The role of life orientation teachers in addressing the emotional needs of HIV/AIDS affected learners in the intermediate and senior phases at two schools in Gauteng
- Hendricks, Nellie Gloria Patricia
- Authors: Hendricks, Nellie Gloria Patricia
- Date: 2012-11-02
- Subjects: AIDS (Disease) in adolescence , Life skills - Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:7304 , http://hdl.handle.net/10210/8043
- Description: M.Ed. , This study explores the role of the Life Orientation (LO) teacher in addressing the emotional needs of HIV/AIDS affected learners in the Intermediate and Senior Phases at two schools in Gauteng. The study was executed in the Eldorado Park area of Gauteng Province in South Africa, whereby two organisations, namely, HIV/AIDS Care Centre and HIV/AIDS and Adolescence Care Centre, were involved. The sample in the study consisted of five learners in the Intermediate and Senior Phases, all affected by HIV/AIDS; two caregivers, two social workers and two teachers who are teaching these learners. I conducted interviews with the two LO teachers at the two schools, who then identified learners affected by HIV/AIDS and whose parents had already succumbed from this disease. After gaining consent from their caregivers I then conducted interviews with both the caregivers and learners. These participants then informed me about the centres with which they are linked in the community, after which I approached the centres and requested to conduct interviews with the social workers. The interviews with the social workers, teachers and caregivers form the basis for my study of the emotional needs and basic emotions displayed by such learners affected by HIV/AIDS. The first set of themes derived from my study are emotional needs that learners display, emotions that learners display and coping strategies adopted by learners in dealing with emotions. The next set of themes derived from my study are how LO teachers ensure the effective functioning of their roles, what tools do LO teachers use to ensure the effective functioning of their roles, how LO teachers tout the effective functioning of their roles and what LO teachers do to stay abreast of developments in the teaching fraternity. It was clear from the data collected that even though LO teachers received training regarding HIV/AIDS, the training was insufficient to address the emotional needs of orphans affected by HIV/AIDS. It also came to light that teachers wished to support these learners but due to time constraints and over-crowded classes due to learner-teacher ratio were unable to do so. The study suggests that more teachers should receive the necessary training to better their skills for responding to the emotional needs of learners affected by HIV/AIDS.
- Full Text:
- Authors: Hendricks, Nellie Gloria Patricia
- Date: 2012-11-02
- Subjects: AIDS (Disease) in adolescence , Life skills - Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:7304 , http://hdl.handle.net/10210/8043
- Description: M.Ed. , This study explores the role of the Life Orientation (LO) teacher in addressing the emotional needs of HIV/AIDS affected learners in the Intermediate and Senior Phases at two schools in Gauteng. The study was executed in the Eldorado Park area of Gauteng Province in South Africa, whereby two organisations, namely, HIV/AIDS Care Centre and HIV/AIDS and Adolescence Care Centre, were involved. The sample in the study consisted of five learners in the Intermediate and Senior Phases, all affected by HIV/AIDS; two caregivers, two social workers and two teachers who are teaching these learners. I conducted interviews with the two LO teachers at the two schools, who then identified learners affected by HIV/AIDS and whose parents had already succumbed from this disease. After gaining consent from their caregivers I then conducted interviews with both the caregivers and learners. These participants then informed me about the centres with which they are linked in the community, after which I approached the centres and requested to conduct interviews with the social workers. The interviews with the social workers, teachers and caregivers form the basis for my study of the emotional needs and basic emotions displayed by such learners affected by HIV/AIDS. The first set of themes derived from my study are emotional needs that learners display, emotions that learners display and coping strategies adopted by learners in dealing with emotions. The next set of themes derived from my study are how LO teachers ensure the effective functioning of their roles, what tools do LO teachers use to ensure the effective functioning of their roles, how LO teachers tout the effective functioning of their roles and what LO teachers do to stay abreast of developments in the teaching fraternity. It was clear from the data collected that even though LO teachers received training regarding HIV/AIDS, the training was insufficient to address the emotional needs of orphans affected by HIV/AIDS. It also came to light that teachers wished to support these learners but due to time constraints and over-crowded classes due to learner-teacher ratio were unable to do so. The study suggests that more teachers should receive the necessary training to better their skills for responding to the emotional needs of learners affected by HIV/AIDS.
