Tesis sobre el tema "School-based programme"

The consequences of childhood bereavement are two-fold, in the pain he/ she suffers at the time of the death, and in future psychiatric disorders which can follow unresolved mourning. The bereaved child needs a familiar and responsible adult outside the family to help him/her cope with his/her grief, because parents are sometimes emotionally absent from him/her due to their own grief or they seek to "protect" the child from the pain of the loss. This study presents a programme given to 164 primary school teachers from nine schools in Cape Town to educate them in how to help the bereaved child in the classroom situation, so that they can fill the role of an outside responsible adult in the life of the bereaved child. 78 bereavements occurred in the nine schools in the year of the study. It was found that the teachers responded positively to the training programme and that they perceived it to be helpful in dealing with a bereaved child.

Includes summary.
Includes bibliographical references (leaves 63-68).
This report presents the findings of a formative evaluation of the Silence The Violence (STV) programme, a school-based violence prevention initiative. The programme is implemented by an organisation known as Khulisa Services, which has service points in all nine provinces of South Africa. The main objective of the STV programme is to reduce verbal, emotional and physical violence in schools.

Includes bibliographical references.
Child sexual abuse is a prevalent problem in South Africa. There are reports of child sexual abuse of very young children in the media on an almost daily basis. South African Police Services reports show that children are victims in almost 50 of all reported cases of indecent assault and rape. It is well reported that only a fraction of sexual offences are ever reported as this is often an illicit and secret activity. South Africa has many factors which contribute to this high prevalence and incidence of child sexual abuse. These factors include poverty as well as the legacy of Apartheid with its unequal distribution of power, wealth and the breakdown of family structures, as well as South Africa's sexist, patriarchal and violent culture.

A report released by the South African Council of Educators (SACE) (2011:12) reveals a grim picture on school safety and the shocking results showing that 1.8 million learners experienced violence at school. Eight years after the Human Rights Watch World Report (2008:164), sexual violence, corporal punishment; bullying, gang-related activities, and occasional murder continue to plague some South African schools. Violence against children and youth has reached endemic proportions in South Africa (Huisman, 2014:10). The goal of the study was to develop, implement and evaluate a school-based violence prevention programme with high school learners in Tshwane South District. The bio-ecological systems theory and a combination of practice approaches, namely: the developmental social work approach, the social and emotional learning (SEL) approach, character education (CE) and social cognitive and social competence perspective were utilised as theoretical frameworks for the study. The study was embedded within the pragmatic and critical research paradigms. The Intervention Research, Design and Development (D&D) model which is a sub-type of applied research, was utilised for the study. The exploratory convergent design was used, starting with the exploratory design and followed by the descriptive design (Creswell & Plano Clark, 2007:59). For the qualitative phase, the collective case study method was used to solicit in-depth views of learners on the school violence problem and interventions to address the problem (Creswell & Plano Clark, 2007:59). During the quantitative phase, the descriptive survey research design was employed to identify and describe the nature and aetiology of the phenomena of school violence (Onwuegbuzie & Leech, 2006:474) and to obtain quantitative data about the learners' opinions, attitudes, and experiences of school-based violence (Engel & Schutt, 2013:18). Concurrent multilevel sampling was employed (Sharp, Mobley, Hammond, Withington, Drew, Stringfield & Stipanovic, 2012:35), including both purposive and random sampling techniques (Teddlie & Yu, 2007:85). In developing the Triple T school-based violence prevention programme in collaboration with learners as service users, Lipsey's Theory-Based Programme Development and Evaluation Model was utilised (Lipsey, 1993:33). Mixed methods, namely a One-Group Pretest-Posttest design in combination with a focus group interview was used to evaluate the programme. The Triple T programme was effective in enhancing learners' knowledge of the nature, causes and impact of violence; their knowledge of moral values and ethical principles; their understanding that violence is a violation of human rights; the importance of caring, compassionate and supportive interpersonal relationships that are based on respect and UBUNTU principles; and increased their knowledge of conflict resolution and anger control strategies. Although some skills in problem-solving and decision-making were learnt, time constraints did not allow in-depth skills development. Furthermore, the use of ICT and role play was unproductive and there was a lack of preference for homework exercises. It cannot be confirmed that the programme has been effective in changing learners' attitudes and behaviours because change is a process and happens over time. Based on the study's findings, it is recommended that the programme be modified, improved, and then implemented and evaluated pertaining to the promotion of an anti-violence school culture and the prevention of violence.
Thesis (DPhil)--University of Pretoria, 2016.
Social Work and Criminology
DPhil
Unrestricted

The aim of this research was to implement and evaluate the efficacy of an internet-based depression prevention programme (Mood GYM) in a UK adolescent sample, with a particular focus on its impact on measures of general well-being and other 'strength' based measures. It was hoped that the inclusion of positive, strength-based outcome measures may help to determine MoodGYM'spotential usefulness as a mental health promotion resource for young people in the UK. While previous research suggests that some depression prevention programmes are effective, little is known about their cross cultural applicability here in the UK, as most have been developed abroad. Most of these programmes are also largely unsustainable due to the significant resources they require. Finally, the potential mental health 'promotional' effects of most of these programmes have yet to be explored, which inhibits understanding of their universal applicability and subsequent widespread implementation. Using a quasi-experimental design, adolescent participants were allocated to either the intervention (MoodGYM) or the control condition. Participants completed standardized measures of well-being, cognitive coping strategies, depression and anxiety, at pre- intervention, post-intervention and at a 12 week follow up. While a reasonable retention rate was observed in the intervention group, attrition was high in the control group, necessitating the recruitment of a further control group. This resulted in a lack of control group data at the follow up stage. Participants in the MoodGYM condition reported a significant reduction in levels of anxiety and maladaptive cognitive coping strategies, relative to controls, an effect which was maintained at follow up. The MoodGYM participants also reported a significant increase in positive affect and a significant decrease in depression at the follow up stage. No significant effects emerged on levels of negative affect or adaptive cognitive coping strategies. Furthermore, contradictory results were observed for levels of life satisfaction.

Includes bibliographical references (leaves 78-88).
Currently, parental separation in South Africa affects an estimated 30 000 children under the age of 18 annually. These children spend a great part of their day at school where they have to interact with peers and teachers and are expected to perform academically, but parental separation could have a significant impact on their ability to do so. Although research has found that children can be adversely affected by parental divorce, schools in South Africa do not offer any group interventions in an attempt to assist and guide children through what could be an ordeal for them. This study aimed to evaluate the effectiveness of the school-based Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented 12-week group programme for nine to twelve year old children. The aims of the programme are to create a supportive group atmosphere in which children can share divorce-related feelings and clarify misconceptions about divorce. Participants are also taught problem-solving, communication and anger management skills. Twenty-five boys of divorce from two schools (ages 10 to 13 years) were randomly assigned to two experimental groups and one delayed intervention control group. The boys' understanding of divorce was assessed through the completion of the Children's Belief about Parental Separation (CBAPS) scale. The Self Perception Profile for Children (SPPC) was used to assess children's perceptions of themselves, while the Parent-Child Interaction Questionnaire for Children (PACHIQ-R-CH) was employed to determine the boys' perceptions of their families. Questionnaires to determine the boys' general adjustment were completed by the boys, teachers and parents. Boys completed the Strengths and Difficulties Questionnaire (SDQ), teachers the Teacher-Child Rating Scale (T-CRS), the AML-R Behaviour Rating Scale and the SDQ, and parents completed the Parent-Child Rating Scale (P-CRS) and the SDQ.

Eating disorders are important candidates for preventative efforts because of their prevalence, consequences and associated costs. Universal interventions could be a valuable part of the overall prevention strategy if they can be widely disseminated with minimal costs. The studies in this thesis developed and evaluated an evidence-based universal prevention programme for eating disorders, which could be delivered by secondary school teachers. To achieve this, four phases of work were carried out. First, a systematic review and meta-analysis revealed evidence in support of ’fat talking’ being a causal risk factor for body dissatisfaction. This could therefore be a valuable target for prevention programmes. Second, a focus group study explored adolescents’ understandings of the causes of body dissatisfaction and eating pathology and their recommendations for the prevention of these problems. Students focused on sociocultural factors and suggested the need for supportive school environments, media literacy and staff training. Third, a consultation period with school staff and review of risk factors for eating disorders was used to guide the development of the intervention’s form and content. Based on this, a six session intervention was developed that targeted body dissatisfaction, thin-ideal internalisation, appearance conversations, negative affect and self-esteem. Finally, this intervention was evaluated by means of clustered randomised controlled trial with 446 adolescent girls from three secondary schools. Significant improvements were observed in those receiving the intervention for body esteem, thin-ideal internalisation and self-esteem. In contrast, no changes were seen for peer support, depressive symptoms or eating pathology. Acceptability, fidelity and efficacy varied across the three school sites. In conclusion, these results suggest that universal teacher-delivered prevention has promise, although a continued focus on developing interventions that are efficacious across a range of school settings will be an essential next step.

