Dissertations / Theses on the topic 'Youth with social disabilities – case studies'
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Montgomery, Alcynthia R. (Alcynthia Rose). "The Launching of an Accelerated School: A Case Study." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278629/.
Full textDe, Waal Hester Jacoba. "Youths’ predispositions to learning : case studies within a place of safety (Western Cape, South Africa)." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5409.
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ENGLISH ABSTRACT: Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half v years. I collected data from their official files and by conducting in-depth individual interviews. I video-recorded the six personal interviews and used the footage to assist me in the process of data analysis. The thesis presents the life stories of the six respondents as a foundation for a discussion on how we as educators define and practice adult education in the context of marginalised youth.
AFRIKAANSE OPSOMMING: Die leerprosesse van jeugdiges in gemeenskappe waar akute leerstoornisse en gebreke ten opsigte van formele onderrig heers, behoort nagevors en ondersoek te word. Hierdie studie het gepoog om ondersoek in te stel na die ontvanklikheid of predisposisie van ses jeugdiges teenoor leer terwyl hulle verhoorafwagtend is en in plek van veiligheid aangehou word. Die studie het op grondige ondersoek na die ontvanklikheid of predisposisies vir leer by jeugdiges teen die agtergrond van die plek van veiligheid (Wes-Kaap, Suid-Afrika) gefokus. Ek werk reeds langer as vier jaar by die plek van veiligheid as skoolhoof. Seuns en jeugdiges van 10 tot 16 jaar oud wat die wet oortree het en sorg nodig het, gaan daar tuis nadat die hof hulle daar geplaas het vir die duur van hulle hofsake. In sommige ernstige sake, soos moord en verkragting, kan dit selfs twee jaar neem vir die sake om afgehandel te word. Hulle kom gewoonlik van gemeenskappe waar hulle tuis en by die skool blootgestel was aan geweld, dwelmmisbruik en misdaad. Die ses respondente in my studie het self dwelms misbruik of was blootgestel aan dwelmmisbruik. Alle leerders by die plek van veiligheid het die wet oortree en is verhoorafwagtend. Hulle het die skool op voortydige ouderdom verlaat of het nooit voorheen skoolgegaan nie. Terwyl hulle by die plek van veiligheid bly, ondergaan hulle verskillende terapeutiese programme. Hulle woon ook skool by. Die leerplan is aangepas na aanleiding van die individuele behoeftes van die leerders. Terwyl ek met hierdie seuns en jeugdiges by die skool gewerk het, het ek besorg geraak oor die beperkte verwagtinge wat hulle klaarblyklik gehad het. Ek het gewonder waarom die meeste van hulle min of geen ambisie toon en klaarblyklik min of geen gretigheid het om te leer nie, veral as in ag geneem word dat hulle vlakke van geletterdheid benede die gemiddelde vlakke van hul ouderdomgroepe is en dat die meeste van hulle die skool voortydig verlaat het of selfs nooit skool bygewoon het nie. Algemene beriggewing en amptelike dokumente dui aan dat jeugdiges in Suid- Afrika – en veral in die Wes-Kaap – toenemend aan dwelmmisbruik, geweld en misdaad blootgestel word. Dit kan invloed hê op die groeiende aantal skoolverlaters. Beter begrip van verhoorafwagtende jeugdiges se ontvanklikheid of predisposisies vir leer kan lei tot beter begrip van die graad van ontmagtiging wat in hierdie gemeenskappe ervaar word. Hierdie navorsingstudie het op kwalitatiewe gevallestudies gefokus waartydens ek gepoog het om jeugdiges se ontvanklikheid of predisposisies vir leer te ondersoek en te verstaan. Vertolkende of interpretatiewe benadering is gevolg om insigte te bekom ten opsigte van die lewensverhale van vii die ses respondente en die wyse waarop hulle hul persoonlike werklikhede interpreteer en verstaan. Hierdie gemarginaliseerde groep mense het die geleentheid gekry om hul persoonlike lewensverhale met betrekking tot hul beleefde leerervaringe te verbaliseer. Ek het hierdie studie oor tydperk van ongeveer twee-en-‘n-halwe jaar uitgevoer, met in agneming van dataversameling en –verwerking. Ek het data versamel deur middel van inligting in amptelike dokumente, asook deur die voer van persoonlike onderhoude. Die indringende onderhoude wat ek met ses respondente gevoer het, is op video vasgelê. Ek het hierdie data gebruik in die proses van dataverwerking. Die tesis bied blik op die lewensverhale van die ses respondente. Dit kan dien as grondslag vir diskoers oor hoe die beoefening van volwasse onderrig en leer teen die agtergrond van gemarginaliseerde jeugdiges gedefinieer en toegepas word.
Carstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
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Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.
Freeman, Tyrone McKinley. "Youth input and participation in Reach for Youth's strategic planning for community-based youth and family social services." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217402.
Full textDepartment of Urban Planning
Le, Roux Marlene. "There's a place for people with disabilities within the arts: Exploring how interaction with the performing arts may facilitate the social and economic inclusion of youth with disabilities." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29276.
Full textGupta, Shelly. "Inclusion in Recreational Programs| A Case Study of Youth with Intellectual Disabilities Participating in Kids Included Together (KIT) Affiliated Programs." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810227.
Full textThe purpose of this qualitative case study was to determine how to make out-of-school programs more inclusive of youth with intellectual disabilities (ID) by analyzing inclusive out-of-school programs affiliated with Kids Included Together (KIT). KIT is an organization that provides training and resources for meaningfully including children with and without disabilities into community-based, out-of-school programs. The study examined the perspective of current and former youth with and without ID, their parents, KIT-affiliated staff members, and KIT’s staff members via interviews. Observations of youth participating in recreational activities were completed. The sample consisted of 27 participants. Participants yielded 9 salient themes with multiple categories that emerged from the data. Each theme served as elements of inclusion toward meaningful inclusion of individuals with ID in out-of-school programs. Participants addressed key elements of inclusion required to create social change in out-of-school programs, educational settings, and community programs. The study also highlighted the barriers associated with inclusion and discussed specific strategies to address these challenges based on findings of this research. The knowledge gained from the study may have relevance for community-based programs that are interested in fostering a supportive and inclusive organizational culture. This study may raise awareness and training on how to support individuals with ID and it may provide opportunities to build resources and additional inclusive programs. The study provides practitioner recommendations on how youth with and without disabilities, their parents, staff members of out-of-school programs, school teachers, staff and administrators can implement inclusive practices in the community, out-of-school programs and educational settings.
Meredith, Gaye. "Food selection and preparation by a group of mildly mentally handicapped students." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60427.
Full textPfeiffer, Laura. "Perceptions of physical activity integration at a junior college." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56936.
Full textThe purpose of the present study was to investigate this unique program with particular emphasis on physical education. More specifically, it was the intent to measure the perceptions of persons directly involved with the program on such variables as social acceptance, social interaction, self-concept, motor performance, peer performance, attitude, expectations, and perceptions. A questionnaire was distributed to subjects in four groups: students, peers, physical educators, and parents. Mean response scores from each group were reported for each variable. Results indicated a general positive perception regarding the integrated program from all groups.
Jones, Kevin Richard. "An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3107.
Full textArnolds, Lionel. "Guidelines for the development of youth mentor programmes." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49979.
Full textENGLISH 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.
Stephenson, Peter James, and peter stephenson@racgp org au. "The role of local government in the development of youth citizenship : three case studies." RMIT University. Justice and Youth Studies, 2004. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091120.134152.
Full textTaylor, Shaunna. "Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32234.
Full textYoung, Mary Lou, and Melissa Creacy. "Perceptions of homeless children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1040.
Full textLo, Charmaine B. "The Effects of Family and Social Engagement on the Screen Time of Youth with Developmental Disabilities: A Dissertation." eScholarship@UMMS, 2013. https://escholarship.umassmed.edu/gsbs_diss/658.
Full textLo, Charmaine B. "The Effects of Family and Social Engagement on the Screen Time of Youth with Developmental Disabilities: A Dissertation." eScholarship@UMMS, 2005. http://escholarship.umassmed.edu/gsbs_diss/658.
Full textAnthony, Marika E. "A case history of the New Horizons Project, school/business partnership, Richmond, Virginia." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134625/.
Full textBarwick, Melanie A. (Melanie Anne). "The educational needs of youth in the child welfare system : a case study of two social affairs schools in Québec." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39527.
Full textTam, Pui-yim Jenifer. "Japanese popular culture in Hong Kong : case studies of youth consumption of cute products and fashion magazines /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25017585.
Full textLutz, Barbara. "Rey| An Intensive Single Case Study of a Probation Youth with Immigrant Background Participating in Wraparound Santa Cruz." Thesis, The Chicago School of Professional Psychology, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556382.
