Rozprawy doktorskie na temat „Intervention programmes”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Intervention programmes”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Candiotes, Vernon J. "An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45869.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
Palmer, Melanie Louise. "Low-intensity topic-specific group parenting programmes : enhancing intervention outcomes". Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6912/.
Pełny tekst źródłaHansen, Janine. "Guidelines for intervention through adventure-based programmes for youth-at-risk". Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-09032003-144927.
Pełny tekst źródłaMakrygianni, Maria K. "The effectiveness of different intervention programmes for children with Autistic Spectrum Disorders". Thesis, Swansea University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669552.
Pełny tekst źródłaCzifra, Vanda. "Determinants of Childhood Mortality in Matlab, Bangladesh : How Health Intervention Programmes Can Bring Success". Thesis, Uppsala University, Department of Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8029.
Pełny tekst źródłaGiven the question of how to further decrease childhood mortality and attain the fourth MDG in Bangladesh, the determinants of childhood mortality and successful health intervention programmes in a rural area of Bangladesh are examined in this paper. The binominal logit regression analysis, on Matlab HDSS data from 2001 to 2005, indicates that the child’s birth order, outcome of mother’s previous pregnancy, mother’s age, mother’s education, economic condition of the household, immunization, and place of delivery are important determining factors of childhood mortality. Interview discussions show that the delivery of health services is a determining factor for successful health intervention programmes. It is worth to note that childhood mortality levels are no longer significantly lower in the treatment area of Matlab. Furthermore, the intervention programmes in the area require continuous reform, especially in the fields of birth assistance and injury prevention.
Tomson, Ylva. "Evaluation of intervention programmes for hypercholesterolaemia, excessive drinking and physicians' prescribing in primary care /". Stockholm, 1997. http://diss.kib.ki.se/1997/91-628-2770-7.
Pełny tekst źródłaCai, Yongyong, i 蔡雍咏. "Intervention service programmes for family caregivers of a relative with dementia: a systematic review". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48422381.
Pełny tekst źródłapublished_or_final_version
Public Health
Master
Master of Public Health
Rees-Jones, Angharad. "Examining the utility of assessment tools and group intervention programmes for mentally disordered offenders". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3069/.
Pełny tekst źródłaHughes, Sian E. "Adults who deliberately set fires : the utility of fire-setting intervention programmes for mentally disordered offenders". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3705/.
Pełny tekst źródłaVan, Zyl Arthur Leon. "Substance abuse practices and Intervention programmes for male youth offenders in Pollsmoor – Department of Correctional services". Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1088.
Pełny tekst źródłaSubstance use is on the increase among the youth in South Africa. Traditional concern about the youth (as the future of South Africa), and the portrayals in the media of severe drug and alcohol use among the country‟s youth have contributed to the need for research into this issue. Drugs and alcohol also have a close link to crime. The aim of this study is to investigate and report the prevalence of substance use and the need for intervention among male youth offenders at the Pollsmoor Youth Centre, in the Western Cape Province. The research has attempted to create an understanding of male youth drug abusers‟ attitudes towards intervention and rehabilitation programmes and also the Correctional Service‟s role in managing substance abuse. A survey research methodology using questionnaires has been employed. The data was analysed using descriptive and inferential statistics. The sample population consisted of the sentenced male youth offenders at the Pollsmoor Youth Centre. The results of the survey indicated that “Tik” (methamphetamines or crystal meths) was the most popular substance of choice in this sample. Tik was 23 % more popular than its nearest rival, cannabis. Tobacco was the most widely used drug owing to it being legal and obtainable at the Centre‟s shops. The majority of male youth offenders (74 %) believed that an intervention programme was necessary as part of their rehabilitation. The findings indicated that a department or unit needs to be established to handle the increasing drug abuse problem. The unit should identify substance abusers on admittance and place them on a rehabilitation programme. If necessary this programme should continue in their community after release from the correctional centre.
Sticher, Gayle. "Barriers to the acceptance of road safety programmes among rural road users : developing a brief intervention". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30372/1/Gayle_Sticher_Thesis.pdf.
Pełny tekst źródłaSticher, Gayle. "Barriers to the acceptance of road safety programmes among rural road users : developing a brief intervention". Queensland University of Technology, 2009. http://eprints.qut.edu.au/30372/.