Background: The Local Authority (LA) in which the researcher works has a high proportion of Adopted Children (5.5% of all Cared For Children), which is well above the national average. As part of placement duties the researcher began developing working relationships with the Adoption and Special Guardianship (ASG) Team, which supported children, schools and parents. ASG identified a lack of understanding among school staff and parents with regard to issues faced by adoptive children and support from the Educational Psychology service was requested. The focus of the research was to create a new training programme to be delivered in schools to members of staff and adoptive parents in partnership with the ASG team. Participants: Twenty participants took part in both focus group and training programme. These were parents of adopted children, representatives from the children’s schools, an EP and ASG team members. Methods: A mixed method design was conducted gathering qualitative and quantitative data for pre and post evaluation of the training programme. Information was gathered using a mixture of semi and unstructured structured focus groups and pre- and post evaluations through questionnaires which gathered ordinal scale data and personal statements. Content analysis and statistical analysis were used to analyse outcomes. Analysis/Findings: A range of themes was found in pre-programme creation generated from initial focus group data, focusing on experience sharing parental and school support, awareness of attachment issues and their impact on behaviour and learning and support to create strategies for children in schools and at home. Conclusion/Implications: The creation of the training programme was able to address the needs of parents and school staff and awareness of attachment issues was raised. The unique contribution of the EP was identified and discussed and possible implications for future research into this area were identified.

[Abstract]: Indonesia decentralized its education system in January 2001 requiring all schools to become self managing at their local level. Training was put in place to assist schools with tasks that would facilitate this process such as writing School Development Plans and establishing the newly mandated School Committees. However no specific plans emerged to provide schools with training in educational leadership. Understandingand practising leadership goes hand in hand with understanding the nuances of decentralization. A different style of leadership is required to make sense of decentralization, a style of leadership that does not rely upon top-down authority but instead shares leadership across the school community and encourages leadership to emanate from below. In 2004 a leadership training project was undertaken in three rural school communities in Central Lombok. Its purpose was to consider the emergence of new leadership practices when schools are given the opportunity to be involved in leadership training across a six month period. The leadership training project was attached to a current Aid project to gauge the appropriateness of including a leadership training program in future Aid projects. Within Indonesia Aid projects from a range of international donors are a frequent source of enhancing physical and teaching and learning environments in schools. The leadership training project commenced with a two day live in workshop followed by six months in-school experience, which involved school and individual projects to practise leadership. The design included six-weekly site visits and all participants maintained a weekly reflective journal. The data collected was presented in the form of case studies of each of the three schools, which were subsequently used to inform a Report presented tothe Indonesian Ministry of National Education. Findings presented in this Report affirm that a leadership training program of this nature does provide a valuable way forward through training in school leadership practices that allow school communities to effectively work within a school based management environment. This Report recommended that the trialled leadership training program would be a valuable inclusion in future educational AID projects throughout Indonesia.ii

Autistic Spectrum Disorder (ASD) is characterised by difficulties with social interactions, communication and rigid I stereotyped behaviours, with a prevalence of around 1 % within the population. Research has shown that children with ASD also have heightened feelings of anxiety compared to typically developing peers, particularity with social anxiety. Cognitive Behavioural Therapy (CBT) has empirical evidence that demonstrates its efficacy in supporting children with ASD to manage their anxiety. However, these studies have only shown improvements in the children's anxiety using standardised questionnaires. As such, it is difficult to infer whether the gains made using CBT are long-term, or whether it leads to a qualitative improvement in children's interactions with their community. Typically, CBT is typically delivered by Child and Adolescent Mental Health Services, which can be inaccessible to some children and their families. This study employed a mixed methods approach to understand the effectiveness of a six week, group administered, secondary schoolbased CBT programme. 28 children took part in the research, with 14 in the treatment-as-usual group and 14 in the experimental group. All children completed the Wechsler Abbreviated Scale of Intelligence, the Social Responsiveness Scale, Spence Children's Anxiety Scale - parent and child versions (SCAS-P/C), the Coping Scale for Children and Youth (CSCY). Qualitative data was also collected through parent and child interviews using a semi-structured technique. Postintervention data consisted of the SCAS-P/C and the CSCY and further parent and child interviews. Follow-up measures were taken six to eight weeks after post-intervention using the SCAS-Parent and child versions and the CSCY. Results suggest children who took part in the intervention had reduced levels of anxiety compared to the TaU group, both at post - intervention and follow-up. However, these improvements were not at a clinically significant level. Interview data, analysed using Thematic Analysis, provided unique insight into the process of cognitive change, the nature of anxiety in children with ASD and highlighted potential barriers to change for these children. Furthermore, the parents identified a lack of post diagnostic support and the view of their child's constantly changing profile of needs. The results are related to their implications for the professional educational psychologist, who is considered to be well placed to respond to the identified needs of this group and to implement CBT programmes in schools. Methodological issues and weaknesses are discussed as well as implications for further study.

The promotion of an active lifestyle has become a priority in Western societies and school plays a dominant role. The primary objectives of this thesis were i) to examine the lifestyle and physical activity (PA) patterns of a sample of Greek children and ii) to examine the applicability of a school based intervention programme in promoting PA and sport participation. For the purposes of this study the Physical Activity and Lifestyle Questionnaire (PALQ) was developed and examined for its validity and reliability to assess habitual PA of Greek students. Afterwards, a need analysis was carried out in a) a cross sectional sample of 911 students from an urban area (11, 14 and 17 years olds, b) 103 elementary and secondary PE teachers, and c) 17 schools. The students answered the PALQ in order to depict a profile of their lifestyle and PA patterns. The teachers answered a questionnaire in order to evaluate their knowledge, attitudes and self-efficacy towards teaching health related exercise (HRE). A checklist has been used in order to establish the nature and extent of PA promotion in a sample of elementary and secondary schools. The results showed that: a) a large proportion of students adopted a sedentary lifestyle and were inadequately active to obtain health benefits, b) teachers' had limited ability in promoting effectively HR issues, and c) schools provided limited sport programmes and facilities. The overall finding of the need analysis justified the need for intervention and advocated the adoption of an ecological approach to promote PA Based on the Active School initiative (Almond & McGeorge, 1995), a school based intervention programme has been set up in order to a) promote students' participation in physical activity and sport and to enhance their knowledge on health related (HR) issues, b) increase teachers' knowledge and effectiveness on teaching HR exercise. The decisions about the intervention contents and priorities were based on the findings of the need analysis taking into consideration the cost and the resources. The intervention strategy and the implementation process focused on: a) the teachers' training, b) the creation and the provision of the necessary resources (PE curriculum, a handbook and a CD-Rom for the teachers and two books for the students), c) the creation of a positive and enjoyable learning PE environment, and d) the co-operation between school and out of school health and sport alliances. The intervention programme was applied in 9 elementary and 5 secondary schools for a period of six months and involved 15 PE teachers. A quasi-experimental design with a control group was applied (experimental group N1=699 and control group N2=213). A number of different parameters were estimated at the beginning, during and at the end of the program. The intervention process was monitored on a weekly basis by the author and the school teachers. The effectiveness of the intervention was evaluated in terms of: a) students' behaviour, fitness, self-efficacy, intrinsic motivation, intentions, and attitudes related to PA, b) teachers' knowledge, attitudes and self-efficacy on teaching HR issues, and c) the broader impact of the programme on the school ethos. The intervention implementation and effectiveness was also assessed by an external evaluator. The overall purpose of the intervention was to examine the applicability of promoting PA throughout school environment by creating an innovative and realistic framework for school physical education lesson. The findings of this thesis were very encouraging. Significant differences have been observed in most of the evaluated variables both, for students (fitness, attitudes, self-efficacy, PA level), for teachers (knowledge) and schools' ethos. However, this pioneer study revealed a number of key considerations and issues in designing intervention programmes to promote PA throughout schools in urban areas.