Full textThis 3-month intensive single case study of Rey (pseudonym), a 16-year-old male client and his family highlights the impact of the local wraparound program in Santa Cruz County (WRAP) on a participating probation youth of immigrant background. A holistic lens helped understand the interactive spheres that made up Rey's world. The theoretical considerations reviewed—both individual and systems orientations—suggested a more complete view of the complex interrelated factors that made up the participant's reality. The literature review covered social ecology; community psychology; wraparound; the local cultural, historical, and ethnographical background; attachment; complex trauma; emotion regulation; interconnectedness; family therapy; and coherence. There is a session-by-session synopsis of Rey's interactions with the program, followed by an analysis of the sessions as they related to his defense, receiving support, connectedness, participation, exploration, and emotion regulation. The holistic model offered detailed insight into Rey's experiences during his work with WRAP. Although the results are individualized, the focus on the single participant allowed for sensitization and increased awareness regarding WRAP's impact on Rey's world. The use of the holistic model and the themes that emerged should be examined in further research with different populations and diverse sociocultural surroundings.
Cheung, Chi-ming Terence, and 張志明. "Mildly mentally handicapped students' friendship pattern: exploring methods to involve neglectees." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957109.
Full textSkota, Bekisisa Andrew. "The quality of life needs of Xhosa speaking learners with Down Syndrome : two case studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/463.
Full textCipriani, Belo Miguel. "How a Small Business Negotiates Digital Inclusion of People with Disabilities: A Case Study." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3638.
Full textColbert, Candace. "Character, Leadership, and Community: A Case Study of a New Orleans Youth Program." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2597.
Full textChan, Suet Ying. "Social cognitive theory based physical activity intervention targeting non-working time physical activity of workers with intellectual disabilities." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/53.
Full textTing, Wai-fong, and 丁惠芳. "The effect of a groupwork approach on the subsequent maintenance of employment of a group of institutionalized young offenders: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31247556.
Full textWong, Man-cheung Barton, and 王文璋. "Case study of young drug abuser in Tsuen Wan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B42128559.
Full textBam, June Catherine. "The current relevance of populist history in schools : the attitudes of Cape Town youth to history." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52503.
Full textENGLISH ABSTRACT: This thesis exanunes whether the historical consciousness of grade 10 youth would increase should there be an intervention facilitated for this purpose, that is that they would show a heightened consciousness of the relation between school history and current affairs, politics and other societal issues. This intervention comprises the My New World text produced within the populist historiographical tradition in South Africa. The notion of historical consciousness is defined as the complex relation between an interpretation of the past, a perspective of the present and expectations of the future ROsen (1989; 1994). The investigation comprised a theoretical and empirical component. The theoretical component is informed by the theories of epistemology, knowledge, schooling and curriculum. The empirical component is based on the Youth and History Survey conducted on historical consciousness amongst youth in Europe in the early 1990s. Both this study and the European study were conducted during periods of political transition. The chosen research methodology was that of triangulation, combining quantitative with qualitative methods. The quantitative component was based on the measurement used in the European study, and comprised an experimental pre-test and post-test research design, measuring "inside school" and "outside school" historical consciousness. The study was conducted in 8 grade 10 classrooms at 8 schools in Cape Town, representative of class, race, language and gender. The teachers acted as facilitators of the intervention. The conclusion reached in the research is that although the intervention resulted in an increased enthusiasm amongst individuals for school history and interest in political issues and an understanding for the present as in evidence from the qualitative data, this was not reflected in the quantitative data which showed no significant increase in the "inside school" nor "outside school" historical consciousness amongst youth of average 15 years in grade 10 history classrooms in Cape Town. It can therefore not be empirically concluded that when youth are exposed to populist history over a limited period that they would show an increased "outside