Pełny tekst źródłaKolo, Vuyiswa Felicia. "A framework for management participation in HIV and AIDS intervention programmes: the Chris Hani District Municipality case". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/15345.
Pełny tekst źródłaOlszak, Eric. "Stratégies des chaînes de télé et intervention publique : L'impact sur l'offre de programmes de fictions en Europe". Lille 1, 1996. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1996/50374-1996-223.pdf.
Pełny tekst źródłaFraser, Jennifer Anne, i n/a. "The Role of Home Visiting as an Early Intervention Strategy for Prevention of Child Abuse and Neglect". Griffith University. School of Applied Psychology, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050915.140055.
Pełny tekst źródłaFraser, Jennifer Anne. "The Role of Home Visiting as an Early Intervention Strategy for Prevention of Child Abuse and Neglect". Thesis, Griffith University, 2000. http://hdl.handle.net/10072/365313.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text
Groenewald, Greta. "Self-management : an intervention to facilitate optimum growth during management development". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53585.
Pełny tekst źródłaENGLISH ABSTRACT: The changing environment has had an influence on managerial skills and competencies. The question is what will be expected from the millennium manager? Thus what competencies would be needed to cope in the now faster changing era and how must training interventions be adapted to ensure optimum development opportunities? Although management is found at all levels and in all functions of an organisation, each level and each role requires different personal skills for the performance of the management task. However conceptual skills which involves the manager's thinking and planning abilities and interpersonal skills which refer to the ability to work with people, are mutually inclusive to all managerial positions. From literature it is clear that there are many methodologies available for management development such as corporate universities, outsourcing to local accredited colleges and universities for specialised programs such as a formal MBA, mentoring programs, leadership development programs, self-directed learning and career development. Critical evaluation of these interventions however indicate that conceptual skills are addressed but that the social and emotional dimensions are lacking. The focus of development interventions must shift to a more holistic, integrated approach of employee well-being. Another question to be asked is do educators take cognisance of the fact that personality and or psychological types are learning in different ways under different circumstances. In literature there seems to be very little evidence that programs are adapted to cater for these differences. From the literature sufficient information regarding learning theories, andragogy, learning styles and management development models is available. The challenge however is to incorporate and integrate the available information effectively to address the needs of a psychological, culturally diverse population. The trend in management development is moving towards incorporation of emotional intelligence as one of the components of development programmes. The emotional competence framework focus on personal competence which determines how we manage ourselves, and on social competence which determines how we handle relationships. In order to be able to effectively manage ourselves we have to focus on self-awareness, self-regulation and motivation. Therefore the need exists for a selfmanagement intervention in management development programmes. Very little information is available in existing literature on self-management programmes. The outcome of this literature survey is a suggested framework for a self-management module. The framework suggests three phases namely phase 1: Self-discovery which entails the gathering of information regarding personality and learning styles, brain dominance and the emotional intelligence (EO) map. Phase 2: Self-transforming which starts with the analysis of the self-discovery interventions, followed up by a guided process of self-transforming which entails personal goal setting and action plans. Phase 3: Self-mastery which is an active working towards the goals in all spheres of one's life, and celebrating "victories" to reinforce newly acquired skills or competencies. A follow-up on this study would be to develop a detailed module, integrating all the principles, theories and models to ensure a management development intervention that succeeds in providing "self-managing managers"!