There are millions of disabled persons in the world. An Institutionally-Based model of rehabilitation alone cannot meet the challenge. The World Health Organisation (WHO) have offered Community-Based Rehabilitation(CBR) as an alternative approach. CBR advocates a simplified form of rehabilitation , mobilising resources that exist within the community. This project examines the relevance and effectiveness of a CBR project implemented in two rural areas of Guyana over a two year period. The programme is facilitated by a Local Supervisor (LS) who works in the child's home alongside a family member. Two groups of LSs were recruited, one comprised 26 volunteers from the community and the other constituted 25 nursery teachers. Disabled children were identified by surveys and by referrals by parents and professionals. A Multiple-Baseline Design was adopted to assess the child's progress. The children were assessed fortnightly on the Portage Checklist and pre, post and at a 6 month follow-up on the Griffiths Test of Mental Development. The quantitative gains were balanced with a qualitative analysis of questionnaire and interview data. The majority of parents participated actively in the programme, however for others the role was too demanding.An analysis of Portage scores revealed a gain of .67 items per month per subtest under baseline conditions, 1.95 items under treatment conditions and 1.02 items under control! follow-up conditions.The Griffiths results were significant at post-test and 6 month follow-up test (p= .01 for both groups of children.) The mothers observed changes in themselves feeling more relaxed and confident, and less depressed. The changes were however more characteristic of the 'volunteer' mothers than the 'nursery' mothers. 4/26 volunteers and 12/25 nursery teachers were not involved in the programme. Progress was seen in the physically and mentally handicapped children, others with severe speech and hearing problems may need more intensive help than that offered by this approach. A local committee created a resource unit for the disabled children of their area. The cost of the programme, excluding the cost of referral services, was £27 per child, per year. The thesis analyses; key features of introducing an innovation; ways in which the WHO approach was modified; limitations of the CBR model, and suggestions for further study.

Philosophiae Doctor - PhD
Background: The Human Immunodeficiency virus (HIV) has become a global public health challenge amid the growing concern of adolescent risky sexual behaviour, influenced by biological and psycho-social factors. There is an increasing demand for adolescent sexual risk reduction interventions, especially in sub-Saharan Africa which remains the hub of HIV epidemic worldwide. Sport-based HIV prevention programme has been identified as one of the interventions, in addition to other approaches to provide young people with appropriate HIV knowledge and skills to either delay or reduce risk-taking behaviour. Despite the potential of sport-based programme for sexual risk reduction, there is limited information on how to adapt it to meet adolescent needs in terms of design, contents, and delivery. This information is necessary to provide sufficiently strong evidence to support widespread implementation of sport-based programme, especially in rural African schools. Therefore, the study aimed to measure the impact of a sport-based HIV prevention intervention in the reduction of HIV related sexual risk behaviour among rural high school learners aged 13-18. Method: The overall study design was a concurrent mixed method, utilizing both the quantitative and qualitative approach. The population for the quantitative and the qualitative studies was made up of two high schools in a predominantly “Coloured” community in Ceres. Two classes each were randomly selected from grades 8-10 in both intervention and control school. The intervention was developed through a process of focus group discussions with the Grassroot Soccer (GRS) staff and it was guided by the Social Cognitive Theory. The intervention was delivered to grade 8-10 learners by GRS peer facilitators using the GRS generation skillz curriculum that consists of 12-week sessions in the intervention school. Quantitative data were analysed with multivariate statistical techniques and qualitative data with thematic analysis approach. Results: The data that assessed the behavioural and protective factors to understand why learners in rural schools engage in risky sexual behaviour showed that about 27.2% of the learners reported being sexually active. Of the sexually active learners, 48.7% reported engaging in sex by 14 years or younger and nearly 42.2% reported multiple sexual partners with significant higher proportion of boys than girls. Nearly 55.2% of the sexually active learners reported irregular condom use and 46.3% did not use a condom at the last sexual encounter. The majority of the learners (87%) did not know their HIV status. Being male (OR = 6.60;95% C I = 1.62 – 26.84) and peer influence (OR = 3.01; 95% CI = 1.97-4.60) were the strongest predictors of reporting sexual intercourse and early sexual activities before the age 15 respectively. Though the knowledge of HIV was low, those with greater knowledge of HIV were more likely to use a condom at last the sexual encounter (OR = 1.22; 95% C I =1.03-1.44). The learners who participated in sport-based intervention were 1.43times likely to report higher self-efficacy to refuse sex compared to the control group (OR = 1.43; 95% C.I =1.07-1.92).The process evaluation indicated that the sport-based intervention was well received among the learners as it gave them free space to freely express themselves. Conclusion: The findings have shown that sport-based intervention can be successfully implemented in school and is a promising approach to reduce risks associated with risky sexual behaviour in learners. However, the quality of the programme delivery was hampered by irregular session‟s schedule and language of instruction. The process suggests for a longer exposure period and because of social-cultural diversity, learners must be provided with the ownership of the programme in schools.

Early childhood caries is a condition of rapidly progressing rampant dental caries in infants and young children. It is considered as a major public health problem affecting pre-school children and it is the most common dental disease which affects 28% of children within two to five years of age. ECC not only induces pain and discomfort, but can also affect communication, nutrition status, learning abilities, speech and quality of life, which may progress into adulthood and pose a heavy burden on the healthcare system in long-term. In Hong Kong, over 50% of children were affected by dental caries in 2001 but over 70% of children had never been to a dentist for a regular check up at age five. Thus, much of the tooth decay was remained undetected and untreated. Dental caries can be preventable and achievable. Collaboration between families, early care and health care professionals is required to promote effective oral health care. Numerous studies have found that educational programs and workshops are effective in promoting oral health and can provide children a lifelong opportunity to be free from preventable oral disease. In order to promote oral health to achieve the mission of the Department of Health in Hong Kong- at least 65% of 5 years old children are free from caries by the year 2020, an evidence-based guideline for a community-based programme in oral health education was developed in the proposed setting after a critical appraisal of the reviewed evidence. The comprehensive intervention plan, including communication plan with stakeholders, training of staffs and pilot testing will be carried out to facilitate the implementation of the innovation. The oral health programme will be evaluated for its effectiveness in achieving the patient outcomes, health providers’ outcomes and system outcomes in the proposed settings.
published_or_final_version
Nursing Studies
Master
Master of Nursing

Thesis (MPhil)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: After the dismantling of apartheid in South Africa, the transformation of the entire education system began with a plethora of new policies introduced by the Department of National Education (DNE). Among these, under the title of Curriculum 2005, the DNE introduced an outcomes-based education (OBE) curriculum for schools. Before the planned implementation of OBE in the Senior Phase of the General Education and Training (GET) band, the DNE decided to conduct a pilot programme at the beginning of 1999. The intention of the programme, among others, was to test the practical implementation of the new curriculum policy. However, this programme was aborted by the DNE in March 200 I. There has been no review of the programme since it was suspended. The aim of this study is to document the experiences of educators in an OBE pilot programme in a single school. This study is significant because it sheds light on realities faced by schools with the practical implementation of curriculum policy. The data generated from the study might therefore be useful to the broad education community. The findings of the study suggest that the shift from policy into practice is not a simple process. The educators interviewed in the study indicated that they were faced with many obstacles and challenges such as large class sizes, lack of resources and inadequate training and support that impeded the implementation of OBE. They became "frustrated" and were "relieved" when the programme was aborted. These difficulties suggest that contextual realities need to be considered in the development of curriculum policy. In addition, in order to translate policy into practice key aspects of curriculum, i.e. curriculum development, learning materials and training, must be fully in place and in alignment. The decision to follow an OBE model was made by the DNE with little participation by the broader education community. However, it is apparent that the DNE cannot achieve success on its own. Since OBE is likely to remain with us for a very long time, this study concludes with recommendations for the successful implementation of OBE. The recommendations are made on the assumption that there is a need for full participation of all stakeholders to bridge the 'gaps' between policy-making and policy implementation.
AFRIKAANSE OPSOMMING: Die aftakeling van apartheid in Suid-Afrika het gepaard gegaan met 'n proses van transformasie in die onderwys. Dit het tot die gevolg gehad dat 'n hele aantal beleidsdokumente die lig gesien het, ev.: die Uitkoms- gebaseerde onderwys (UGO) model het in skole onder die vaandel van Kurrikulum 2005 verskyn. Voor die beplande implementering van UGO in die Senior fase van die Algemene Opvoeding en Opleidings (GET) band/ fase, het die Departement van Nasionale Onderwys (DNO) besluit om 'n loodsprogram aan die begin van 1999 in werking te stel. Die doel van die program was, onder andere, om die praktiese implementering van die nuwe kurrikulumbeleid uit te toets. Hierdie program is egter deur die DNO in Maart 2001 beeindig. Tot dusver is die program nie heroorweeg nie. Die doel van hierdie studie is om die ervarings van opvoeders in 'n UGO loodsprogram in 'n enkele skool te dokumenteer. Die studie is betekenisvol aangesien dit lig werp op die werklike uitdagings wat die skole in die gesig staar, met die praktiese implementering van kurrikulumbeleid. Die data wat tydens die studie geproduseer is, mag dus betekenisvol vir die onderwys gemeenskap wees. Die bevindinge van die studie dui daarop dat die proses van transformasie vanaf beleid na praktyk 'n gekompliseerde proses is. Die betrokke opvoeders met wie daar onderhoude gevoer is, het die volgende struikelblokke aangedui: groot getalle leerders in die klas, 'n gebrek aan hulpbronne, en ontoereikende opleiding en ondersteuning met die implementering van UGO. Van die opvoeders was gefrusteerd en was verlig toe die program misluk het. Hierdie uitdagings bring mee dat gekontekstualiseerde werklikhede in ag geneem moet word wanneer kurrikulumbeleid ontwikkel word. Om beleid in praktyk te implementer, vereis dat sleutelaspekte soos kurrikulumontwikkeling, leermateriaal en opleiding ten volle in plek wees. Die besluit om 'n UGO model te implementer was 'n eensydige besluit van die DNO sonder veel deelname van die breë onderwysgemeenskap. Dit is duidelik dat die DNO nie sukses op sy eie kan behaal nie. UGO is tans 'n realiteit wat waarskynlik nog 'n lank- deel van die stelsel gaan wees. Hierdie studie maak aanbevelings wat moontlik tot meer suksesvolle implementering van UGO kan lei. Die aanbevelings berus op die aanname dat daar 'n behoefte is aan ten volle deelname deur alle rolspelers ten einde die gaping tussen beleidsmaking en praktiese implementering te oorbrug.