school" or "inside school" historical consciousness even though an intervention might aim to increase such a consciousness. A significant finding is that the case for an already existent historical consciousness related to the variables of class and gender holds. Instead of increasing the levels of historical consciousness, the intervention resulted in a surfacing of long-held attitudes, perceptions and beliefs of people, society, the past, the present and the future. The intervention succeeded in bringing these complex layers of variables and related factors that impact on perceptions and attitudes to the surface. Given this complexity, it was also concluded that an empirical study of historical consciousness amongst youth through an intervention over a limited period of time is risky, if not of little value.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die vraag of die historiese bewussyn van graad 10-leerders sal toeneem indien daar vir hierdie doe I 'n intervensie sou plaasvind, met ander woorde of hulle 'n verhoogde bewussyn van die verhouding tussen die yak Geskiedenis op skool en sake van die dag, die politiek en ander gemeenskapsake sal aantoon. Die tersaaklike intervensie behels die teks van My New World wat daargestel is binne die raamwerk van die populistiese historiografiese tradisie in Suid-Afrika. Die begrip 'historiese bewussyn' kan omskryf word as 'n komplekse verhouding tussen die interpretasie van die verlede, 'n perspektief oor die hede, en verwagtinge oor die toekoms (Rusen 1989; 1994). Die ondersoek bevat 'n teoretiese sowel as 'n empiriese komponent. Die teoretiese komponent is gebaseer op epistemologiese, onderwys- en kurrikulumteoriee. Die empiriese komponent vind sy grondslag in die Youth and History Survey ondersoek oor historiese bewussyn wat in die vroee 1990' s onder Europese jongmense geloods is. Beide hierdie studie en die Europese navorsing is in tye van politieke oorgang onderneem. Die navorsingsmetode wat gebruik is, is die van triangulasie wat uit 'n kombinasie van kwantitatiewe en kwalitatiewe metodes bestaan. Die kwantitatiewe komponent lS gebaseer op die meting wat in die Europese studie gebruik is, en bestaan uit 'n eksperimentele voor- en natoets navorsingsontwerp wat die historiese bewussyn "binne" en "buite" skoolverband meet. Die studie is geloods in agt graad 10-klaskamers by agt skole in Kaapstad wat klas, ras, taal en geslag verteenwoordig het. Die betrokke onderwysers het as fasiliteerders vir die intervensie opgetree. Die gevolgtrekking waartoe in die ondersoek geraak is, is dat, alhoewel die intervensie tot verhoogde entoesiasme vir Geskiedenis as skoolvak en tot belangstelling in politieke kwessies en 'n begrip van die hede onder individuele leerders gelei het (soos afgelei kon word uit kwalitatiewe data), hierdie tendens nie weerspieel is deur die kwantitatiewe data nie: eersgenoemde het nie 'n beduidende verhoging in die historiese bewussyn "binne" of "buite" skoolverband onder leerders met 'n gemiddelde ouderdom van 15 jaar getoon nie. Daar kan dus nie empiries tot die gevolgtrekking geraak word dat wanneer leerders vir 'n beperkte tyd aan populistiese geskiedenis blootgestel word, hulle 'n verhoogde historiese bewussyn "binne" of "buite" skoolverband sal aantoon nie, selfs al sou so 'n intervensie dit weI ten doel he om so 'n bewussyn te verhoog. 'n Beduidende bevinding is dat daar 'n saak uitgemaak kan word vir 'n reeds bestaande historiese bewussyn wat in verband staan met die veranderlikes van klas en geslag. In plaas daarvan om die vlakke van historiese bewussyn te verhoog het die intervensie die gevolg gehad dat lank bestaande houdings, persepsies en oortuigings oor mense, die gemeenskap, die verlede, die he de en die toekoms, na die oppervlak beweeg het. Die intervensie het dus daarin geslaag om hierdie komplekse lae veranderlikes en verwante faktore wat persepsies en houdings beinvloed, na die oppervlak te bring. In die lig van die kompleksiteit hiervan, is daar ook tot die gevolgtrekking geraak dat 'n empiriese studie van historiese bewussyn onder jongmense oor 'n beperkte tyd deur middel van intervensie riskant is, indien nie van min waarde nie.
Casaperalta, Velazquez Edyael Del Carmen. "INFLUENCE OF TRAJECTORY AND AGENCY ON STRATEGIES OF INCORPORATION AND IDENTITY OF IMMIGRANT YOUTH: A CASE STUDY OF NEW LIFE HIGH SCHOOL." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1187742144.
Full textHui, Yin-wah Eva, and 許燕華. "Adolescent bullying in public housing estates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31978538.
Full textStone, Brett Allyn. "The Effect of Physical Activity on Youths’ Cognitive, Academic, and Behavioral Outcomes: A Meta-Analysis of Single Case Design Studies." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6403.
Full textKan, Wai-fu, and 簡偉富. "Sport participation, health-related fitness, and stress among studentsof the City University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960935.
Full textCarstens, Alison Lee. "An educational psychologist's perspective in understanding the experiences of residential youth care workers." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3057.