AFRIKAANSE OPSOMMING: Die veranderende omgewing en tye het 'n invloed gehad op bestuursvernuf en bekwaamheid. Die vraag is dus: Wat sal verwag word van die "Millennium Bestuurder"? Dit wil sê, watter bekwaamhede sal nodig wees om aan te pas by dié vinniger veranderende era en hoe moet beroepsopleiding aangepas word vir optimum ontwikkelingsgeleenthede. Alhoewel bestuur gevind word op alle vlakke en in alle funksies van 'n organisasie, vereis elke vlak en elke rol verskillende persoonlike kundighede vir die uitvoer van die bestuurstaak. Konsepsuele kundigheid, wat na die bestuurder se denkvermoë, beplanningsvernuf en interpersoonlike vaardighede verwys, is wedersyds ingeslote by alle bestuursvlakke. Vanuit die literatuur is dit duidelik dat daar baie metodes van studie beskikbaar is vir bestuursontwikkeling soos korporatiewe universiteite, plaaslike ge-akkrediteerde kolleges en universiteite vir gespesialiseerde programme soos 'n formele MBA, mentorskapprogramme, leierskapontwikkelingsprogramme, self-gedrewe leeraktiwiteite en beroepsontwikkeling. Kritiese evaluasie van die intervensies wys daarop dat konsepsuele kundighede wel geadresseer word, maar dat die sosiale en emosionele dimensies ontbreek. Die fokus van ontwikkelingsintervensies moet skuif na 'n meer holistiese geïntegreede benadering in terme van werknemersgesondheid. Ons kan die vraag afvra of opvoeders wel kennis neem van die feit dat persoonlikheids- en sielkundige tipes verskillend leer onder verskillende omstandighede. In die literatuur blyk daar min bewyse te wees van programme wat aangepas is om vir dié verskille voorsiening te maak. In die literatuur is daar wel genoegsame inligting oor leerteorieë, andragogie, leerstyle en bestuursontwikkelingsmodelle. Die uitdaging is dus om die beskikbare inligting te inkorporeer, integreer en die behoeftes van 'n sielkundig, kulturele diverse populasie effektief te adresseer. Die neiging in bestuursontwikkeling is die inkorporering van emosionele intelligensie as een van die komponente van ontwikkelingsprogramme. Die emosionelevaardigheidsraamwerk fokus op persoonlike vaardigheid, wat bepaal hoe individue hulself bestuur, en op sosiale vaardigheid, wat bepaal hoe individue verhoudings hanteer. Dus die behoefte bestaan vir 'n self-bestuurs intervensie in bestuursontwikkelingsprogramme. Baie min informasie in Suid-Afrikaanse navorsing is beskikbaar in bestaande literatuur op self-bestuursprogramme. Die uitkoms van dié literatuurstudie is 'n voorgestelde raamwerk vir 'n self-bestuurs module. Die raamwerk stel drie fases voor naamlik, Fase 1: Self-ontdekking wat insluit die invordering van informasie aangaande persoonlikheids-en-Ieerstyle, brein dominansie en die emosionele intelligensie kartering. Fase 2: Self-transformasie wat begin by die analise van die self-ontdekkings intervensies, gevolg deur 'n gereguleerde proses van selftransformasie wat omvat persoonlike doelstellings en aksie planne. Fase 3: Selfbemeestering wat 'n aktiewe strewe is na die bereiking van doelstellings in alle sfere van 'n individu se lewe en die viering van "oorwinnings" om nuutgevonde vaardigede en kundighede te versterk. 'n Opvolg op dié studie sou wees om 'n gedetailleerde module saam te stel wat al die beginsels, teorieë en modelle integreer om sodoende 'n bestuursontwikkelings intervensie te verseker met "self-besturende bestuurders" as uitkoms!
Moeketsi, Ntsubise Violet. "Targeting educator resilience : an intervention program for Free State primary school educators affected by the HIV/AIDS pandemic / Moeketsi, Ntsubise Violet". Thesis, North West University, 2010. http://hdl.handle.net/10394/12822.
Pełny tekst źródłaM.Ed., North-West University, Vaal Triangle Campus, 2010
Pharaoh, Hamilton. "Development, implementation and evaluation of youth development programmes to address health risk behaviour among grade 8 to grade 10 learners in selected schools in the Paarl area". University of the Western Cape, 2014. http://hdl.handle.net/11394/4297.