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Exploring learners’ experiences of creative expressive arts activities introduced into life orientation
- Authors: Killoran, Vanessa
- Date: 2013-07-18
- Subjects: Special education - Psychological aspects , Art - Study and teaching , Life skills - Study and teaching
- Type: Thesis
- Identifier: uj:7646 , http://hdl.handle.net/10210/8516
- Description: M.Ed. (Educational Psychology) , Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead to personal fulfilment, emotional reparation, and recovery (Malchiodi, 2003). Taking into consideration the South African context, and the many psychological, social and emotional and learning barriers, through the creation of art and reflecting on the art products and methods people can increase awareness of self and others. It will also aid in coping with symptoms of stress and traumatic experiences, and enhance cognitive abilities (American Art Therapy Association, 2002). The aim of the paper is to assess and provide feedback on how learners experience the introduction of creative expressive arts activities into their school curriculum within the Life Orientation subject,. The research followed a phenomenological research design through the purposive sampling of nine learners from a school for learners with special educational needs. Data was collected through the means of group interviews, incomplete sentences and observations, then analysed by means of thematic analysis. Using socio-cultural theory as my literature framework and a socio-constructivist research paradigm, two main themes emerged. The first was that the learners experienced inter-personal development, which linked to the second theme of intra-personal development, through a psychological timeframe. Furthermore, I was able to determine which activities the learners enjoyed and which would need to be included in future creative expressive arts activities for the enjoyment of the learners. Through the emergence of this research the school communities will be better informed as to the value that creative expressive arts engagement could have in a school setting.
- Full Text:
- Authors: Killoran, Vanessa
- Date: 2013-07-18
- Subjects: Special education - Psychological aspects , Art - Study and teaching , Life skills - Study and teaching
- Type: Thesis
- Identifier: uj:7646 , http://hdl.handle.net/10210/8516
- Description: M.Ed. (Educational Psychology) , Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead to personal fulfilment, emotional reparation, and recovery (Malchiodi, 2003). Taking into consideration the South African context, and the many psychological, social and emotional and learning barriers, through the creation of art and reflecting on the art products and methods people can increase awareness of self and others. It will also aid in coping with symptoms of stress and traumatic experiences, and enhance cognitive abilities (American Art Therapy Association, 2002). The aim of the paper is to assess and provide feedback on how learners experience the introduction of creative expressive arts activities into their school curriculum within the Life Orientation subject,. The research followed a phenomenological research design through the purposive sampling of nine learners from a school for learners with special educational needs. Data was collected through the means of group interviews, incomplete sentences and observations, then analysed by means of thematic analysis. Using socio-cultural theory as my literature framework and a socio-constructivist research paradigm, two main themes emerged. The first was that the learners experienced inter-personal development, which linked to the second theme of intra-personal development, through a psychological timeframe. Furthermore, I was able to determine which activities the learners enjoyed and which would need to be included in future creative expressive arts activities for the enjoyment of the learners. Through the emergence of this research the school communities will be better informed as to the value that creative expressive arts engagement could have in a school setting.
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The perceptions of Life Orientation educators’ responsiveness to diverse sexual identities
- Authors: Makaringe, Gezani Given
- Date: 2021
- Subjects: Life skills - Study and teaching , Gender identity in education , Sex instruction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486274 , uj:44228
- Description: Abstract: The study deals with the perceptions of Life Orientation educator’s responsiveness to diverse sexual identities. The research focuses on Life Orientation as a core platform for HIV and sexuality education. This study is concerned with the challenges that are faced by diverse sexual identities and the educators’ experiences in teaching HIV and sexuality education to Lesbians, gays, bisexuals, transgender and queer in schools. The Life Orientation (LO) curriculum, educational policies are discussed to understand the role of educators in teaching diverse sexual identities about HIV prevention in schools. The Literature review deals with the importance of teaching Life Orientation (LO), the reason for teaching it and the challenges faced by Life Orientation educators in teaching diverse sexual identities in schools. It further uses constructivism theory, social learning theory to allude the perceptions of Life Orientation educators with regard to learning of diverse sexual identities. The study uses qualitative research to collect data and participants are Life Orientation Educators from different schools in the Gauteng Department of Education, Region D 14. All interviews were conducted after contact time outside of the school due to COVID-19 compliance so there was no need for permission at the schools. Themes were used in analysis of data. The study recommends and concluded that educators teaching Life Orientation do not know or understand Life Orientation curriculum since they do not teach the whole curriculum but choose certain content which suits their needs but not learners. , M.Ed. (Inclusive Education)
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- Authors: Makaringe, Gezani Given
- Date: 2021
- Subjects: Life skills - Study and teaching , Gender identity in education , Sex instruction
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486274 , uj:44228