Background: Poor access to and uptake of mental health interventions by adults and even adolescents has been highlighted in Nigeria and other low- and middle-income countries (LMICs). The literature indicates that less than 10% of Nigerians including the adolescent population access mental health intervention (Federal Ministry of Health (FMoH), 2013). The dearth of human and infrastructural resources among other resources have been highlighted as the predisposing factors to poor access. For instance, published findings have revealed that there are only eight psychiatric hospitals and 36 mental health units (in the general hospitals located across the 36 states of the country) that provide mental health interventions to over 214 million Nigerians (World Health Organisation, 2014b). This study was undertaken to develop a school based mental health programme (SBMHP) that will help to improve access to and uptake of mental health interventions by the adolescent population. Methods: A multiphase qualitative case study design was adopted to undertake this study. In Phase I, the researcher undertook a systematic literature review to identify the modules of SBMHPs that have been implemented in LMICs. A total of 11 articles were reviewed to elicit seven modules that were used as baseline data to guide phase II data collection. Phase II was done to generate culturally sensitive modules from participants drawn from diverse disciplines. 10 modules were generated from the 26 key informant interviews that were conducted. In Phase III, the researcher carried out triangulation of the findings from Phases II and III, to develop a hybrid programme. 10 modules were generated from this process. Phase IV involved the conduct of focus group discussions (FGD) with parents and teachers to confirm the applicability of the modules of the proposed hybrid programme and to subsequently modify the programme. A total of nine modules and three facilitators were generated from this Phase. 36 focus group discussants were involved in this Phase. Finally in Phase V, the researcher undertook member checking of the findings of the study to ensure rigour or trustworthiness of the study. The data were analysed using the five phases of analysis highlighted by Blanche et al. (2006). Results: The study findings were documented in four chapters. A total of seven modules, namely, an introduction module, a communication and relationship module, a psychoeducation module, a cognitive skills module, a behavioural skills module, a module on establishing social networks for recovery and help seeking behavioural activities, and a conclusion module were revealed from Phase I (Chapter Three). Five themes were generated from Phase II (Chapter Four). These themes were knowledge of mental health; adolescence and mental health; mental health institutions; access to mental health interventions; and the range of mental health interventions. In Chapter Five (Phase III), ten modules were reported as findings. The modules were as follows: introduction; life skills; social support; behavioural skills; mental health literacy; early diagnosis, treatment, and referral; creating and maintaining a healthy school environment; developing vocational skills; an overarching element and conclusion. Finally, nine modules and three facilitators were reported in Chapter Six (Phase IV). The modules include introduction; mental health literacy; life skills; behavioural skills; vocational skills; early diagnosis, treatment, and referral; social support; religious and traditional support; and conclusion. The facilitators included healthy environment; advocacy on resources (both human and capital); and training of teachers, parents, and other stakeholders. Other findings included the cultural sensitivity of the modules, recognising that spiritual and religious healers are part of the first line of contact, a concern with mental health problems in primary school children, and factors influencing the help seeking behaviour of parents and their children. Conclusion: This is the first study to generate culturally sensitive modules in LMICs. The findings of this study identified implications for policy development and deployment, the practice of child and adolescent mental health in schools and future studies. Some of the implications were as follows: advocacy for the inclusion of the contents of the developed school-based programme in the school curriculum; the development of some basic child and adolescent documents that will guide provision of mental health interventions in Plateau State; development of a protocol that can be used to provide mental health first aid in schools; and if applicable early identification and treatment. This study also produced a baseline programme that can be used to provide a myriad of interventions (mental health promotion, prevention, and early diagnosis and treatment) in schools in Plateau State, Nigeria and possibly other LMICs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health Sci & Soc Wrk
Griffith Health
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This two phase study explored the use of a school-based programme of mindfulness exercises (PME) in relation to the social and emotional wellbeing (SEW) of children in a middle school in South West England. The first phase of the research explored how children, school staff, and parents understand SEW. The second phase of the research explored the use of mindfulness exercises, their relation to children’s SEW, and the role of the Educational Psychologist in facilitating the PME. The research adopted a mixed methods pragmatic approach. In phase one data was collected via focus groups and analysed using a thematic approach. The second phase of the research involved a 30 session PME being delivered by two teachers to their respective tutor groups. Pre- and post-programme measures were taken using the Strengths and Difficulties Questionnaire (SDQ) and the Stirling Children’s Wellbeing Scale (SCWBS), followed by an evaluation questionnaire and interviews with key participants. The findings from phase two suggested potential benefits of mindfulness exercises for the children involved. Mindfulness exercises may play a role in the reduction of externalising and conduct problems in children which could lead to improved SEW. Evidence from teachers and fieldwork notes suggest that there may be a role for educational psychologists (EPs) in facilitating programmes such as the one in this study.

Professional criteria for assessing (a) the success and transferability of the programme and (b) the quality of the research evidence gathered from the Biology teachers and their learners in Cape Town, were adopted from a combination of the theoretical frameworks for INSET evaluation recommended by several authors, including the American National Science Standards (1996), Tamir (1997) and Oyasi & Oyasi (2000). The post-workshop data indicated that educators enjoyed the practical activities, and were active in implementing a number of them with their classes in subsequent years. It further revealed that their confidence in engaging in practicalwork improved significantly. To verify or corroborate these findings, ten educators observed at from the 1999 course were interviewed from 2002 to 2005. One educator was observed at two different schools, with different socio-economic backgrounds. The interviews were transcribed and five of the educators were observed while they dealt with the practical activities learnt during this series of workshops. The visual data from the classroom observations, and the interviewswere further processed and compared to the quantitative statistical data. It was It was found that, of the eight schools, four well-resourced schools implemented the programme successfully. This was in terms of the number of practical activities from the course that had been transferred to the classroom. Three of the under-resourced schools, with larger classes, also implemented the course successfully. This was due to the skills and motivation which the educators gained whilst participating in this series of workshops. In two of the schools the high rate of vandalism and the heavy workload of the educators was excessive to the point that they could not implement the programme successfully.

The current study was carried out to evaluate the impact of a well-being curriculum based on existing knowledge of themes within PP, which contribute to well-being. The Positive Well-Being Curriculum consists of twelve ninety minute sessions delivered weekly during a school term. The twelve well-being sessions fit into four domains: positive experience, positive emotions, positive relationships, achievement and meaning (Seligman, 2007). The objectives of the study were to test the practical implications of running a well-being curriculum, to develop a range of activities within each domain and to evaluate the impact on student well-being with regard to life satisfaction, positive affectivity and subjective happiness. A pilot was carried out as preparation for the main mixed method intervention study, which was conducted in two London primary schools. Pre and post data was collected using standardised measures, focus groups and one to one interviews. Findings from the pilot demonstrated a significant increase in well-being as demonstrated by increases in: life satisfaction, positive affect and subjective happiness. Additional information was gathered which informed the content and implementation of the curriculum in the main study. The experience of taking part in the study as evidenced through qualitative and quantitative results, indicate that the Positive Well-being Curriculum was perceived by participating teachers and children to contribute positively to the well-being of the children. These findings would be of interest to educational psychologists as there is an increasing interest by schools to include creative and validated resources to support and enhance the well-being of all children. A number of useful insights were developed about the usefulness of the curriculum for children in a variety of educational settings.