Full textAs primary caregivers (such as residential youth-care workers) are the first teachers of children and spend much more time with the child than any other service provider, educational psychologists need to implement programmes that include primary caregivers in actively working with the youth in their care. This calls for educational psychologists to gain a rich understanding of the experiences of youth-care workers in order to work collaboratively in rehabilitating youth at risk within the youth’s ecosystem. The study attempts to explore the experiences of youth-care workers in residential facilities, using the ecosystemic perspective. A proposed outcome of the research is to contribute to the skills and interventions educational psychologists can use in collaborating with and supporting youth-care workers in residential facilities to rehabilitate youth who are at risk successfully. Qualitative research within the interpretive/constructivist paradigm was employed as the research design. Research was based at two residential facilities in an outlying area of Cape Town, from which four youth-care workers and two youths were drawn as a sample. The data was collected through six semi-structured interviews, observations over a 10-month period at one of the facilities, and photographs of youth-care workers and children. The review of literature and the findings of this research uncovered many experiences that appear to typify residential youth care. These experiences include the multifaceted nature of the role that youth-care workers fulfil in a residential facility; three types of emotional affect experienced by youth-care workers working in facilities; the significance of healthy youth-care worker-child relationships and the importance of these relationships in the successful rehabilitation of youth at risk; and the levels of support and training required in order to perform the task of successfully rehabilitating youth at risk in residential settings.
Stacy, Theresa A. "An evaluation of early intervention efforts with severely and profoundly retarded infants and young children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1061.
Full textJeffrey, Dennis Gordon. "Identifying the roadblocks: What impedes the transition of secondary seriously emotionally disturbed students?" CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1201.
Full textIpinge, Emma. "The role of management and leadership in the schooling of at-risk learners: a case study of a school in Namibia." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003634.
Full textRoy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
Full textHarrison, Robert S. (Robert Seidel). "A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279002/.
Full textShugerman, Susan Robin. "A Case Study of After-School Activities in one School that is Making Progress in Closing the Achievement Gap." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1111.
Full textYazzie, Rebecca Arredondo. "An Analysis of Oregon Youth Authority Populations: Who Receives Treatment and What Factors Influence Allocation of Treatment Resources?" PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3642.
Full textStadel, Cynthia Jakes. "Exploring the Impact of an LD Diagnosis on the Self-Determination of Women in Poverty." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2698.
Full textScheldeman, Griet. "Performing diabetes : balancing between 'patients' and 'carers', bodies and pumps, Scotland and beyond." Thesis, University of St Andrews, 2006. http://hdl.handle.net/10023/11085.
Full textFarmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.
Full textWeakley, Donna. "Adults' experiences and perceptions of resilience : overcoming adversity in a high-risk community /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1303.
Full textNeil, Howard. "'It's easier if we stop them moving' : a critical analysis of anti-child trafficking discourse, policy and practice : the case of southern Benin." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:11094e72-496e-4b99-ba15-6b19e6efc490.
Full textLambrechts, Derica. "The impact of organised crime on social control by the state : a study of Manenberg in Cape Town, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80057.
Full textENGLISH ABSTRACT: This study set out to research the influence of a local non-state actor on the role and authority of the state, in the domestic environment. Accordingly, the research problem focused on the impact of a domestic actor on the association between the state and the society. This study only focused on the state at the level of local government and the impact of one specific actor, organised criminal groups, on social control by the state. Thus, state-society relations were discussed in this context. In order to guide this study, the main and two supportive research questions were stated as follows: What is the impact of organised crime on the social control by the state? What are the power dynamics between local governance, criminal agents and society? Has the state become criminalised at the level of local government, as a result of the