÍSICA, PROFESSORES ESTAGIÁRIOS.
The present thesis aimed to analyze the students' perceptions of the impact of two different teaching approaches (Traditional Teaching, TT, and Sport Education, SE), on developing personal and social skills that are considered, nowadays, central to a student's integral education, namely: engagement, empowerment, personal and social responsibility, and self-confidence. A collaborative action research intervention was also conducted to support three preservice teachers in developing strategies for the empowerment of the studentcoaches within a SE. In the quantitative studies participated 430 high-school students from 18 classes from 8 different schools, 226 of whom participated in a 24-lesson unit following the TT, while 204 students were taught using the SE. Data were collected through validated questionnaires, and the Mann-Whitney and Wilcoxon tests were applied for the analysis. In the qualitative study participated three preservice teachers, 67 tenth-grade students, and the facilitator (researcher). Data was collected through participant observation, field notes, and focus-group interviews and thematic analysis was applied to analyze data. The findings showed that students perceived that SE, when compared to TT, provided a greater impact on the development of their personal and social responsibility, empowerment and selfconfidence. Concerning engagement, no significant difference was found when the two teaching approaches were compared. However, from the pre to the posttest, students in the SE context perceived greater engagement. The results also highlighted the need to better prepare student-coaches, as the strategies implemented by the preservice teachers through the action-research intervention proved to be crucial for improving the development of their role within SE.

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34

Pereira, Cristiana Helena de Assunção Bessa. "The development of personal and social skills within traditional teaching and Sport Education: a study with preservice teachers in Physical Education. a study with preservice teachers in Physical Education." Tese, 2007. https://hdl.handle.net/10216/135882.

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Abstract:

A presente tese teve como objetivo central analisar a perceção dos alunos sobre o impacto de duas abordagens de ensino distintas (Ensino Tradicional, ET, e o Modelo de Educação Desportiva, MED), no desenvolvimento de competências pessoais e sociais consideradas, na atualidade, fundamentais na formação dos alunos, a saber: responsabilidade pessoal e social, empenhamento, empoderamento e autoconfiança. Em complemento, realizou-se uma investigação-ação (IA) de caráter colaborativo, no sentido de auxiliar três professores estagiários no desenvolvimento de estratégias para o empoderamento dos estudantes-treinadores no âmbito do MED. Nos estudos quantitativos participaram 430 alunos de 18 turmas do ensino secundário de 8 escolas, sendo que 226 participaram em 24 aulas seguindo o ET enquanto que em 204 foi aplicado o MED. Os dados foram recolhidos através de questionários, já validados, e para a sua análise foram aplicados os testes de Mann-Whitney e de Wilcoxon. No estudo qualitativo participaram três professores estagiários, 67 alunos do 10º ano de escolaridade e a facilitadora (Investigadora). A informação foi recolhida através de observação participante, entrevistas de grupo focal e notas de campo e aplicada a análise temática, para o seu tratamento de dados. Os resultados destacaram que os alunos percecionaram que o MED, quando comparado ao ET, teve maior impacto no desenvolvimento da sua responsabilidade pessoal e social, empoderamento e autoconfiança, sendo que no empenhamento não se registaram diferenças significativas. Porém, do pré para o pós-teste, os alunos que experienciaram o MED elencaram um maior empenhamento. Os resultados também destacaram a necessidade de melhor preparar os estudantes-treinadores porquanto as estratégias implementadas pelos professores estagiários durante a IA, revelaram ser cruciais para a melhoria do desenvolvimento do seu papel na implementação do MED. PALAVRAS-CHAVE: MODELO DE EDUCAÇÃO DESPORTIVA, ENSINO TRADICIONAL, COMPETÊNCIAS PESSOAIS E SOCIAIS, EDUCAÇÃO FÍSICA, PROFESSORES ESTAGIÁRIOS.
The present thesis aimed to analyze the students' perceptions of the impact of two different teaching approaches (Traditional Teaching, TT, and Sport Education, SE), on developing personal and social skills that are considered, nowadays, central to a student's integral education, namely: engagement, empowerment, personal and social responsibility, and self-confidence. A collaborative action research intervention was also conducted to support three preservice teachers in developing strategies for the empowerment of the studentcoaches within a SE. In the quantitative studies participated 430 high-school students from 18 classes from 8 different schools, 226 of whom participated in a 24-lesson unit following the TT, while 204 students were taught using the SE. Data were collected through validated questionnaires, and the Mann-Whitney and Wilcoxon tests were applied for the analysis. In the qualitative study participated three preservice teachers, 67 tenth-grade students, and the facilitator (researcher). Data was collected through participant observation, field notes, and focus-group interviews and thematic analysis was applied to analyze data. The findings showed that students perceived that SE, when compared to TT, provided a greater impact on the development of their personal and social responsibility, empowerment and selfconfidence. Concerning engagement, no significant difference was found when the two teaching approaches were compared. However, from the pre to the posttest, students in the SE context perceived greater engagement. The results also highlighted the need to better prepare student-coaches, as the strategies implemented by the preservice teachers through the action-research intervention proved to be crucial for improving the development of their role within SE.

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35

Lesser, Mishy. "Psychosocial community education and war trauma: Conceptual issues and case of Central American mental health workers." 1996. https://scholarworks.umass.edu/dissertations/AAI9709618.