Violence is a leading cause of morbidity and mortality amongst young people. Public health approaches are now being increasingly utilised to reduce the risk of young peoples' involvement in violence. One such programme is Medics Against Violence (MAV), which aims to reduce pro-violent attitudes and enhance empathy in secondary school pupils. This thesis aims to investigate whether this approach can be effective in tackling youth violence in secondary school pupils. A mixed-methods approach was adopted to conduct both an outcome and process evaluation of MAV. Four schools took part in the outcome evaluation, which examined whether there was a change in attitudes towards violence or empathy in pupils receiving the MAV programme. The process evaluation consisted of focus groups with school pupils, and open-ended questionnaires and semi-structured interviews with MAV volunteers. There was a small but significant reduction in pro-violent attitudes immediately post-intervention. However, this was not sustained at three months and there was no significant increase in empathy scores. Pupils generally demonstrated anti-violent attitudes, although were more likely to support the use of reactive violence. The pupils appeared to enjoy and generally engage well with the programme. In particular, the use of real footage, interviews with those affected by violence and the Glasgow setting provided a sense of realism for the pupils. Moreover, pupils valued the opportunity to discuss the issues raised by MAV with the volunteers. Volunteers felt engagement was occasionally an issue in the most affluent areas. However, some volunteers adapted the programme to focus on victimisation prevention in the most affluent schools. Further development is therefore needed in terms of establishing who the programme is aimed at (i.e. potential victims or perpetrators), focusing on reactive violence and increasing the sustainability of its effects.

Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study is a tale untold by quantitative data. The main role-players in this tale are two mathematics teachers at an urban high school situated in a low socio-economic area and involved in a professional development programme in the Western Cape, viz. the SPARK project. It is a case study of how their levels of collegiality and collaboration positively influenced their levels of efficacy, whilst being part of an in-service professional development programme. This interpretive qualitative case study is explored using two data sets: one being the classroom observation reports generated via participant observation during the first three years of the project; and the other is a focus group interview done three years later. The data sets were analysed to produce a rich, thick descriptive and interpretive account of the supportive environment of these two teachers and how it played a significant role in their professional growth and levels of efficacy. The findings of this study are then used to highlight the importance of establishing collaborative cultures within in-service professional development programmes and the positive influence it can have on the efficacy levels of teachers.
AFRIKAANSE OPSOMMING: Hierdie studie vertel ‘n verhaal waaraan kwantitatiewe data alleen nie reg kan laat geskied nie. Die hoofrolspelers in die verhaal is twee wiskunde onderwysers by ’n stedelike hoërskool wat geleë is in ’n lae sosio-ekonomiese gebied en wat betrokke is by ’n professionele ontwikkelingsprogramme in die Wes-Kaap, die sogenaamde SPARK projek. Dit is ’n gevallestudie wat aantoon hoe hulle vlakke van kollegialiteit en samewerking, terwyl hulle deel was van hierdie professionele indiens-ontwikkelingsprojek, hulle vlakke van doeltreffendheid positief beïnvloed het. Hierdie interpretatiewe kwalitatiewe gevallestudie is ontleed aan die hand van twee datastelle: aan die een kant die klaskamer waarnemingsverslae gebaseer op klasobservasies van die deelnemers gedurende die eerste drie jaar van die projek en aan die ander kant ‘n fokusgroep onderhoud wat drie jaar later gedoen is. Die analise van hierdie datastelle het ’n ryklik gelaaide beskrywende en interpretatiewe weergawe daargestel van die ondersteunende omgewing van hierdie twee onderwysers en hoe dit ’n beduidende rol gespeel het in hulle professionele groei, onder meer hulle vlakke van werkseffektiwiteit. Die bevindings van hierdie studie word dan gebruik om die belangrikheid van die vestiging van kollaboratiewe kulture in professionele indiensopleidingsprogrammeme te beklemtoon. Die studie onderskryf ook die positiewe invloed wat ’n kultuur van samewerking kan hê op die doeltreffendheidsvlakke van onderwysers.

Background: Childhood obesity in the UK is increasing. Possible explanations are changes in dietary patterns and eating habits together with an increase in sedentary lifestyles. There is evidence that multifaceted school-based interventions have some success in reducing childhood obesity. This study aimed to develop and test the feasibility of a school-based intervention programme aimed to improve children’s lifestyle behaviours and eating habits as a contribution to preventing childhood obesity. Methods: Nine primary schools from highly deprived wards in Bexley took part in a baseline study to collect information on obesity, eating and activity patterns and body shape satisfaction of children aged 9-11. The data were used to produce materials to be used in the schools. The intervention programme involved curriculum-based and extra-curricular activities and was used with 350 children in 4 schools over a 6 month period, with 5 others as controls. A repeat of the baseline study at the end of the intervention period in all schools investigated the effect of the intervention on the eating patterns of children. A further study was undertaken after 1 year to look at the longer term effect of the intervention. Results: Nearly a third of those measured were either overweight or obese. Children exhibited signs of body shape dissatisfaction. About a third of boys and over 40% of girls indicated they wanted to be thinner than their perceived shape. Following the intervention, changes in eating habits found in the intervention schools were increased vegetable intake at the evening meal and reduced consumption of snacks during the day. Positive changes in eating patterns were also seen in all schools between surveys. The intervention did not appear to have any impact on the body shape dissatisfaction of children. Conclusion: The intervention had some impact on improving vegetable intakes and consumption of healthier snacks in children.

Thesis (Ph.D. (Social Work)) -- University of Limpopo, 2018
The scourge of substance abuse globally amongst the youth today is probably one of the most talked about risky health behaviours in history, and is increasing at an alarming rate. Socio-cultural practices contribute towards the use and abuse of substances by the youth in rural areas. The “Ke Moja” programme that dealt with youth substance abuse was rarely received in these areas. The researcher sought to study the impact of socio-cultural practices towards substance abuse amongst the youth to develop a school-based intervention programme. The researcher’s research methodology included a mixed methodological approach that is, exploratory-descriptive design. Stratified-systematic and purposive sampling methods were used to draw a sample from learners, educators, social workers and SGB members. The data collection methods employed was semi-structured interview schedule and questionnaires. Data was analysed using thematic analysis. The results reveal that alcohol and drugs serve as agents of socialisation in socio-cultural events. It was found that there are different types of traditional home-brewed beers that the youth abuse almost daily because they are cheap, easily accessible and available. The findings also reveal that socio-cultural events contribute towards substance abuse in rural areas. The study reveals that sociocultural events take place almost every weekend where the youth use substaces as agents of socialisation. The findings reveal that the need for socio-culturally appropriate substance abuse prevention programmes amongst the youth is important in rural areas. The programme is called “Hambanani” which literally means doing away with the use and abuse of substances. The researcher concludes that socio-cultural practices contribute towards the abuse of substances by the youth in rural areas. The researcher recommends that social workers implement a school-based intervention programme on the impact of socio-cultural practices towards substance abuse amongst the rural youth.

With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.

Magister Educationis - Med
The purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.

There is a growing body of literature investigating age-related declines in physical activity (PA) participation among young people and especially girls, who have lower rates of PA than boys throughout the teenage years. Low PA is particularly apparent within the context of the school physical education classes – termed here as the Physical Education (PE) environment. My PhD thesis aims to explore the reasons for some girls disengagement in PE classes. Using a longitudinal qualitative approach the study tracks the experiences of a sample of ‘disengaged girls’ from four case study schools in Scotland taking part in a school-based physical activity programme, Fit for Girls (FfG). My research investigates the impact of the programme on their engagement through recording and analysis of the changes that take place in their attitudes and behaviour over the course of two years. The study involved the design of a questionnaire to identify a cohort of disengaged girls for baseline focus groups. Twelve focus groups (n=41 girls) were carried out during 2008/09 (three in each case study school) to capture girls’ opinions, perceptions and experiences of PE classes. Twenty disengaged girls were then selected across the four schools, based on their willingness to participate and self-disclose PE experiences. The girls were recruited for three phases of longitudinal in-depth interviews, over a one year period. The aim of these was to track changes in girls’ engagement and experiences in the PE environment. My theoretical framework is based on Welks (1999) Youth Physical Activity Promotion model (YPAP), a socioecological approach which divides the influential correlates of physical activity into 1) individual-level predisposing factors, 2) enabling factors, including personal attributes and environmental variables and 3) reinforcing (social) factors. The results indicate that individual predisposing factors, such as perceptions of competence and identity in the PE class along with the social context (peers and teachers) contribute to girls’ disengagement in PE. This suggests that aspects of the wider psychosocial environment in which PE takes place may be more important than the physical activity itself, impacting on levels of participation and enjoyment. There were subtle, as well as clear changes in engagement among many of the girls. However, for others no change was evident. Individual girls’ experiences across time or ‘journeys’ illustrate the importance of the relationships between the individual, social and PE environment in facilitating and sustaining positive change.