activities of organised crime, and if so, to what extent? The state thus functioned as the dependent variable and organised criminal groups as the independent variable. The theoretical foundation of this study was located in state-society relations, and specific reference was given to the work of Migdal (1988) and his analysis of state social control, pyramidal and weblike societies. Furthermore, a neo-pluralist view of the state was followed. A conceptualisation of the criminalisation of the state was provided, as the criminalisation of the state was regarded as one possible impact of organised crime on the state. In order to analyse the criminalisation of the state, a framework was constructed from four main avenues of empirical observation. In order to answer the research questions, a case study research design and a predominantly qualitative methodology was selected. As a case, the City of Cape Town was selected and Manenberg, located on the Cape Flats, as the site for the research. A case study research design created the opportunity to describe the context in detail and to connect the micro level of analysis to the macro level; thus, it provided insight on the research topic that enabled the researcher to expand/build theory. The field research process occurred over a period of three months using a triangulation of methods: Key informant interview, small group discussions and observation with three categories of respondents. These three categories included: Community members of Manenberg, organised criminal groups and agents of local government and local governance. In order to set the stage for the empirical analysis, a contextualisation of the dependent and independent variables were provided. It was stated that there is a lack of a universally agreed upon definition of organised crime, and as a result, a conceptualisation of organised crime was generated for this study. It was further argued that the majority of literature treats organised criminal groups and organised criminal gangs as two separate concepts, despite the fact that there are more similarities than differences. Thus, for the purpose of this study, a conclusion was reached that the difference is inconsequential. The development of organised crime in South Africa and an examination of the historical development of the gangs on the Cape Flats were described. With regards to the dependent variable, the context was provided for an analysis of local government in South Africa. The demographical and operational features of the municipal area of the City of Cape Town were explained, with specific reference to safety and security elements. The primary data collected was analysed according to the indicators of social control (compliance, participation and legitimacy), as identified by Migdal (1988). In addition, the framework to analyse the criminalisation of the state at the level of local government was applied on the case study. Based on the analysis, a different system, to what was described by Migdal (1988) in his narrative of a triangle of accommodation was found to be in operation in Manenberg on the Cape Flats. It was confirmed that there is the presence of a weakened state and accordingly, a weblike society, where social control is fragmented between local government and the criminal community. However, in this weblike society a system of local power dynamics exists between the criminal community, social community and local agents of governance, where dyadic collaboration occurs between all three the actors. However, despite the collaboration, the criminalisation of the state does not occur, but rather the statification of the organised criminal community, as it provides goods and service to the social community. The main findings can be summarised as: If a state lacks extensive social control and a rival authority has claimed a level of social control, this will not necessarily lead to the further weakening of the state, as a result of a system of power dynamics in place, where collaboration between the social community, the criminal community and local agents of governance occurs. This system is kept in place by: On-going efforts by the state to maintain (or regain) compliance, participation and legitimacy; corrupt agents of the state (specifically in the security sector); a level of operational ease that exists for the criminal community (and the interweaving of the criminal community in the social community) and a relatively strong society that acknowledges the benefits of criminal activities for the social community, but also recognises the authority and control of the state.