Pełny tekst źródłaBackground: There is consensus internationally and among South African researchers that engagement in health risk behaviours amongst the youth is a concern from a public health perspective. It is evident that much health risk behaviours are established during adolescence, and may continue into adulthood, affecting health and wellbeing in later life, and some preventable health behaviours may be contributory causes of morbidity and mortality. Research into the development t of programmes can play a major role in reducing health risk behaviour amongst the youth and also provide a key learning opportunity should this be driven with bigger impetus by the building of research knowledge. Research knowledge needs to inform all stakeholders as to the best evidence-based possibilities that can assist in creating the behavioural change that is envisaged. This study therefore aimed to design, evaluate the feasibility of, and implement, a comprehensive youth development programme that will help to equip learners with the skills to change health risk behaviour in selected schools in the Paarl area, through input from all the stakeholders. The objectives of the study were to 1) obtain baseline information of grade 8 –10 learners about the health risk behaviours they engage in, and the extent to which learners manage personal situations; 2) explore the views of stakeholders regarding the type of health risk behaviours learners engage in, and reasons for engaging; 3) To determine the content of school-based interventions reported in literature, and its effectiveness in reducing or delaying these behaviours amongst the youth; 4) To design a youth development programme based on the views of the stakeholders and literature; 5) To evaluate the feasibility of the youth development programme designed in objective 4; 6) To implement a youth development programme. Method: This study adopted Intervention Mapping as a framework that translated into a five phase study. Each phase informed the next and the findings culminated in the proposed youth development programme for grade 8-10 learners in the Paarl area. Phase 1 used a survey to obtain baseline information about the health risk behaviours that youth engage in and the extent to which learners manage personal situations. The survey was administered using the face-face method and included a demographic questionnaire, the Youth Risk Behaviour Surveillance Survey and the Life Effectiveness Questionnaire. Descriptive statistics such as Frequencies and cross tabulations were performed, as well as inferential statistics including Multiple Regression analysis and Chi-square tests. Phase 2 entailed concept mapping using focus groups and individual interviews with stakeholders to determine their perceptions of the health risks learners engage in and the reasons for their behaviours. The sample included learners, teachers, and community representatives. Thematic analysis was conducted with transcriptions of the focus groups. Phase 3 entailed a systematic review of the literature reporting on interventions aimed at delaying and or preventing engagement in health risk behaviours amongst youth. Phase 4 entailed the triangulation of the findings from the first three phases into a draft programme. Phase 5 included a Delphi study with life skill trainers and experts in the field of health risk programming for adolescents. The Delphi survey was conducted in two rounds. After the feedback in round one, revisions were made to the draft programme to develop the final programme. Results: The results in phase 1 resonated with the findings in the existing body of literature with regards to the health risk behaviours that learners engaged in. Smoking, drinking, sexual activity, drug use, physical inactivity, crime and violence were the most prominent HRBs reported by learners in this sample. Regression analyses indicated that the combination of the LEQ`s life skill domains (Time management, Achievement, Emotional control, Social competence, Active initiative, Self-confidence, Intellectual flexibility and Task leadership) significantly explained between 25% and 56% of the variance in the health risk behaviours (smoking, drinking, drug use, sexual activity). Gendered patterns in engagement with drinking, drug use and risky sexual behaviour was empirically supported by the results of Chi square tests. Drinking and drug use was significantly more prevalent with male learners whilst risky sexual behaviour was significantly more prevalent amongst female learners. Results from phase 2, represented by a concept map suggested that the development of programme content should start with contextual relevance achieved by understanding the range of HRBs youth engage in. This in turn allows for an exploration of the pathways in which engagement has come about. The second and third quadrants illustrate this through their focus on the reasons why youth engage in HRBs and the places where they are exposed to HRBs respectively Once the content has addressed what they do and why they do it, the process of skills development can commence to combat engagement in HRBs. The resultant concept map has four quadrants where each quadrant represents a concept map that corresponded to the themes identified was conceptualized as interacting with one another. During the systematic review process it was identified that effective interventions included the following elements: multi-theoretical approaches, multiple HRBs as targets, gender differentiation, and life skills. In phase 4 a concept map was created that assisted with the design of the programme. The findings from the Delphi study ratified the components included and determined that it was feasible. The recommendations included independent facilitators who have been trained in a specific skill set, avoiding the blurring of the boundary between teachers and facilitators, and a distinction between grades for the purposes of conceptualizing and presenting the programme. This resulted in the researcher augmenting the proposed programme to include independent facilitators; peer mentors; a staggered or tiered programme. These augmentations were substantial and made an immediate implementation not feasible. The scope of the revisions for developing a tiered or staggered programme was adopted as a recommendation, but was outside the scope of the present study in fulfilment of the requirements for a doctoral degree. Thus the final or revised programme only represents the initial level for grade 8 learners and the development process will continue using the same methodology in post-doctoral research. These include the development and accreditation of the training resources, selection and training of faciltators, and the clarification of the relative standing of facilitators in the school environment. Discussion: Health risk behaviour engagement, the factors influencing that engagement and the development of a diverse youth development programme to delay, reduce or prevent it is in itself very complex. Add to it the fact that the youth live in an ever-changing environment where negative role modelling and exposure to health risk behaviour is an everyday occurrence. Structures have been identified in this study that can play a vital role in designing a youth development programme, as well as build on existing programmes. This study incorporated intervention mapping as a participatory design using both quantitative and qualitative methodologies that speak to a high level of rigour and methodological coherence. The study yielded a rich data base with clear directives for future research that will make a significant contribution to the attempts to impact youth development programming and health risk behaviour amongst adolescents. Conclusion: The findings of this study suggest that a multi-theoretical approach to programming that includes gender differentiation and the targeting of multiple HRBs is likely to be more effective in the reduction, delay and prevention of health risk behaviour amongst learners in grade 8-10. The resultant programme is tiered or staggered and differentiates between grades in conceptualization and implementation of the programme. The study presented the programme for the first tier with grade 8 learners and made clear recommendations for the way forward. The study makes an important contribution in its use of participatory methodology that includes stakeholder participation to create a more robust and comprehensive programme.