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Increasingly, war and armed conflict are having devastating effects on the psychological and social well-being of civilian survivors throughout the world. There is a serious shortage of practitioners and culturally-appropriate models for assisting victims of psychological trauma with their healing and recovery. Educational settings, be they formal or nonformal, are appropriate places for psychotherapeutic interventions. This dissertation focuses on the intentional use of a nonformal educational setting for psychosocial healing of those exposed to war-induced trauma. A participatory education program designed to teach Central American community mental health workers the basic concepts and techniques of trauma treatment also served as a healing environment for the trainees. Individual psychological trauma as well as war-related intra-group conflict were addressed. Using an integrative model of healing and recovery, the intervention combined cognitive, emotional, spiritual, social, and physical approaches. The educational setting provided a larger interactional framework for the social contextualization of intrapsychic wounds, thus supporting healing. The case illustrates the importance of self-care for professionals and para-professionals working with the psychologically traumatized, which is rarely mentioned in the literature. This is a qaulitative study that combines a literature review on the nature of trauma and recovery, a case study with Central American community mental health workers, interviews with practitioners, and personal experience. The literature review takes into consideration cultural and Latin American perspectives, the importance of community-based approaches, and the linkage of individual and social dimensions. It includes a critique of posttraumatic stress disorder as a conceptual framework. The inquiry examines the viability of intentional incorporation of psychosocial healing into an educational setting, and indicates which components of participatory nonformal education best lend themselves to interfacing with psychological healing. Findings from both the literature and case study point to a need to question long-held assumptions of psychotherapy when working with trauma survivors. Self-care, safe container-building, peer support, mentoring, and a heightened role for para-professionals are recommended. The training and preparation of community mental health workers is seen as an effective response to the proliferation of war-related trauma.

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Taylor, J. D., Christine A. Dearnley, J. C. Laxton, C. A. Coates, T. Treasure-Jones, R. Campbell, and I. Hall. "Developing a mobile learning solution for health and social care practice." 2010. http://hdl.handle.net/10454/7029.

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In this article we share our experiences of a large-scale five-year innovative programme to introduce mobile learning into health and social care (HSC) practice placement learning and assessment that bridges the divide between the university classroom and the practice setting in which these students learn. The outputs are from the Assessment Learning in Practice Settings (ALPS) Centre for Excellence in Teaching Learning (CETL), which is working towards a framework of interprofessional assessment of Common Competences in the HSC professions. The mobile assessment process and tools that have been developed and implemented and the outcomes of the first-stage evaluation of the mobile assessment tools are discussed from the student perspective.

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Grobler, Ilze. "Co-constructing knowledge in a psychology course for health professionals : a narrative analysis." Thesis, 2007. http://hdl.handle.net/2263/25710.

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The ever-changing demands of working life pose considerable challenges to higher education. The literature indicates that traditional forms of university instruction positioned a deficit model of teaching and learning, which is embedded in a logical positivist paradigm, as authoritative in the production of ‘experts’ who possess legitimate knowledge. However, in professional practice, health practitioners often deal with ill-defined problems. If health practitioners are to be prepared properly for their future careers, the development of reflective thinking should be an integral component of professional education courses. The aim of this study was to explore the public narratives on existing teaching and learning practices in higher education, orthotics/prosthetics and psychology, and to examine the authority of these narratives in the unfolding stories of students and the facilitator in a pilot applied psychology course designed for orthotist/prosthetist professionals. There is a paucity of psychological research in orthotic/prosthetic practice and further research in this domain is needed, particularly from a qualitative approach. A story map was used to integrate the methodology of personal experience methods and narrative analysis into one model that represents the voice of public and private narratives in a specific temporality of past, present and future. The analysis of public and private texts revealed the narrative themes of teaching and learning, co-constructing knowledge, reflection-on-practice, disability, community of concern and agency. A critical psychology and social constructionist approach is proposed to facilitate reflective clinical practice in a psychology module for orthotics and prosthetics. In a collaborative learning community, the lived experiences, knowledge, skills, and desires that invited orthotist/prosthetists into this helping field are honoured. In addition, they are encouraged to reflect on the value of professional interventions by using pragmatic criteria of whether an approach fits or is useful for a client, rather than relying on some abstract notion of ‘truth’.
Thesis (PhD (Psychology))--University of Pretoria, 2007.
Psychology
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Schlote, Sarah M. "Animal-assisted therapy and equine-assisted therapy/learning in Canada : surveying the current state of the field, its practitioners, and its practices." Thesis, 2009. http://hdl.handle.net/1828/1435.

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Animal-assisted therapy (AAT) and equine-assisted therapy/learning (EAT/L) are innovative techniques in counselling, psychotherapy, mental health, coaching, and other personal growth interventions. Although this field has experienced tremendous growth in the United States, very little is known about its Canadian equivalent. The purpose of this study was therefore to examine the current state of AAT and EAT/L in Canada, by conducting a national, bilingual (English and French) survey of helping professionals who involve animals in their practices. A total of 131 questionnaires were retained for analysis. The results of this study suggest that the field is very diverse, with a multitude of confusing terms and expressions, varying levels of education and training, and disagreement on how different practices are defined, resulting in a fragmented, confusing and inconsistent appearance. Recommendations for the evolution of the field and suggestions for future research are provided.

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Dissertations / Theses on the topic 'SPHE Social Personal and Health Education'

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