Dissertation (DPhil)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: The aim of this study was to develop a HIV intervention programme tailored for South African adolescents with visual impairments. A further aim was to pilot and evaluate this tailored programme. This investigation was deemed necessary in the light of the growing HIV pandemic in South Africa, which has proliferated over the last 10 years. Adolescents and young adults are among the most vulnerable to HIV infection, and this does not exclude adolescents with visual impairments. Despite the perceptions among sighted people of asexuality in adolescents with visual impairments, they are a vulnerable group for HIV infection. The motivation for this study is the fact that very little literature is available on HIV/AIDS and people with visual impairments, and that this vulnerable group is marginalized in HIV/AIDS campaigns internationally. As far as we could ascertain, there have been three HIV prevention initiatives for people with visual impairments in South Africa, none of which was fully researched and evaluated, and all of which used existing generic interventions but transcribed into Braille and large print format. The reality is, many adolescents with visual impairments, as is the case with sighted youths, are sexually active, and the absence of research on HIV prevalence and HIV prevention needs in this sector, is conspicuous. An urgent need exists to tailor HIV preventative programmes for this vulnerable sector. The dearth of research on HIV/AIDS and people with visual impairments motivated the choice of a key informant study to investigate the effects that HIV/AIDS and other concomitant issues have on persons with visual impairments, prior to the design of any intervention. A purposive sample of key informants who are working among people with visual impairments on a daily basis, most of whom had visual impairments themselves, was selected. Information gathered from the key informant study was combined with the lessons from a review of available literature on health promotion programmes and HIV prevention programmes in particular to develop an HIV/AIDS intervention programme to be piloted and evaluated for its effectiveness. The design of the programme took account, in addition, of broader contextual issues such as power and gender issues, and the marginalization and stigmatization of disabled people. The theoretical framework which forms the basis of the programme was informed by elements of a number of cognitive theories in the health promotion field, and especially the Informational-Motivational-Behavioural model (IMF). The programme was designed to empower participants and to create an environment of reallife experiences in which they could acquire important negotiation skills, decision-making skills, and practical skills to use condoms and HIV/AIDS knowledge to facilitate attitude and behaviour change. The next objective of this research was to implement the intervention programme of eight sessions designed for adolescents with visual impairments and to investigate the outcome on participants in this study. For this purpose an experimental design, one experimental group and three control groups (n= 56), not randomly assigned, was used to test the effect of the programme on participants in the intervention group compared to the control groups, who received a health promotion programme of four sessions. All participants were learners at the only two schools for learners with visual impairments in the Western Cape Province of South Africa, and they were allocated into treatment or control conditions on the basis of the school grades in which they were already placed. The empirical investigation utilized a questionnaire that was developed and transcribed into Braille as well as large print. Following a small pilot study, the questionnaire was finalized and administered to all four groups (pre-test, to determine baseline differences; post-test, to determine the immediate effect of the programme; and follow-up [3 months later] to determine longer term effectiveness). An analysis was done to assess the internal consistency of the measuring constructs of the questionnaire, and satisfactory internal consistency was found, with Cronbach’s alpha scores ranging between 0.72 and 0.92. Quantitative data were analyzing using multivariate techniques, beginning with a repeated measures MANOVA analysis and, once an overall significant F ratio between variables, time and groups (F=2.009, p<0.05); a significant F ratio between groups and variables (F=4.211, p<0.01), and significant F ratio between time and groups (F=2.611, p<0.01), had been found, we continued with more focused analyses. Baseline results revealed no statistical differences between the four groups. There were statistically significant improvements in knowledge of HIV/AIDS for both the experimental group and two of the control group, but these differences were not maintained at follow up. Significant differences in attitudes towards HIV/AIDS were found for the experimental group and for one of the control groups. Though there were significant changes in both knowledge and attitudes, therefore, it cannot be claimed that the intervention itself was responsible for knowledge and attitudinal change. There was some evidence for diffusion of innovation in terms of HIV knowledge from the experimental group and the control group situated at the same school. Changes in reported HIV risk behaviour were not recorded to a significant degree, a fact which may have been attributable in part to small sample size. Qualitative process information was used to get a sense of the experiences of participants and the concomitant issues they discussed during the intervention. The qualitative data revealed a host of contextual factors relevant to issues of HIV/AIDS and sexuality in this group, including experiences of stigmatization as people with visual impairment, negotiating masculinity in the context of visual impairment, gender oppression of women and resistance to this, and a general atmosphere of myths and silences around HIV/AIDS in particular and sexuality in general. Despite the limited impact of the programme, this pilot study revealed important issues for adolescents with visual impairments regarding HIV prevention which require further investigation. Participants in the experimental group indicated that they learned a lot from this programme and suggested that it be given to younger adolescents to enable them to acquire these vital skills prior to active sexual engagement and the involvement in any form of unprotected sex. A number or recommendations are made for further well-documented and evaluated research in this field.
AFRIKAANSE OPSOMMING: Die doel van die studie was om ’n MIV-intervensieprogram te ontwikkel wat op Suid- Afrikaanse adolessente met gesigsgestremdhede gemik is. ’n Verdere doel was om ’n proeflopie van die pasgemaakte program te doen en dit te evalueer. Hierdie ondersoek is nodig geag in die lig van die groeiende MIV-pandemie in Suid-Afrika, wat oor die afgelope tien jaar vinnig versprei het. Adolessente en jong volwassenes tel onder die kwesbaarstes vir MIV-infeksie, en dit sluit nie adolessente met gesigsgestremdhede uit nie. Ongeag die persepsies omtrent aseksualiteit in adolessente met gesigsgestremdhede onder diegene wat nie gesigsgestremd is nie, is eersgenoemde ’n kwesbare groep vir MIV-infeksie. Die motivering vir hierdie studie is die feit dat baie min literatuur vir mense met gesigsgestremdhede beskikbaar is, en dat hierdie kwesbare groep wêreldwyd in MIV/VIGSveldtogte gemarginaliseerd is. Sover ons kon vasstel, was daar drie MIV-voorkomingsinisiatiewe vir mense met gesigsgestremdhede in Suid-Afrika, waarvan nie een ten volle nagevors en geëvalueer is nie, en wat almal bestaande generiese intervensies gebruik het wat in Braille en grootdruk-formaat omgesit is. Die werklikheid is dat baie adolessente met gesigsgestremdhede – nes die geval is met jeugdiges sonder gesigsgestremdhede – seksueel aktief is en dat die afwesigheid van navorsing oor MIV-voorkoms en MIVvoorkomingsbehoeftes in hierdie sektor opvallend is. Daar is ’n dringende behoefte aan pasgemaakte MIV-voorkomende programme vir hierdie kwesbare sektor. Die gebrek aan navorsing oor MIV/vigs en mense met gesigsgestremdhede het die keuse van ’n sleutelinformantstudie gemotiveer om die invloed wat MIV/vigs en ander gepaardgaande kwessies op mense met gesigsgestremdhede het, voor die ontwikkeling van enige intervensie te ondersoek. ’n Doelgerigte steekproef van sleutelinformante wat op ’n daaglikse grondslag onder mense met gesigsgestremdhede werk, waarvan die meeste self gesigsgestremd is, is gekies. Inligting wat van die sleutelinformantstudie verkry is, is gekombineer met die lesse uit ’n oorsig van die bestaande literatuur oor gesondheidsbevorderingsprogramme – in die besonder MIV-voorkomingsprogramme – om ’n MIV/vigs-intervensieprogram te ontwikkel wat as loodsprojek kon dien en wat vir doeltreffendheid geëvalueer kon word. Die ontwerp van die projek het, daarbenewens, ag geslaan op breër kontekstuele kwessies soos mags- en genderkwessies en die marginalisering en stigmatisering van mense met getremdhede. Die teoretiese raamwerk wat die grondslag vir die program vorm, is op elemente van ’n aantal kognitiewe teorieë op die gebied van gesondheidsbevordering, en spesifiek die inligtingmotivering- gedragsmodel geskoei. Die program is ontwerp om deelnemers te bemagtig en om ’n omgewing van lewenservaringe te skep waarbinne hulle belangrike onderhandelings-, besluitnemings- en praktiese vaardighede kon ontwikkel om kondoomgebruik te bevorder, asook kennis omtrent MIV/vigs om houdings- en gedragsverandering te fasiliteer. Die volgende doelwit van hierdie navorsing was om die intervensieprogram van agt sessies wat vir adolessente met gesigsgestremdhede ontwerp is, te implementeer en om die resultate ten opsigte van die deelnemers aan die studie te ondersoek. Met hierdie doel voor oë is ’n eksperimentele ontwerp – een eksperimentele groep en drie kontrolegroepe (n=56), wat nie ewekansig toegewys is nie – gebruik om die invloed van die program op deelnemers in die intervensiegroep te toets teenoor dié op die kontrolegroepe, wat aan ’n gesondheidsbevorderings-program van vier sessies deelgeneem het. Alle deelnemers was leerders by die enigste twee skole vir leerders met gesigsgestremdhede in die Wes-Kaap, Suid-Afrika. Hulle is op grond van die skoolgraad waarin hulle reeds geplaas is, aan behandelings- of kontroletoestande toegewys. Die empiriese ondersoek het ’n ontwikkelde vraelys gebruik wat sowel in Braille getranskribeer is as in grootdruk gedruk is. Ná afloop van ’n klein loodsstudie is die vraelys gefinaliseer en aan al vier groepe toegedien (voortoets, om die basisverskille vas te stel; na-toets, om die onmiddellike invloed van die program vas te stel; en opvolg [3 maande later] om doeltreffendheid op langer termyn vas te stel). ’n Ontleding is gedoen om die interne konsekwentheid van die meetkonstrukte van die vraelys te assesseer: voldoende interne konsekwentheid is gevind, met Cronbach se alfapunte wat tussen 0.72 en 0.92 gewissel het. Kwantitatiewe data is met behulp van meervariaattegnieke ontleed. Eers is ’n herhaaldemeting- MANOVA-ontleding gedoen en daarna – nadat ’n algeheel beduidende F verhouding tussen veranderlikes, tyd en groepe (F=2.009, p<0.05); ’n beduidende Fverhouding tussen groepe en veranderlikes (F=4.211, p<0.01) en ’n beduidende F-verhouding tussen tyd en groepe (F=2.611, p<0.01) gevind is – is dit deur meer gefokusde ontledings gevolg. Basislynuitslae het geen statistiese verskille tussen die vier groepe getoon nie. Daar was statisties beduidende verbeteringe in kennis oor MIV/vigs in sowel die eksperimentele groep as die twee kontrolegroepe, maar hierdie verskille is nie met die opvolgtoets volgehou nie. Beduidende verskille in houding jeens MIV/vigs is by die eksperimentele groep en een van die kontrolegroepe gevind. Hoewel daar beduidende veranderinge in sowel kennis as houdings gevind is, kan daar nie beweer word dat die intervensie self vir die kennis- en houdingsveranderinge verantwoordelik was nie. Daar was ’n mate van bewys vir diffusie van innovering wat betref kennis oor MIV van die eksperimentele groep en die kontrolegroep by dieselfde skool. Veranderinge in aangemelde MIV-risikogedrag is nie in ’n beduidende mate aangeteken nie, ’n feit wat gedeeltelik aan die beperkte grootte van die steekproef te wyte kan wees. Inligting uit ’n kwalitatiewe proses is gebruik om ’n indruk te skep van die ervaringe van deelnemers en gepaardgaande kwessies wat hulle tydens die intervensie bespreek het. Die kwalitatiewe data het ’n reeks kontekstuele faktore blootgelê wat vir kwessies van MIV/vigs en seksualiteit in hierdie groep tersaaklik is, met inbegrip van ervaringe van stigmatisering as mense met gesigsgestremdhede, die hantering van manlikheid binne die konteks van gesigsgestremdheid, genderonderdrukking van vroue en weerstand hierteen, asook ’n algemene atmosfeer van mites en stilswye oor MIV/vigs in die besonder en seksualiteit in die algemeen. Ten spyte van die beperkte impak van die program het hierdie loodsstudie belangrike kwessies vir adolessente met gesigsgestremdhede betreffende MIV-voorkoming blootgelê wat verdere ondersoek noodsaak. Deelnemers in die eksperimentele groep het aangedui dat hulle baie uit hierdie program geleer het en het voorgestel dat dit aan jonger adolessente aangebied word om hulle in staat te stel om hierdie noodsaaklike vaardighede te ontwikkel voordat aktiewe seksuele betrokkenheid en betrokkenheid by enige vorm van onbeskermde seks plaasvind. ’n Aantal aanbevelings vir verdere goed gedokumenteerde en geëvalueerde navorsing op hierdie gebied word gemaak.