Petersen, Cindy. "Youth violence perpetration : a systematic review of community-level protective factors and community resilience". University of the Western Cape, 2015. http://hdl.handle.net/11394/4688.
Pełny tekst źródłaThis study aimed to (1) establish the conceptualization of youth violence perpetration within the literature; (2) explore identified community-level protective factors, (3) establish whether the interaction between community-level risk and protective factors are discussed, and (4) establish whether community-level protective factors are conceptualised within community resilience framework within the literature on youth violence. The research design of this study is a systematic review of literature focused on youth violence perpetration, community-level protective factors against perpetration of violence by youth, as well as community resilience. English-medium research literature published between Jan 1994 and Jan 2014 was reviewed. Databases that were searched are: Academic Search Premier, PsycArticles, MEDLINE, JSTOR, SocIndex, and SageOnline. Data extraction was done by two reviewers at three stages of review (abstract reading, title reading, and full-text reading), using three instruments for quality assessment across the three stages. Fifteen articles were deemed acceptable after review at the end of the three stages, achieving a threshold score of 50% or more, and these articles were used in the findings of this review. These primary studies were collated, systematically assessed, synthesised, and interpreted. Findings of this review indicate that youth violence perpetration is conceptualised within the research as various forms of violence committed by young people. The literature has suggested that youth violence perpetration may be as a result of a lack of social infrastructure and opportunities within impoverished communities. For this reason the provision of community resources, economic opportunity, educational and mentoring programmes, and subsequently the development of prosocial involvement/ interaction was suggested as strategies for intervention at a community level. Major findings of the study as well as the implications for practice and further research are discussed.
Le, Tape Andre Rhyno. "Evaluation of the Soul City HIV and AIDS social intervention programme for the youth in the Northern Cape South Africa". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62645.
Pełny tekst źródłaThesis (DPhil)--University of Pretoria, 2017.
Social Work and Criminology
DPhil
Unrestricted
Robinson, Noah Jamie. "The association of HIV-1 and other sexually transmitted diseases, and its relevance to intervention programmes in rural Uganda : a simulation modelling exercise". Thesis, London School of Hygiene and Tropical Medicine (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319658.
Pełny tekst źródłaJose, Saju Valliara. "Evaluation of Micro Finance Intervention Programmes and Strategies Deployed on the Rural Poor by New Age Banks: Cases of States of Kerala and Tamiluadu in India". Thesis, Griffith University, 2011. http://hdl.handle.net/10072/366914.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text
Hamlin, Beth Lauren. "Holding hands : evaluating quantitative outcomes and parental perceptions". Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3704.
Pełny tekst źródłaRoss, K. B. "Directors’ perceptions of parent involvement in the Early Head Start and Sure Start early intervention programs : a cross-Atlantic study". Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:bcc8f285-082e-47e5-8194-3c5c2d8093ba.
Pełny tekst źródłaMorgan, Geoffrey John Robert. "An exploratory evaluation of a community interactive training programme for parents of children aged birth to five". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3311.
Pełny tekst źródłaBrits, Jeanette. "A framework for the use and interpretation of statistics in reading instruction / Jeanette Brits". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1678.