- Description: Abstract: The study deals with the perceptions of Life Orientation educator’s responsiveness to diverse sexual identities. The research focuses on Life Orientation as a core platform for HIV and sexuality education. This study is concerned with the challenges that are faced by diverse sexual identities and the educators’ experiences in teaching HIV and sexuality education to Lesbians, gays, bisexuals, transgender and queer in schools. The Life Orientation (LO) curriculum, educational policies are discussed to understand the role of educators in teaching diverse sexual identities about HIV prevention in schools. The Literature review deals with the importance of teaching Life Orientation (LO), the reason for teaching it and the challenges faced by Life Orientation educators in teaching diverse sexual identities in schools. It further uses constructivism theory, social learning theory to allude the perceptions of Life Orientation educators with regard to learning of diverse sexual identities. The study uses qualitative research to collect data and participants are Life Orientation Educators from different schools in the Gauteng Department of Education, Region D 14. All interviews were conducted after contact time outside of the school due to COVID-19 compliance so there was no need for permission at the schools. Themes were used in analysis of data. The study recommends and concluded that educators teaching Life Orientation do not know or understand Life Orientation curriculum since they do not teach the whole curriculum but choose certain content which suits their needs but not learners. , M.Ed. (Inclusive Education)
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Selected Gauteng secondary school learners’ lived experiences of Life Orientation and the fulfilment of its outcomes as a school subject
- Authors: Wasielewski, Tanya Natasha
- Date: 2013-05-06
- Subjects: Life orientation - Study and teaching , Life skills - Study and teaching
- Type: Thesis
- Identifier: uj:7515 , http://hdl.handle.net/10210/8372
- Description: D.Ed. (Educational Psychology) , Through quality education for all, learners will be able to reach their full potential and will be able to “meaningfully contribute to and participate in that society throughout their lives” (Department of Education, 1997, p.11). To facilitate this process, Life Orientation (LO) has been introduced as a compulsory subject in grades 8 to 12 and, according to the National Curriculum Statement, it will be “guiding learners to develop their full potential in all spheres of life (i.e. holistic development)”, and focusing on “skills that empower learners to relate positively and make a contribution to family, community and society life in South Africa” (Department of Education, 2003, p.19). This implies that those responsible for teaching this subject would require specific qualities and characteristics, as they face many challenges in terms of what learners bring to school, such as the effects of violence, HIV, abuse, divorce, poverty and teenage pregnancy. The expectations of the learning outcomes are high, and as yet little is known about the experience of LO within schools. This research therefore aimed to explore the learners’ lived experiences of LO within secondary schools in Gauteng, in order to understand their perspectives of LO and LO teachers in the first phase, so that intervention strategies could be developed in the second phase to enhance its implementation. The research utilised a qualitative paradigm and included a literature review, focus group interviews with six to eight learners in each grade of four secondary schools, five individual interviews with learners, four individual interviews with LO teachers, and open-ended questionnaires completed by one class in each grade in secondary school. Data analysis was deductive and themes identified focused on the relevancy of LO, the attitude to LO, the acquisition of life skills, LO teachers and their teaching methods, and the LO needs of learners. Several gaps were identified between learners’ experiences and the learning outcomes of LO. Intervention strategies, based on the findings of the study in phase one, were developed in phase two in order to address these gaps, to further develop LO as a learning area, and to facilitate the acquisition of life skills by secondary school learners. The overall principles of the intervention programme focused on improving the practical applicability of LO for learners, making it more relevant to adolescents, linking it to the community, assisting with the necessary teacher selection criteria and teaching qualities, and highlighting the necessity for more health promotion in schools.
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- Authors: Wasielewski, Tanya Natasha
- Date: 2013-05-06
- Subjects: Life orientation - Study and teaching , Life skills - Study and teaching
- Type: Thesis
- Identifier: uj:7515 , http://hdl.handle.net/10210/8372
- Description: D.Ed. (Educational Psychology) , Through quality education for all, learners will be able to reach their full potential and will be able to “meaningfully contribute to and participate in that society throughout their lives” (Department of Education, 1997, p.11). To facilitate this process, Life Orientation (LO) has been introduced as a compulsory subject in grades 8 to 12 and, according to the National Curriculum Statement, it will be “guiding learners to develop their full potential in all spheres of life (i.e. holistic development)”, and focusing on “skills that empower learners to relate positively and make a contribution to family, community and society life in South Africa” (Department of Education, 2003, p.19). This implies that those responsible for teaching this subject would require specific qualities and characteristics, as they face many challenges in terms of what learners bring to school, such as the effects of violence, HIV, abuse, divorce, poverty and teenage pregnancy. The expectations of the learning outcomes are high, and as yet little is known about the experience of LO within schools. This research therefore aimed to explore the learners’ lived experiences of LO within secondary schools in Gauteng, in order to understand their perspectives of LO and LO teachers in the first phase, so that intervention strategies could be developed in the second phase to enhance its implementation. The research utilised a qualitative paradigm and included a literature review, focus group interviews with six to eight learners in each grade of four secondary schools, five individual interviews with learners, four individual interviews with LO teachers, and open-ended questionnaires completed by one class in each grade in secondary school. Data analysis was deductive and themes identified focused on the relevancy of LO, the attitude to LO, the acquisition of life skills, LO teachers and their teaching methods, and the LO needs of learners. Several gaps were identified between learners’ experiences and the learning outcomes of LO. Intervention strategies, based on the findings of the study in phase one, were developed in phase two in order to address these gaps, to further develop LO as a learning area, and to facilitate the acquisition of life skills by secondary school learners. The overall principles of the intervention programme focused on improving the practical applicability of LO for learners, making it more relevant to adolescents, linking it to the community, assisting with the necessary teacher selection criteria and teaching qualities, and highlighting the necessity for more health promotion in schools.
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