Background In Saudi Arabia, more than 2 million people complain of asthma: 13% being aged 6-10 years. This makes asthma one of the most common illnesses among children in Saudi Arabia. Little has been explored about children’s ability to learn more about their own asthma in Saudi Arabia. Aims The study was designed to assess the impact of a school-based, nurse-delivered asthma health education programme on asthmatic children's knowledge and attitude towards asthma, quality of life, anxiety level, and school absenteeism. Methods A quasi-experimental, non-equivalent group, pre-test post-test design was used. The education programme was developed from existing evidence. The Paediatric Asthma Quality of Life Questionnaire, Spence Anxiety Tool, Asthma Knowledge Questionnaire, and Asthma Attitude Questionnaire were employed for data collection in 2013. Intervention (n=130) and control (n=98) groups were drawn from 10 schools in Ha’il region, Saudi Arabia. Both descriptive and inferential statistics were used to examine differences between groups. Results The level of asthma knowledge was increased significantly more in the intervention group than in the control group (F=26.5746, DF 2, p<0.001). Attitude toward asthma was not changed by the intervention (F=0.0490, DF 2, p=0.9522). In the accumulative score, there was a statistically significant difference in the anxiety score between the three phases of intervention group (F=3.7599, DF 2, p=0.0242) but no statistically significant difference between pre-test and either post-test (p>0.05). Anxiety scores had reverted to those at pre-test at post-test II. Regarding quality of life, the intervention group scored higher in total quality of life scores compared to the control group (F=87.6534, DF 2, p<0.001). Finally, school absenteeism also reduced significantly after delivering the programme (F=2.98, DF 2, p=0.003). Conclusion The asthma education programme impacted positively on students' knowledge, anxiety, quality of life, and school attendance. However, asthma education did not change attitudes towards the condition. The results emphasise the benefits of provision of health education directly to children. Asthma education should be integrated into the Saudi national child health programme.

The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.

Background: The issue of behaviour management, particularly as it pertains to addressing anti-social behaviour and improving learning and life outcomes for children and adolescents in schools has become a primary topic of discussion among educational stakeholders. The current perception among educational stakeholders is that as schools and society in general continue to experience an increase in anti-social behaviour, general indiscipline is becoming the normal behavioural pattern within classrooms. This study considers the relationship between personality, behaviour, and educational outcomes rooted in a socio-cultural perspective that emphasizes the role of socially mediated learning in the development of prosocial behaviour, resilience, personality, and character adaptations that support positive life outcomes. With this in mind, the primary aim of this study focused on developing an understanding of personality, behaviour management, and pro-social development through a synthesis of psychological and educational research and theory within the framework of the socio-cultural perspectives to design a character education programme targeted at improving prosocial behaviour within schools. Therefore, the primary question of the study is: Can a holistic programme be designed, effectively implemented in schools, and facilitated by teaching staff to enhance pro-social development and decrease anti-social behaviour among school-aged children? Methods: A sequential approach was used to address the complexity of the phenomena under investigation. The cycle of enquiry developed for this investigation was based on a grounded theory perspective within an action research framework. The cycle of scientific research used for this study was an in-depth investigation that informed real-world field investigations, followed by the simultaneous collection of both quantitative and qualitative data from archival records, open-ended and semi-structured interviews, observations and surveys. This process achieved data saturation and allowed for the emergence of descriptive themes that were used to develop analytical themes so that each subsequent phase of enquiry was informed by the data. Cycle of enquiry: The first phase of the research design involved a systematic literature review that focused on the discovery and formulation of the theory underpinning the development of the educational innovation that became the central avenue of investigation This phase was directed by asking the question; What is the relationship between personality, educational outcomes, and the ability to overcome adversity, and what role can a teacher-mediated cooperative-learning programme focusing on the development of social competence, cooperative communication, restorative processes, and inclusive practice play in supporting the development of beneficial character adaptations in children? To test the initial theories that arose from the literature review, the second phase of study involved a quasi-experiment that investigated the relationship between self-concept and social competence and how these could be influenced by mediated adventure-based learning (MABL) within an outdoor education framework. This quasi-experiment used a control-group, pre-test/post-test, mixed-methods design. The second quasi-experiment investigated the role of Mediated Activity-Based Cooperative Learning (MABCL) on cooperative communication during activity-based group problem-solving challenges and task completion. Following a synthesis of the findings from the MABL and MABCL investigations and a further review of the literature, a multiple-component character education programme was designed. Following the design of the character education programme a pilot study was designed and conducted. Upon concluding the pilot study data analysis, a Random Control Trial (RCT) was designed and participant recruitment conducted. Of the 10 schools that volunteered to take part in the RCT, five were assigned to the control group and five to the experimental group. However, the RCT proved impossible to complete for a variety of reasons and therefore this investigation used a multiple case study design to conclude the cycle of research, with the five schools assigned to the experimental group becoming the cases of the study. Data collected from the multiple case studies were analysed to draw conclusions about the effectiveness of the character education programme. Results: Data collected in the final cycle of research, which included 5 schools participating in a multiple case study investigation showed that a character education programme designed within a sociocultural understanding of development can have a positive effect on teacher talk, pupil on and off task behaviour and antisocial behaviour. Both qualitative and quantitative data evidenced an increase in pupil on-task behaviour during lessons and an improvement in the teachers‘ ability to focus their time on content delivery during lessons. In addition, office referrals to senior staff for inappropriate behaviour showed a statistically significant decrease following the implementation of the character education programme. Discussion: Previous research into the impact of character-education programmes has yielded neither a clear guideline regarding what character education should provide nor discussed how a character-education programme can be effectively implemented school wide to promote pro-social development among school-aged children. The data collected in this study from school staff and pupil interviews, observations, and school records indicate that following the implementation of the designed character education programme, Building Schools of Character (BSC), in five primary schools, pupil behaviour and school climate improved. This study found that a socio-culturally framed behaviour-management programme facilitated through the delivery of mediated cooperative-learning activities and designed to enhance responsibility, respect, trustworthiness, fairness, caring, and honesty can have a positive impact on pupil behaviour and self-regulation. This finding, coupled with an understanding of the importance of self-regulation, suggests that future school-based behaviour-management programmes and socio-emotional learning initiatives should consider the role of mediated cooperative-learning activities in developing beneficial character adaptations that promote self-regulation and positive educational and life outcomes.