Pełny tekst źródłaBorien, Jason Dean. "Evaluation of the differences in perception toward stress and trauma intervention strategies in the South African Police Service". University of the Western Cape, 2020. http://hdl.handle.net/11394/8052.
Pełny tekst źródłaThe current crime rate in the Western Cape plays a crucial role in the exposure of police officers to stressful and traumatic events. The intensity and frequency of this exposure, if not treated, could lead to police officers experiencing comorbid disorders such as post-traumatic stress disorder (PTSD). This leads to an increased need for trauma intervention strategies to be offered, to assist police officers who are exposed to trauma in the South African Police Service (SAPS). Although trauma intervention programmes are established within SAPS, a difference in perception about their effectiveness and service offering are presented. The purpose of this study was to investigate the differences in perception toward stress and trauma intervention strategies within the SAPS in the Western Cape. In order to achieve the purpose of the study, the researcher, tapped into the lived experiences of current police officers and Employee Health and Wellness (EHW) staff, employed by SAPS through semi-structured interviews. Through a comparative design, the study will add value to the current body of knowledge, as differences and similarities between two of the primary role players in the trauma debriefing process within the SAPS are explored. The research sample, recruited by means of convenience sampling, consisted of seven EHW staff members who had experience with dealing with stress and trauma-related programmes, and eight visible policing police officers who had experienced some form of trauma-related incident. The researcher made use of an in-depth interview guide as the research instrument for this study, which consisted of audio-recorded semi-structured interviews with the participants. The audio recordings were transcribed, and then analysed by means of thematic analysis. The findings showed that a difference in perception exists between police officers and EHW staff members toward the effectiveness of trauma intervention strategies offered in the SAPS. The findings also suggest that the majority of police officers do not make use of the trauma intervention programmes in the SAPS, in comparison to EHW staff reporting on good attendance by police officers at the service offerings. Similarities in perception between the two groups presented itself in the form of how trauma is defined, the different responses to trauma and coping mechanisms employed by police officers. The implications of this study include a contribution toward policy and structural amendments of the Employee Assistance Programme (EAP) framework within the SAPS, as well as a motivation for implementing a compulsory trauma counselling programme for police officers.
Visser, Monique. "Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6767.
Pełny tekst źródłaENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.
Gagnon, Hélène. "Développement et évaluation d'une intervention sur mesure visant à favoriser l'usage d'une seringue neuve à chaque injection chez les usagers de drogues par injection qui fréquentent les programmes d'échange de seringues". Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25690/25690.pdf.
Pełny tekst źródłaThe use of soiled syringes exposes injection drug users (IDUs) to serious infections. To better target objectives of an intervention aimed at promoting the use of a new syringe at each injection, a preliminary study was realized. The use of an integrative theoretical model has permitted to identify factors associated with the intention of IDUs to adopt this behaviour. Only 39% of the 105 respondents had a firm intention to adopt this behaviour in the next week. Perceived behavioural control (OR : 17.83; CI95% 5.75-55.15) and attitude (OR : 13.43; CI95% 3.54-50.87) were the principal factors associated with intention. Intervention mapping served as the conceptual framework to guide the development of the intervention. At each developmental step, this model integrates theory, empirical data and information collected among populations. More specifically, the intervention emerges through a strategy named Computer Tailoring. This strategy uses information technologies to present messages customized according to individual characteristics. This intervention was implemented within the framework of an evaluative research. A two-group randomized control trial design was adopted. Behavioural outcomes were measured at baseline (T0), one week after the intervention (T1) and three months later (T2). A total of 260 IDUs were recruited. At baseline, 52.3% of the participants reported not always using new syringes in the previous week. The analysis showed a short term effect. One month after the implementation of the intervention, participants in the experimental group were using fewer soiled syringes (p = 0.004), and a higher number reported adopting safe behaviour (p = 0.04). These effects were not significant three months later. The results of this study add weight to those already published demonstrating the efficacy of Computer Tailoring intervention to modify behaviour. When they are exposed to tailored educational messages, IDUs who visit needle exchange programs (NEPs) adopt safer injection practices.
Du, Plessis Wympje. "The social responsibility of the South African mining companies dealing with HIV/AIDS employees / Wympje du Plessis". Thesis, North-West University, 2004. http://hdl.handle.net/10394/693.