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doel om die uitwerking van 'n plaaslike nie-staatsrolspeler op die rol en gesag van die staat in die plaaslike omgewing te ondersoek. Vervolgens fokus die navorsingsvraag op die impak van 'n plaaslike rolspeler op die verhouding tussen die staat en die samelewing. Die studie fokus op die staat op plaaslike regeringsvlak en op die impak van een spesifieke rolspeler, georganiseerde misdaadgroepe. Staat-samelewing-verhoudinge is dus teen hierdie agtergrond bespreek. Om die studie te rig, is die hoof- en twee ondersteunende navorsingsvrae soos volg gestel: Wat is die impak van georganiseerde misdaad op die sosiale beheer van die staat? Wat is die magsdinamiek tussen die plaaslike regeringsvlak, kriminele agente en die samelewing? Is die staat gekriminaliseer op plaaslike regeringsvlak as gevolg van die resultate van georganiseerde misdaadbedrywighede en, indien wel, in hoe 'n mate? Die staat vorm dus die afhanklike veranderlike en georganiseerde misdaadgroepe die onafhanklike veranderlike. Die teoretiese begronding vir hierdie studie is gevind in staat-samelewing-verhoudinge en die werk van Migdal (1988), spesifiek sy analise van staat-sosiale beheer en piramiede- en webvormige samelewings, word genoem. Verder is 'n neo-pluralistiese beskouing van die staat ingeneem. 'n Konseptualisering van die kriminalisering van die staat word verskaf, aangesien dit voorsien is as een moontlike impak van georganiseerde misdaad op die staat. Ten einde die kriminalisering van die staat te ontleed, is 'n raamwerk opgebou uit vier hoofrigtings van empiriese observasie. 'n Gevallestudie is as navorsingsontwerp gebruik om die navorsingsvrae te beantwoord, met hoofsaaklik 'n kwalitatiewe metodologie. As 'n geval is die Stad Kaapstad gekies, met Manenberg op die Kaapse Vlakte as die terrein vir die navorsing. Die gevallestudie-navorsingsontwerp het die geleentheid geskep om die konteks in detail te beskryf en die mikrovlak-analise met die makrovlak-analise te verbind; derhalwe het dit insig verskaf wat die navorser in staat gestel het om teorie (uit) te bou. Die veldwerkproses het oor 'n tydperk van drie maande deur drie metodes plaasgevind: onderhoude met sleutelinformante, kleingroepbesprekings, en observasies met drie kategorieë respondente. Hierdie drie kategorieë is gemeenskapslede van Manenberg, georganiseerde misdaadgroepe, en agente van plaaslike regering en bestuur. Ten einde die empiriese navorsing op te stel, is 'n kontekstualisering van die afhanklike en onafhanklike veranderlikes verskaf. Dit is gestel dat daar 'n gebrek is aan 'n universeel-aanvaarde definisie van georganiseerde misdaad, en as gevolg hiervan is 'n konseptualisering vir hierdie studie gevorm. Daar is verder geargumenteer dat die meerderheid literatuur georganiseerde misdaadgroepe en georganiseerde misdaadbendes as twee aparte konsepte hanteer, ten spyte daarvan dat hierdie groeperinge veel meer ooreenstem as verskil. Vervolgens is die gevolgtrekking gemaak dat die verskil nie betekenisvol is nie. Die ontwikkeling van georganiseerde misdaad in Suid-Afrika en 'n ontleding van die historiese ontwikkeling van bendes op die Kaapse Vlakte is beskryf. Rakende die afhanklike veranderlike, is die konteks verskaf vir 'n analise van plaaslike regering in Suid-Afrika. Die demografiese en operasionele kenmerke van die munisipale area van die Stad Kaapstad is uiteengesit, met spesifieke verwysing na veiligheid- en sekuriteitselemente. Die primêre ingesamelde data is ontleed aan die hand van die indikatore van sosiale beheer (nakoming, deelname en legitimiteit) soos deur Migdal (1988) gedefinieer. Verder is die raamwerk om die kriminalisering van die staat op plaaslike regeringsvlak te ontleed, op die gevallestudie toegepas. Op grond van die analise is daar bevind dat 'n ander stelsel as wat Migdal (1988) in sy narratief van ‟n driehoek van akkommodasie beskryf het, in Manenberg op die Kaapse Vlakte voorkom. Dit is bevestig dat daar 'n verswakte staat voorkom en, vervolgens, 'n webvormige samelewing, waar sosiale beheer gefragmenteer is tussen die plaaslike regering en die kriminele gemeenskap. In hierdie webvormige samelewing bestaan egter 'n stelsel van plaaslike magsdinamiek tussen die kriminele gemeenskap, die sosiale gemeenskap en plaaslike regeringsagente, waar diadiese medewerking tussen al drie die akteurs voorkom. Ten spyte van hierdie samewerking, kom die kriminalisering van die staat egter nie voor nie, maar eerder 'n verstaatliking van die georganiseerde misdaadgemeenskap, aangesien dit goedere en dienste aan die sosiale gemeenskap verskaf. Die hoofbevindinge kan soos volg saamgevat word: As 'n staat nie uitgebreide sosiale beheer het nie en 'n mededingende gesag het 'n vlak van sosiale beheer opgeëis, sal dit nie noodwendig lei tot die verdere verswakking van die staat nie, as gevolg van 'n stelsel van magsdinamiek wat in plek is waar medewerking tussen die sosiale gemeenskap, die kriminele gemeenskap en plaaslike agente van bestuur voorkom. Hierdie stelsel word in plek gehou deur aaneenlopende pogings deur die staat om nakoming, deelname en legitimiteit te verkry (of terug te kry), korrupte staatsagente (spesifiek in die sekuriteitsektor), 'n vlak van operasionele gemak wat vir die kriminele gemeenskap bestaan (en die vervlegting van kriminele gemeenskap en die sosiale gemeenskap), en 'n relatiewe sterk samelewing wat die voordele van kriminele aktiwiteit vir die sosiale gemeenskap erken, maar so ook die gesag en beheer van die staat.
Larey, Desiree Pearl. "Focus schools and vocational education in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20023.