This thesis is an account of an action research that took place in Israel between May 2000 and December 2001 investigating a programme for the professional development of primary principals. Most of this programme was conducted through virtual channels. In addition to the improvement of managerial behaviours of principals, this programme attempted to form a professional support group for its ten participants. There were three types of sessions: face-to-face, synchronized and a-synchronized. The research presented five questions. First, it investigated the effectiveness of the programme; secondly --- the feasibility of it generating a professional support group. The third question compared the user-friendliness of synchronized sessions with a-synchronized. The fourth question looked into the substance and degree of the use of virtual channels of communication by the principals following their experience in the programme; the fifth question investigated the principals' preferences regarding participating in virtual sessions compared to face-to-face sessions. The research was qualitative, attempting to look into the processes of development that the programme generated. The small size of the group required the use of methodical elements of case study, too. The data was obtained through interviews, observations and document-analysis. The findings show that participants have experienced differing degrees of openness to changes and to 'others', as well as of 'involvement' with one another and with some 'relevant others'. They have adopted, in limited forms, the use of ICT. Whilst they participated in the a-synchronized sessions, the synchronized session failed. There was evidence of a lasting effect of the programme six months after the programme had come to its end.

The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Through a singular case study, this research enquiry seeks to explore teacher perceptions about the development of a concept-based curriculum program (called as the Conceptual Curriculum by the school), in the context of an International Baccalaureate (IB) World school in the Middle East, and the intended and unintended outcomes of the initiative. The study employs Bernstein’s (1975) theories of classification and framing, and curriculum recontextualization, as an analytical framework to interpret findings. The study is informed through methods such as reading and analyzing of curriculum documents, conducting semi-structured interviews, and the distribution of a web-based questionnaire to teachers. Findings in this research inquiry revealed that, though teachers expressed the experience of creating and delivering the Conceptual Curriculum as sometimes being challenging and frustrating, a vast majority of the teachers prefer a flexible curriculum framework versus a prescriptive curriculum. However, findings also revealed that, though teachers seem to enjoy the freedom and flexibility of working with broad curricular frameworks as opposed to prescriptive curricula, there seem to be some fundamental questions pertinent to curriculum recontextualization remaining unanswered, for which perhaps teachers seek answers from qualified curriculum development personnel. Findings reveal that when broad curricular frameworks get recontextualized, the lack of consensus amongst teachers on what counts as essential knowledge is often a matter of concern. Findings reveal that in curriculum recontextualization, when having to negotiate between a “multiplicity of pedagogic fields” (Cambridge, 2011, p. 129) teachers seem to be inherently aligning to something that is a “crystal clear benchmark” such as the International Baccalaureate Diploma Programme (IB DP), as opposed to something that is more flexible and open-ended such as the International Baccalaureate Primary Years Programme (IB PYP). The disciplinary focus of the Conceptual Curriculum and the tendency of teachers to align more towards the IB DP rather than the IB PYP (even in lower grades such as 7 and 8) has thus resulted in a quick transition from the “weakly classified” (Bernstein 1971, p.49) inter-disciplinary IB PYP curriculum to a “strongly classified” (Bernstein 1971, p.49) Conceptual Curriculum with disciplinary focus. Findings from this study reveal that teachers see the value and purpose in teaching for conceptual understanding, but this, when coupled with having to choose curriculum content and developing a coherent curriculum has made the experience both challenging and burdensome for them. Findings also reveal that practical agendas of the school, such as addressing limited time and staffing issues assume priority over lofty ideals when the curriculum is recontextualized, thereby indicating that school-based curriculum initiatives lose rigor and form, in the cracks of everyday practice. Findings in this study thus suggest that when teachers are offered the possibility of working with flexible curricular frameworks, realities of everyday practice take over. This often leads to teachers self-prescribing the curriculum, thereby making the process self-mandated, which in effect defeats the very purpose of the school-based curriculum development initiative undertaken.

This thesis examines the role of the police in school based safeguarding education programmes, with a particular reference to Hampshire and the Isle of Wight. It explores the professional experiences and views of a wide range of professionals within the education and police sector. The safeguarding of children in a modern society is complex and carries a degree of risk to the professionals who protect children from the various types of harm in our communities. This study represents a part of the many strategies available in relation to the key professionals for safeguarding of children. Whilst set in a financially challenging context, the research focused on the role of the police in school based safeguarding programmes and examined their role in a blurred landscape of police and education professionals. The study identified that the Police, or a member of their extended family, are the most valuable resource to present safeguarding awareness programmes to children in a school environment. It emerged that there is limited strategic governance on this point. This study proposes a strategic model for Local Safeguarding Children Boards to consider as part of their role to oversee the safeguarding of children in a local governance setting. This research has Implications for professionals who safeguard children and introduces a change to current professional practice.

En 2003, le programme mondial pour la santé orale de l’Organisation Mondiale de la Santé a été réorienté selon la nouvelle stratégie d’intégration de la santé orale à la prévention des maladies chroniques. La promotion de la santé y est reconnue comme une stratégie économiquement efficiente pour réduire à la fois le fardeau social et économique des maladies bucco-dentaires, maintenir une bonne santé orale et la qualité de vie. L’école constitue un moyen efficace pour promouvoir la santé parce qu’elle permet d’accéder à plusieurs millions d’enfants scolarisés à travers le monde. La promotion de la santé orale dans les écoles, visant à développer des habitudes de vie saines et des pratiques d’hygiène orale efficaces, par une approche intégrée combinant politiques de santé publique, éducation à la santé axée sur l’acquisition de compétences et un environnement scolaire sain, permet un contrôle efficace des maladies orales et la réduction de leurs prévalences. Les programmes de prévention bucco-dentaire basés sur les écoles mis en place localement satisfont à ces objectifs. A l’initiative de la Faculté d’Odontologie de Montpellier, un programme de prévention, de promotion et d’éducation pour la santé orale a été conduit dans les établissements scolaires de la ville de Montpellier et a concerné un millier d’enfants âgés de 4 à 13 ans sur une période de quatre ans. L’étude de son efficacité a été évaluée par l’amélioration des connaissances et pratiques en matière d’hygiène orale après les interventions dans les classes et l’amélioration de l’indice de plaque. Par ailleurs, les actions de dépistage clinique menées au décours de ce programme ont permis d’estimer la prévalence carieuse des enfants scolarisés sur la ville de Montpellier. En tenant compte de la distribution des lésions carieuses observées, différents modèles de régression ont été testés afin de rechercher une éventuelle association avec l’indice de masse corporelle. Enfin, ce programme nous a également donné l’opportunité d’évaluer l’effet des mesures d’éducation pour la santé orale sur les parents des écoliers en relation avec la transmission des connaissances acquises par les enfants à leurs parents et mettre en évidence un éventuel changement de comportement chez ceux-ci
In 2003, the World Health Organization Global Oral Health Program has been refocused under the new strategy of integration of oral health in the prevention of chronic and non communicable diseases. Health promotion is recognized as an economically cost-effective strategy to reduce both the social and economic burden of oral diseases, maintain good oral health and quality of life. The school is an effective way to promote health because it allows access to millions of schoolchildren around the world. Oral health promotion through schools, which aims to develop healthy living habits and effective oral hygiene practices, because of an integrated combination approach of public health policy, health education focused on the acquisition of skills and a healthy school environment, enables an effective control of oral diseases and their prevalence reduction. School-based oral health prevention programs set up locally meet those objectives. At the initiative of the Dental Faculty of Montpellier, a school-based oral health prevention, promotion and education program has been implemented onto a 4 to 13 years old children sample over a four years period. The study of its effectiveness was evaluated by knowledge and oral hygiene practices improvement after teaching interventions, but also by the improvement of the plaque index score. Otherwise, dental screenings realized in the course of this program have led us to assess the caries prevalence of children in the city of Montpellier. Taking into account the distribution of carious lesions inside the population studied, different regression models have been tested and a possible association with body mass index researched. Lastly, this program also gave us the opportunity to evaluate the effect of oral health education measures on the parents of schoolchildren in connection with the transmission of knowledge acquired by the children to their parents and to highlight a possible change in behaviour among these

In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.