Pełny tekst źródłaThesis (Ph.D. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2005.
Solomon, Robert Simon. "The effectiveness of an outreach intervention to provide teachers with the skills to implement practical and experimental work in their classes". Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1943.
Pełny tekst źródłaPractical work in Science is considered to be an important component of science education. However, teachers in poor schools in the rural areas generally find it difficult to conduct practical work. An outreach project ‘Science for Rural Communities’ was launched to address this problem. The purpose of this study was to investigate the nature and coherence of the project and its influence on science teachers’ content knowledge, skills and classroom practice. The research is situated within a qualitative interpretive paradigm and has adopted an evaluative research design, underpinned by grounded theory as a method of analysis. The use of an evaluative framework normally used for curriculum innovation was adapted for the exploration of impact of the teachers’ professional development project. Teachers reported that they benefitted from participation in the project in various ways, such as increased conceptual understanding of science knowledge, improved practical skills and enhanced confidence. However, there were some inconsistencies identified in terms of project intentions and project outcomes. The suitability of the evaluation framework for teacher professional development programmes is discussed
Madrigal, Calderón Johanna. "L’intervention sociale systémique : un modèle à partir de la théorie des systèmes sociaux : observation du Programme Puente au Chili". Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG011.
Pełny tekst źródłaThe present research aims to the construction of a social intervention model considering, as a conceptual background, a number of elements from the theory of social systems developed by Niklas Luhmann. The predominance of a functional social differentiation, typical of modern societies, supposes an acentric and heterarchical world that compels to abandon the hierarchical structural principles of the former societies. To this regard, social intervention can only be conceived if it keeps away from the hierarchical model associated with social control, in order to favor coordination strategies that lead systems toward self-regulation. Consequently, we propose a systemic social intervention characterized by its context and reflexivity, and also by its improbability and optionality, in view of the operational closure that characterizes social systems. To this end, social intervention is presented as a communicational offer which, in order to occur, must at first irritate the autoreference of the systems to which it aims its strategy, in order to thus be selected by those systems. This will allow establishing intersystem relationships through structural couplings based on heterarchy. Stemming from these characteristics, the cycle of intervention is constituted as a reflexive process marked by its recursivity. It includes the intervention stages where the participating systems converge in the definition of its strategy. Finally, this research proposes to observe a Chilean social program, in order to examine if some elements of a systemic social intervention can be identified
Hong, Hee Jung. "A psycho-educational curriculum for sport career transition practitioners : development and evaluation". Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25589.
Pełny tekst źródłaFeigenbaum, Pat. "Bereavement in children : a school based intervention programme". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26575.
Pełny tekst źródłaRabier, Camille. "Evaluating Mending Mamre: An Animal Welfare Intervention". Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/31203.
Pełny tekst źródłaHall, Phillip, i n/a. "The situational language intervention programme (SLIP) : the theoretical background and outline of the programme". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.121516.
Pełny tekst źródłaMellanby, Alexander Robert. "A pause : an intervention programme of school sex education". Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265146.
Pełny tekst źródłaGillespie, Nathan Rodger. "Evaluation of the Ka Mahuri Programme". Thesis, University of Canterbury. Health Sciences, 2009. http://hdl.handle.net/10092/5118.
Pełny tekst źródłaLewaks, Andre. "The experiences of families of an intervention programme for fathers". University of the Western Cape, 2016. http://hdl.handle.net/11394/4895.
Pełny tekst źródłaThe importance of the role of fathers in the lives of their children and families has received much attention in recent years. This new focus on responsible fatherhood has led to an increase of programme interventions for responsible fathers. The aim of this study was to explore how families experienced an intervention programme for fathers, and how the intervention contributed to child and family well-being. The study made use of a qualitative research methodology. The research sample included fathers, who participated in the intervention programme, as well as their life partners and children. The sample for the study included 10 fathers, 10 spouses, as well as 10 children of the fathers, who participated in an intervention programme for fathers. The final sample of participants in this study was 30 participants. A semi-structured interview schedule was used to collect the data in face-to-face interviews. The data analysis was conducted by means of a thematic analysis. All ethical considerations were adhered to by ensuring the confidentiality and anonymity of participants. The following themes were found in the study: Understanding of family well-being, Conceptualization of fatherhood and father involvement, Communication about the programme, Parent-child relationships, Parental involvement and personal matters, Discipline and conflict management, Experience of programme intervention the father attended. The results of the study showed that (1) the intervention contributed to the well-being of children and their families; (2) the involvement of fathers in the lives of their children increased post-intervention; (3) fathers' communication skills improved; (4) fathers were more involved in unpaid care; (5) spousal relationships improved with less conflict in their relationships.