Full textENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Cape Education Department described the emergence and implementation of the policy. Further goals of the study were to contextualize the policy process that led to this form of provision, and to conceptualise how this fitted in with educational development issues in the province. A brief backdrop of historical developments and its role in the education of communities in the Western Cape, particularly the coloured community, was provided to contextualize the policy initiative. The main contribution of the thesis is its description and analysis of policy documents and the viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard to what a focus school is meant to achieve and how it is experienced. Data was collected by studying a range of unpublished policy documents, and to link these to interviews conducted with departmental and district officials, educators, learners, and one principal in relation to one case study school. The study showed that focus schools were regarded mainly as a form of vocational education provision to accommodate the desire of the Western Cape economy for intermediate skills in the mid-2000s. It illustrated how the focus school band has run its own unique course within educational structures since 2006, and highlighted how they have fulfilled their goal of getting more learners from historically disadvantaged communities into further study or into positions that better serve the needs of the local economy. The thesis suggested that the policy focus of getting learners into higher education seemed misguided and contrary to the goals of vocational education provision. This policy confusion was further highlighted by learners interviewed in the study who noted that they would have preferred to follow a more academically-based path. Few believed they could either get to university (as claimed by policy officials) or into a viable employment poisition by following a vocational route at school.
AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse Onderwysdepartement weer. Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief, fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders, leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra. Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol is soos die beleid dit vooruitstel nie. Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in fokusskole gevolg het.
Oyewo, Saheed Adekunle. "The challenges of teaching at-risk learners at a secondary school in Cape Town." Diss., 2021. http://hdl.handle.net/10500/27149.
Full textEducational Management and Leadership
M. Ed. (Education Management)
Marais, Eileen. "Effek van 'n emosionele ondersteuningsprogram op die emosionele intelligensie van adolessente leerders met spesiale onderwysbehoeftes." Thesis, 2019. http://hdl.handle.net/10500/26680.
Full textThis study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved.
Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter.
Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny).
Inclusive Education
D. Ed. (Inklusiewe Onderwys)
WU, YI-PEI, and 吳宜霈. "Taiwan's Youth Entrepreneurship Case Studies of Social Design and Action Research." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/88607662616213412519.
Full text國立雲林科技大學
創意生活設計系
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The youths in career can be generally divided into two groups, employees and entrepreneurs. A person’s career direction is a cumulative result of his/her academic experience, social environment, and life background. In the Taiwanese educational system, it is hard to predict if a youth can put what he/she has learned into practice and find a job consistent with what he/she specializes in after graduation, which indicates the imbalance between “knowledge-oriented education” and “ambition-oriented education”. With the popularization of the higher education, the youths have faced an increasingly competitive employment market and a social phenomenon featuring downward flow. This is the consequence of educational speculation, and those who suffer the most from the problem are the youths who have just started their career life. With the transformation of the Taiwan’s economic structure, the agriculture, industry and service industry in the early stage as well as the six emerging industries the government gave priority to in 2009, including biotechnology, green energy, quality agriculture, tourism, medical care and cultural creativity, have begun to focus on the development of such social issues as the security of rural food, the care for the elderly, green environment, and cultural preservation. In recent years, the publicity of the education on entrepreneurship for youths as well as the responsive policies released by the government has underlined the emphasis on the development of youths. The government’s support has created a new opportunity for the entrepreneurship of youths. The main duty is to use design thinking to solve social problems through the practice of social design. This study is an action research on the restoration of the idle fields of the Camphor Office in Jiji Township. According to the observation, the local humanistic culture has development potential but lacks integration and cultural roots. Therefore, this study took the young entrepreneurs who had received the education on entrepreneurship for youths and those who had participated in the government’s promotion policy as the subjects. Through an in-depth interview, this study got to know their practical experience and provided actual reference cases for the youths who wanted to start a business, with the hope of exploring how the youths adopted the practice of social design to address social problems through innovation and entrepreneurship. According to the analysis of the results, (1) long-term social observation and practice have positive effects on the innovation and entrepreneurship of youths; (2) the social design-oriented entrepreneurship mode is different from the traditional industries because it adopts a unique organizational form and features more common participation, public interest, resource sharing, flexible dialogue, and the cooperation among many parties; (3) the obstacles in the social design-oriented entrepreneurship can be roughly divided into “public sectors”, “related partners”, “undertakings” and also “force majeure”; (4) the experience sharing of the interviewees revealed the entrepreneurship vision of “benefiting the whole world”. As the social psychology of bilateral exchange, interpersonal network is built on mutual trust and respect. However, entrepreneurs face different problems in their new business, so they should follow their heart and pursue their original dreams.
Chan, Helen G. "Conceptualising social capital : case studies of social capital inputs into housing." Thesis, 2003. http://hdl.handle.net/2429/15187.
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