Chambati, Cleopatra Nyarai. "Adapting a teacher intervention programme for use with community volunteers". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52964.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2015.
Educational Psychology
MEd
Ceschini, Fabio Luis. "Análise descritiva do nível de atividade física em adolescentes de uma escola pública do distrito de Vila Nova Cachoeirinha em São Paulo, SP". Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/6/6133/tde-16022007-132314/.
Pełny tekst źródłaIntroduction - The physical inactivity has become a public health problem mainly in adolescence age. Objective Was to describle the level of physical activity in adolescents from a public school of the district Vila Nova Cachoeirinha in São Paulo SP. Methods The sample was constituted by 775 high school adolescents from a public state school situated in the districit of Vila Nova Cachoeirinha in São Paulo. To collect the data, a questionnaire of evaluation of physical activity proposed by FLORINDO et al. (2006), a questionnaire of social and economic evaluation (ABEP) and part of the questionnaire of evaluation about conditions of health (MINISTÉRIO DA SAÚDE, 2004) were used. It was definied as physically inactive the adolescent who is involved by a smaller timer than 300 minutes per week in physical activities, exercises or sports practices. To compare the proportions, the test Qui-square with level of significance of p<0,05 was used. Results - the proportion of inactive adolescents was 64,3% (IC 95%: 61, 7-66,9). The percentage of physical inactivity was positively associated in adolescents the evening classes, in 3rd grade students, in social economic level B, in adolescents who use tobacco, alcoholic beverages, who do not participate of Scholar Physical Education classes, who do not receive incentive from the parents to practice a physical activity and who spend more time watching TV. On the other side, the percentage of physical inactivity is negatively associated to the quantity of sports modality they go in and to the time using video game/computer. Conclusion - The proportion of inactive adolescents was high in the majority of the evaluated variables, which shows that this group presents a high potential for the development of intervention with the aim of increasing the level of physical activity.
Bannister, Marinda. "An intervention programme to augment resilience in divorced parents / Marinda Bannister". Thesis, North-West University, 2007. http://hdl.handle.net/10394/2494.
Pełny tekst źródłaMak, Yung-sung. "An exploratory study of the effectiveness of an early intervention programme". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783331.
Pełny tekst źródłaDu, Preez Antoinette. "Quality improvement intervention programme (QIIP) for intrapartum care / Antoinette du Preez". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4816.
Pełny tekst źródłaThesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2011.
Yahya, Sawsan. "Improving students' behaviour and academic achievement through a counselling intervention programme". Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622776.
Pełny tekst źródłaGrigg, Denver. "A theory, implementation and short-term outcome evaluation of lifematters foundation's literacy intervention". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5911.
Pełny tekst źródłaGrant, Eli. "Network analysis for social programme evaluation". Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719991.
Pełny tekst źródłaBeets, Karolyne Elizabeth. "A success case method evaluation of an executive coach training intervention". Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/14359.
Pełny tekst źródłaThis evaluation examines the extent to which 2005 and 2006 Associate Coaching Course participants have successfully applied the proximal outcomes from the executive coach training. Following the Success Case Method, a survey determined that the majority of participants rated their application of the learnings very successfully. A qualitative data analysis of eight interviews conducted with six high success cases (three professional coaches and three within-job coaches) and two low success cases, explored their application of the proximal outcomes in detail. The results report on various themes that describe how the coaches have applied the training, what results they have achieved and what value has come from the training. Further themes address factors that helped or hindered application and suggestions for training improvement. It can be concluded that the Associate Coaching Course was successful for this group of participants in that they report successful on-the-job application of the proximal outcomes and provide examples of positive results achieved due to this application. Furthermore, this evaluation contributes to a relatively scant literature concerning the application of the Success Case Method of evaluation.
Reilly, James Phillip. "The efficacy of a pain management programme for people with chronic low back pain". Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250272.
Pełny tekst źródła